QUEEN ANNE SCHOOL

STA. ROSA

CURRICULUM MAP

SUBJECT: Science QUARTER: 2

GRADE LEVEL: 8 TOPIC: Earth and Space
LEARNING
Quarter/ UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES INSTITUTIONAL
ASSESSMENT ACTIVITIES RESOURCES
Month CONTENT STANDARD STANDARD (AMT LEARNING CORE VALUES
GOALS)
Second Chapter 1. The learners The learners shall The learners should
OFFLINE ONLINE
Quarter Earthquake demonstrate be able to: be able to:
and Faults an A1.1 ACQUISITION
understandin 1). Participate in Differentiate the Textbook: Critical Thinking
g of: decision making  epicenter of Science in Honesty
the on where to build an A1.1 A1.1 Venn A1. Venn Everyday
relationship structures based earthquake Identification Diagram Diagram Living. page
between on knowledge of from its 100,104, 112-
faults and the location of focus; 115.
earthquakes active faults in the  intensity of
community an Online: LMS
earthquake https://
2). Make an from its drive.google.co
emergency plan magnitude; m/drive/
and prepare an  active and folders/
emergency kit for inactive 1hZSgYUJeFiU5
use at home and faults; YmUIrKtL0k_pB
in school (S8ES-IIa-15) 8uELpQu
(Sci8_Q2_W1,2
Page 6.)

https://
drive.google.co
 m/drive/
folders/
1hZSgYUJeFiU5
YmUIrKtL0k_p
B8uELpQu
(Sci8_q2_m2_w2
page 16-17)

https://
docs.google.co
m/document/
d/
1AiJ0h_mIYo7e
FNB-
q4jeif92FRnKga
qG/edit?
usp=sharing&o
uid=108699053
718266177706
&rtpof=true&s
d=true

MEANING MAKING
M1. Explain using M1.1 Short M1.1 M1.1 Textbook: Critical Thinking
models or Paragraph Laboratory Laboratory Science in Respect
illustrations how Activity Activity (Home Everyday Excellence
movements along Set-up) Living. pages
faults generate 112-116.
earthquakes; (S8ES-
IIa-14) Online:
https://
drive.google.co
m/drive/
folders/
1hZSgYUJeFiU5
YmUIrKtL0k_pB
 8uELpQu
Sci8_Q2_W1,2
Page 13-14.

M2. Explain how M2.1 Journal M2.1 M2.1 Textbook: Critical Thinking
earthquake waves Writting Text and Text and Picture Science in Honesty
provide information Picture Analysis Everyday Integrity
about the interior Analysis Living. pages
of the earth; (S8ES- 99-111.
IIc-17)
Online:
https://
drive.google.c
om/drive/
folders/
1hZSgYUJeFiU5
YmUIrKtL0k_p
B8uELpQu
Sci8_q2_w3_m
3; pages 11-14.
TRANSFER
T1. T1.1 T1.1 T1.1 Textbook: Excellence
Prepare an Performance Scaffold for Scaffold for Science in
emergency kit for Task transfer transfer Everyday
use at home and in Living. pages
school. Project Project 120-122.
Exercises Exercises
Online:
https://
drive.google.c
om/drive/
folders/
1hZSgYUJeFiU5
YmUIrKtL0k_p
B8uELpQu
Sci8 q2 w4 m4.
 page 16.
Chapter 2: ACQUICISION
Understand Added A1. Labelling A1. Labelling A1. Labelling Textbook: Honesty
ing competency: Exercises Exercise Science in
Typhoons A1. Identify the Everyday
conditions needed Living. page
3). Demonstrate for the formation of 132.
precautionary typhoon.
measures before, Online LMS:
during, and after a https://
typhoon, drive.google.c
including om/drive/
following folders/
advisories, storm 1pUk4hs90z07
: the
signals, and calls 1YZMw5UruaN
formation of
for evacuation NUQt48mUbZ
typhoons and
given by Sci8_q2_m4
their
government page 6-8, 12.
movement
agencies in charge
within the
PAR MEANING MAKING
M1. Explain how M1. Short M1. Picture M1. Online Textbook: Excellence
4). Participate in typhoons develop; Paragraph Analysis Simulation Science in
activities that and how it is Activity Everyday
lessen the risks affected by Living. pages
brought by landmasses and 127-135.
typhoons bodies of water.
(S8ES-IId-18); Online:
(S8ES-IIe-20) Simulation:
https://
scijinks.gov/
hurricane-
simulation/
M2. Trace the path M2. Essay M2. Plotting M2. Tracing Textbook: Critical Thinking
of typhoons that and Labeling Science in Honesty
enter the Philippine Everyday Integrity
Area of Living. pages
Responsibility (PAR) 127-134.
using a map and
tracking data; Online:
(S8ES-IIf-21) https://
drive.google.co
m/drive/
folders/
1hZSgYUJeFiU5
YmUIrKtL0k_pB
8uELpQu
(Sci8 q2 w4
m4_page 13)

