MELCs DEFINITIVE BUDGET OF WORK FOR SY 2021-2022

Science 9

GROUP MATTER LIVING THINGS AND FORCE, MOTION AND EARTH AND SPACE
THEIR ENVIRONMENT ENERGY

TEAM LEADERS Don King O. Michelle M. Carranza Digna C. Paningbatan

Marvin L. Diaz Pasay City National Science Quezon City Science High
Evangelista
High School Pasay City School
Navotas National Science High
Quezon City High School SDO Quezon City
School
Navotas City
Quezon City
T EAM MEMBERS Stephanie M. Salom
Pasolo Elementary School
Valenzuela City City
Marichu G. Nazareno
Manuel L. Quezon Elementary
School
Caloocan City
Cristina D. Montajes
TS Cruz Elementary School
Las Piñas City
Mary Grace F.
Bumanlag
President Diosdado Macapagal
High School
Taguig City and Pateros
Edelito G. Villamor
Tala High School
Caloocan City
Joselle Ira I. Liwanag
San Juan National High School
San Juan City
Sarah Jane O. Pelos
Doña Pilar C. Gonzaga
Elementary School
Mandaluyong City
Dolores L. Sunga
Emilio Jacinto Elementary School
Manila City
Arsenio R. Ranay
Ninoy Aquino Elementary School
Malabon City
Jan Marie E. Daylo
Las Piñas City National Science
High School
Las Piñas City
Virgilio D. Alcayde
Novaliches High School
Joseph A. Villaralvo Dr. Efren E. Canzana
PSDS Pasay City
San Antonio
Elementary School Paraῆaque
City
Maria Alma D. Felina
Fortune High School Marikina
Limmuel J. Opao City
Ninoy Aquino Elementary
School
Malabon City
Berneth J. Sapaden
Poblacion National High School
Muntinlupa City
Geline Prisca T. Pacon
Tala High School Caloocan City
Mildred P. Corpuz
Tangos National High School
Maria Clarissa G. Navotas City
Bergado
Cayetano Arellano High School
Maria Lourdes G. Del
Manila
Rosario
La Huerta Elementary School
Ferdinand Bautista
Parañaque City
Manila Science High School
Manila
Shydney A. Bayanito
Jeffrey Policarpio Padre Burgos Elementary School
Paraῆaque National High Pasay City
School Main Paraῆaque City
Noli A. Bendo Janeth D. Morte
San Isidro National High School San Lorenzo Ruiz Elementary
Main Makati City School
Pasig City
SCIENCE SUPERVISORS Dr. Corazon Javier Roxane Villanueva Dr. Maripaz T. Mendoza
Parañaque City Mandaluyong City SDO Pasay City
Dr. Maria Pilar O.
Dr. Raquel Austero Capalongan Dr. Manolo Davantes Dr. Lea Q. Prondo
Las Piñas City Malabon City SDO Valenzuela City
Quezon City

Dr. Marivic Almo Rebecca Roxas Ms. Jessica S. Mateo

Taguig City and Pateros Manila SDO Marikina City

Dr. Emiterio D.
Dr. Liza Alvarez Dr. Hernan L. Apurada
Macarubbo
Pasig City
SDO Makati City
Caloocan City

Dr. Armida Oblinada

Muntinlupa City

Mr. Russel Samson

Navotas City

Dr. Bradley Loo

San Juan City

QUARTER 1 (LIVING THINGS AND THEIR ENVIRONMENT)

Content Standard: The learners demonstrate understanding of
  1. how the different structures of the circulatory and respiratory systems work together to transport oxygen-rich blood and nutrients 
          to the different parts of the body. 
2. the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems
Performance Standard: The learners should be able to conduct an information dissemination activity on effective ways of taking
care of the respiratory and circulatory systems based on data gathered from the school or local health workers.
# MELC Number of days taught Remarks
1 Explain how the respiratory and circulatory systems
work together to transport nutrients, gases, and 8 DAYS
other molecules to and from the different parts of
the body (S9LT-Ia-b-26) (Note: Science is taught four times a
Day 1:  week (HS) in this case since the
  1. Identify the key parts and function of the        MELC is good for 2 weeks it means
      respiratory system that this MELC should be taught in 8
  2. Explain how the lungs work days)
Day 2: Describe how the movement of the
diaphragm helps the air go in and out of the lungs
Day 3: Identify the components of the circulatory 
           system
Day 4: 
    1. Explain how blood is pumped by the heart
    2. Explain the different types of circulation
Day 5: Explain the mechanism of how the
respiratory and circulatory systems work together
2 Infer how one’s lifestyle can affect the functioning of
respiratory and circulatory systems  (S9LT-Ic-27)
Day 6:
    1. Explain the negative effects of cigarette
smoking
    2. Infer how to detect and prevent diseases in
the circulatory system and respiratory system.
Day 7: Infer how one’s lifestyle can affect the 
            functioning of respiratory and  circulatory 
           systems
Day 8: Conduct an information dissemination
activity on effective ways of taking care of the 
respiratory and circulatory systems
Content Standard: The learners demonstrate understanding of how genetic information is organized in genes on chromosomes and
the different patterns of inheritance,
3 Explain the different patterns of non-Mendelian Prior to teaching this competency,
inheritance  ( S9LT-Id-29) 8 DAYS specifically Day 3, give inputs and
Day 1: Identify the components of DNA molecule exercises first on: 
Day 2:  (Note: Science is taught 4 times a
   1. Describe the structure of genes and  week (HS) in this case since the Predict phenotypic expressions of
        chromosomes MELC is good for 2 weeks it means traits following simple patterns of
   2. Determine the location of genes in that this MELC should be taught in 8 inheritance and;
chromosomes days)
Day 3: Explain the incomplete dominance pattern Solve problems involving Mendelian
of inheritance. Genetics using Monohybrid Cross
(Grade 8, Quarter 4 – Week 3)
Day 4: Explain the codominance pattern of 
     inheritance
Day 5: Determine all possible combinations of
genes for a specific blood type.
Day 6: 
   1. Determine the probability of having a  male or 
       female gender
   2. Explain the sex- influenced trait
Day 7-8: Explain the sex-linked trait
Content Standard: The learners demonstrate understanding how changes in the environment may affect species extinction
Performance Standard: The learners should be able to make a multimedia presentation of a timeline of extinction of representative
microorganisms, plants, and animals.
4 Relate species extinction to the failure of Prior to teaching this competency,
populations of organisms to adapt to abrupt 4 DAYS specifically Day 1, give inputs and
changes in the environment (S9LT-Ig-j-31) exercises first on: 
Day 1: Measure species distribution using  (Note: Science is taught four times a
     mathematical way of expressing the richness and week (HS) in this case since the Explain the concept of a species
distribution of species in a community. MELC is good for 1 week it means (Grade 8, Quarter 4 – Week 4)
Day 2: Determine the pattern of population   that this MELC should be taught in 4
           distribution  days)
Day 3: Explain the probable causes of species 
     extinction and  the local and global 
     environmental issues that contributed to species
extinction
Day 4: Make a multimedia presentation of a
timeline of extinction of representative
microorganisms, plants, and animals

Note: Consider the modality of the learners to meet

the performance standards 
Content Standard: The learners demonstrate understanding of the structure and function of plant parts and organelles involved in
photosynthesis and the structures and function of mitochondrion as the main organelle involved in respiration
Performance Standard: The learners should be able to design and conduct an investigation to provide evidence that plants can
manufacture their own food.
5 Differentiate basic features and importance of
photosynthesis and respiration (S9LT-Ig-j-31)
Day 1: Relate the internal and external plant parts  Prior to teaching this competency,
     (chloroplasts, pigments, stomata, etc.) to their  8 DAYS specifically Day 1 and 5, give inputs
      functions.  and exercises first on: 
Day 2: Differentiate Light Dependent and Light  (Note: Science is taught 4 times a
      Independent Reaction in terms of the raw  week (ELEM) in this case since the Differentiate plant and animal cells
      materials, processes and end product.   MELC is good for 2 weeks it means according to the presence or
Day 3: Describe the parts of the mitochondrion and that this MELC should be taught in 8 absence of certain organelles
     explain how cell release energy from food   days) (Grade 7, Quarter 2 – Week 4)
Day 4-5: Describe and explain the stages of
cellular respiration - Glycolysis, Krebs Cycle
and Electron Transport Chain  
Day 6: Differentiate photosynthesis and respiration
in terms of cell structures involved, raw materials,
 end product and energy requirement
Day 7-8: Design and conduct an investigation
that will show that plants are capable of making 
     food 