https://
drive.google.co
m/drive/
folders/
1pUk4hs90z07
1YZMw5UruaN
NUQt48mUbZ
(Sci8 q2 m5
page 10-12)
TRANSFER
T1. T1.1 T1.1 T1.1 Textbook: Excellence
Prepare an Performance Scaffold for Scaffold for Science in
emergency kit for Task transfer transfer Everyday
use at home and in Living. pages
school. Project Project 120-122.
Exercises Exercises
Online:
https://
drive.google.c
om/drive/
folders/
1hZSgYUJeFiU5
 YmUIrKtL0k_p
B8uELpQu
Sci8 q2 w4 m4.
page 16.
Chapter 3: :characteristic 5). Discuss ACQUICISION
Other of comets, whether beliefs A1. Compare and A1. A1. Venn A1. Venn Textbook: Critical Thinking
Members of meteors, and and practices contrast comets, Enumeration diagram Diagram Science in
Solar asteroids. about comets and meteors, and Everyday
System meteors have asteroids; (S8ES-IIg- Living. pages
scientific basis 22) 147-162.

MEANING MAKING
Added M1. Short M1. Data M1. Data Textbook: Excellence
competency: Paragraph Retrieval Retrieval Chart Science in
M1. Explain how Chart Everyday
some beliefs and Living. pages
theories about 147-162.
Near Earth Objects
become tools to Online LMS:
develop science https://
further. drive.google.c
om/drive/
folders/
1pUk4hs90z07
1YZMw5UruaN
NUQt48mUbZ

TRANSFER
T1. T1.1 T1.1 T1.1 Textbook: Excellence
Prepare an Performance Scaffold for Scaffold for Science in
emergency kit for Task transfer transfer Everyday
use at home and in Living. pages
school. Project Project 120-122.
Exercises Exercises
Online:
https://
 drive.google.c
om/drive/
folders/
1hZSgYUJeFiU5
YmUIrKtL0k_p
B8uELpQu
Sci8 q2 w4 m4.
page 16.

Rubric for Making of Emergency Kits

Criteria
Exceptional
(10)
The contents are exceptionally
complete. Essentials such as easy-to-
Components/Content and prepare foods, water, medicine kit,
Organization. flashlight with batteries are all
present with an extra. Very
organized.
The container is exceptionally solid
and strong. It could withstand any
Container, Chance of Storage and major fall, strong force, rain, flood
Access without damaging its contents.
Theres a high change of easy storage
and access based on its appearance.
Can articulate the vision for the final
Final Product
product.
Level of Performance
Satisfactory
(8)
The contents are complete.
Essentials such as easy-to-prepare
foods, water, medicine kit, flashlight
with batteries are all present with
few extras in some items.
Minimal evidence of organization.
The container is solid. It could
withstand strong force without
damaging its content. Can be easily
stored and be access based on its
appearance.
Briefly articulates the vision for final
product.
Needs Improvement
(5)
The contents are incomplete. Few
essential were included with no extra
in each item.
Little evidence of organization.
The container is weak. It could be
broken easily. Once damage, the
contents are expected to be damage.
Storage and easy access can be
challenging based on its appearance.
Has minimal connect to the final
vision of the product.
Not Visible
(3)
Several essential items are missing
with no extra/reserve in each item.
Not organized at all.
No container at all or at least just a
pouch of plastic, eco bag, a
cardboard box, and other weak and
soft materials. Contents can be
highly damage. Storage and access
are almost impossible due to its
confusing appearance.
Does not connect to the final vision
of the product.

PERFORMANCE STANDARD
The learner transfers learning by making or preparing an
emergency kit that could be used at home and in school.
PS-TG-PeTa Matrix
SY: 2022-2023
TRANSFER GOAL
The students on their own and in the long run will be able to
prepare an emergency kit both for school and at home to
become ready in responding difficult situation caused by
typhoon, earthquake, and any incidents.
PERFORMANCE TASK
G- To prepare an emergency kit both for school and at
home.
R- Emergency responder, Medic, Rescue Personnel.
A- Teachers, Parents, Students
S-The school will conduct an earthquake drill. The class of
science 8 class is tasked to be the medic team during the
said activity. Prior to the drill the science 8 students are
required to prepare and emergency kit to be used. After the
said drill, the students may donate or use those kits at
home.
P- Emergency kit.
S- The performance of the students will be graded through a
 rubric.

SCAFFOLDS FOR TRANSFER

SY: 2022-2023
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
Direct Prompt Open Prompt Guided Transfer Independent Transfer
ODL: ODL: ODL: ODL:
The teacher will discuss on what causes an earthquake The students prepared the kit and
and typhoon formation and their effects. Through this The students will gather and prepare the The students will completely prepare ready to use them during the
the students will be informed about the dangers of materials needed in an emergency kit. the medical kit. scheduled earthquake drill activity.
these natural calamities and how to respond to the
expected casualties brought by these calamities.

The students will be asked by the following guide

questions:
1. What is an earthquake?
2. How is an earthquake’s magnitude
measured?
3. How can you prepare for an earthquake?
4. How is typhoon formed?
5. Why is the Philippines prone to typhoons?

Product: Materials for the medical kit. Product: Medical kit. Product: Emergency kit
Product: Search for the things need on how to respond
casualties.

Prepared by:

JONAS T. ROY