Note: You can extend the allotted number of days

for the conduct of the investigation

QUARTER 2 (MATTER)

Content Standard: The learners demonstrate understanding of 

1. the development of atomic models that led to the description of the behaviour of electrons within atoms
2. how atoms combine with other atoms by transferring or sharing electrons
3. forces that hold metals together

Performance Standard: 
# MELC
6 Explain how the Quantum Mechanical
Model of the atom describes the energies
and positions of the electrons
Day 1:  Illustrate the development of
atomic models and predict the probable
location of electron/s in an atom (include
in the discussion the electron cloud &
Heisenberg's Uncertainty Principle)
Day 2: Describe electron configuration
and write the correct electron
configuration of given elements
Number of days taught Remarks
4 days
(Note: Science is taught four
times a week (Junior High
School - JHS) in this case
since the MELC is good for 1
week, it means that this
MELC should be taught in 4
days)
Prior to teaching this competency, specifically
Day 2 give inputs and exercises first on: 
 Determine the number of electron, proton, and
neutron in positive ions (cation) (G8, Q3)
Day 3: Supply the following data from the
electron configuration such as:  period
number, group number, number of paired
and unpaired electron/s, number of
valence electron/s, and number of core
electrons 
Day 4: Describe the set of quantum
numbers and complete the given set of
quantum numbers for each given
element
7 Recognize different types of compounds 4 days Prior to teaching this competency, specifically Day 2
(ionic or covalent) based on their (Note: Science is taught four give inputs and exercises first on: 
properties such as melting point, times a week (Junior High
hardness, polarity, and electrical and School - JHS) in this case MELCs: Use the periodic table to predict the chemical
thermal conductivity; (S9MT-IIb-14) since the MELC is good for 1 behavior of an element. (S8MT-IIIi-j-12) (G8, Q3)
Day 1: Identify and describe ionic and week, it means that this
covalent compounds based on their MELC should be taught in 4
chemical formula and chemical names. days)
Day 2: Enumerate and discuss different
physical properties of ionic and covalent
compound
Day 3: Distinguish ionic from covalent
compounds based on their physical
properties
Day 4: Cite natural phenomena that use
different physical properties of ionic and
covalent compounds (ex. “asinan” salt
farm, sand)
8 Explain how ions are formed; (S9MT-IIe-f- 4 days Prior to teaching this competency, specifically Day 1,
16) (Note: Science is taught four give inputs and exercises first on: 
Day 1: Describe how do atoms form ions times a week (Junior High
 Day 2: Differentiate positive ions and School - JHS) in this case Determine the number of electron, proton, and
negative ions based on their tendency to since the MELC is good for 1 neutron in negative ions (anion) and Illustrate how the
lose or gain electron week, it means that this sub-atomic particles are distributed in an
Day 3: Show the formation of ions using MELC should be taught in 4 atom/anion/cation (G8, Q3)
the Lewis Electron Dot Symbols (LEDS) days)
Day 4: Write a chemical formula of ionic
compounds based on the charges of ions
using the criss-cross method.
Content Standard: The learners demonstrate understanding of the type of bonds that carbon forms that result in the
diversity of carbon compounds
Performance Standard: 
# MELC Number of days taught Remarks
9 Explain how the structure of the carbon 8 days
atom affects the type of bonds it forms; (Note: Science is taught four
(S9MT-IIg-h-17) times a week (Junior High
Day 1-2: Discuss why carbon is a unique School - JHS) in this case
atom (valence electron, bond length, since the MELC is good for 2
strength, multiple bond formation, etc.) weeks, it means that this
Day 3-4: Differentiate organic from MELC should be taught in 8
inorganic compounds (from its chemical days)
formula, uses, properties)
Day 5-6: Determine the different
applications of organic compounds and
cite examples of each organic
compounds used in daily living
Day 7-8: Observe the properties of
common organic compounds through
experimentation
1 Recognize the general classes and uses 4 days
0 of organic compounds; (S9MT-IIh-18) (Note: Science is taught four
Day 1: Differentiate molecular, empirical, times a week (Junior High
and structural (expanded and School - JHS) in this case
 condensed) formulas since the MELC is good for 1
Day 2: Differentiate alkanes, alkenes and week, it means that this
alkynes based on the presence of bonds MELC should be taught in 4
and their physical properties days)
Day 3: Name different structures of
hydrocarbons (alkanes, alkenes and
alkynes)
Day 4: Identify different functional groups
and their uses in organic compounds
(alcohol, aldehydes, ester, carboxylic
acid, ether, amines, amides, etc.)
Content Standard: The learners demonstrate understanding of the unit, mole, that quantitatively measures the number of
very small particles of matter
Performance Standard: The learners should be able to analyse the percentage composition of different brands of two food
products and decide on the products’ appropriate percentage composition
# MELC Number of days taught Remarks
1 Use the mole concept to express mass of 4 days
1 substances; (S9MT-IIi-19) (Note: Science is taught four
Day 1: Differentiate molecular unit from times a week (Junior High
formula unit and compute for the School - JHS) in this case
molecular mass since the MELC is good for 1
Day 2: Define mole and calculate for the week, it means that this
number of moles of given compounds MELC should be taught in 4
Day 3: Compute for the number of days)
particles given the mass or no. of moles 
Day 4: Convert number of moles, mass,
and number of particles from one
unknown to another
(Note: If time permits, you can extend the
discussion of mole concept conversion to enrich
learning.)
1 Determine the percentage composition of 4 days
2 a compound given its chemical formula (Note: Science is taught four
 and vice versa. (S9MT-IIj-20) times a week (Junior High
Day 1: Determine the percentage School - JHS) in this case
composition of each element in a given since the MELC is good for 1
compound week, it means that this
Day 2: Differentiate empirical and MELC should be taught in 4
molecular formula days)
Day 3: Calculate for the empirical formula
and molecular formula of a compound
given its percentage composition 
(Note: If time permits, you can extend the
discussion of percentage composition  to
enrich learning.)
Day 4: Present an analyzed
percentage composition of different
brand of food products and
suggest/decide appropriate
percentage composition 

QUARTER 3 (EARTH AND SPACE)

Content Standard: The learners demonstrate understanding of the volcanoes found in the Philippines.                                           
Performance Standard: Describe the different types of volcanoes and volcanic eruption
# MELC Number of days taught Remarks
13 Describe the different types of volcanoes 4 Days
and volcanic eruption (S9ES-IIIa-26) (Note: Science is taught
Day 1: Differentiate a mountain from a four times a week (HS) in
volcano this case since the MELC
Day 2: Describe the types of volcanoes
is good for 1 week it
based on structure and activity
means that this MELC
Day 3: Differentiate between active and
should be taught in 4
inactive volcanoes and give examples of
days)
each type which are found in the
 Philippines
Day 4: Describe the different types of
volcanic eruption
14 Explain what happens when volcanoes 4 Days
erupt (S9ES-IIIb-27) (Note: Science is taught
Day 1: Describe the formation and four times a week (HS) in
composition of magma this case since the MELC
Day 2: Explain the effect of temperature
is good for 1 week it
and composition on its viscosity.
means that this MELC
Day 3: Relate the characteristics of
should be taught in 4
magma with the type of volcanic eruption
days)
Day 4: Explain the process of volcanic
eruption and its material emissions
15 Illustrate how energy from volcanoes may 8 Days
be tapped for human use (S9ES-IIIc-d-28) (Note: Science is taught
Day 1: Characterize volcanoes that can be four times a week (HS) in
tapped as good source of geothermal this case since the MELC
energy
is good for 2 weeks it
Prior to teaching this competency, specifically Day 2,
means that this MELC
Day 2: Identify volcanoes in the Philippines give inputs and discussions first on:
should be taught in 8
which are tapped as sources of
geothermal energy  days) Identify renewable and non-renewable sources of
energy. (G7, Q4)
Day 3: Create a diagram showing how
geothermal energy is tapped from a
source to a power plant
Day 4: Discuss how geothermal energy is
tapped from a source to a power plant
Day 5:  Explain how a geothermal energy is Prior to teaching this competency, specifically Day 5,
transformed into electrical energy  give inputs and discussions first on:

Identify the different types of Heat transfer and how

heat energy is transformed into different kind of
 energy (G6, Q3)
Day 6-7: Illustrate how electrical energy
from geothermal plant can be utilized for
human use
Day 8:  Identify the advantages and
disadvantages of using geothermal energy
Content Standard: The learners demonstrate understanding of the factors that affect climate, and the effects of changing climate
and how to adapt accordingly.                                                                                     
Performance Standard: The learners should be able to participate in activities that reduce risks and lessen effects of climate change.
16 Explain how different factors affect climate 4 Days
of an area (S9ES-IIIe-29) (Note: Science is taught
Day 1:  Describe climate and the factors four times a week (HS) in
that affect it this case since the MELC
Day 2:  Relate altitude and land
is good for 1 week it
topography with climate  
means that this MELC
Day 3:  Explain how ocean surface and
should be taught in 4
circulation directly affect the pattern of
days)
climate around the world   

Day 4:  Discuss other physical factors that

affect climate of an area such as: latitude,
atmospheric circulation.
17 Describe certain climatic phenomena that 8 Days
occur on a global level (S9ES-IIIf-30) (Note: Science is taught
Day 1: Relate climate to meteorological four times a week (HS) in
phenomena that occur in the Philippines this case since the MELC
Day 2: Describe climatic phenomena that
is good for 2 weeks it
occur on a global level
means that this MELC
Day 3: Explain the impact of increased
should be taught in 8
carbon dioxide on global mean
days)
temperature
Day 4: Differentiate greenhouse effect
from global warming
 Day 5: Identify the sources of greenhouse
gases and relate it to climate change
Day 6: Differentiate El Niño and La Niña
phenomena
Day 7: Explain the effects of El Nino and La
Nina phenomena on global climate
Day 8: Enumerate activities that reduce
risks and lessen effects of climate change
Content Standard: The learners demonstrate understanding of the relationship between the visible constellations in the sky and
Earth’s position along its orbit.
Performance Standard: The learners should be able to discuss whether or not popular beliefs and practices with regard to
constellations and astrology have scientific basis.
18 8 Days
Show which constellations may be
(Note: Science is taught
observed at different times of the year
four times a week (HS) in
using models (S9ES-IIIj-34)
this case since the MELC is
Day 1-2: Describe and identify some good for 2 weeks it means
constellations observed in the northern and that this MELC should be
southern hemisphere taught in 8 days)
Day 3: Locate some star clusters and
identify some bright stars in the
constellations.
Prior to teaching this competency, specifically Day 4,
give inputs and discussions first on:
Day 4: Describe the position of a
constellation in the course of night
Demonstrate rotation and revolution of Earth (G6,
Q4)
Day 5, give inputs and discussions first on:
Day 5-6: Identify and explain why
constellations are visible at different times
Identify constellations seen in the Philippines  (G5,
of the year
Q4)
Day 7: Illustrate constellations that may be
 observed at different times of the year in
the Philippine sky
Day 8: Determine whether popular beliefs
and practices about constellations and
astrology have scientific basis or none.

QUARTER 4 (FORCES, MOTION, AND ENERGY)

Content Standard: The learners demonstrate understanding of projectile motion, impulse and momentum, and conservation of linear
momentum
Performance Standard: The learner shall be able to propose ways to enhance sports related to projectile motion
# MELC Number of days taught Remarks
19 Describe the horizontal and vertical motions 4 Days
of a projectile S9FE-IVa34 (Note: Science is taught four times a
Day 1:  week (HS) in this case since MELC 19 is
Differentiate uniform motion and uniformly good for 1 week it means that this
accelerated motion. MELC should be taught in 4 days)
Day 2: 
Solve problems related to uniform motion and
uniformly accelerated motion.
Day 3:
Describe projectile motion qualitatively

Label a diagram illustrating projectile motion

by indicating the range, height, trajectory,
initial horizontal velocity, and initial vertical
velocity.
Day 4:
Describe projectile motion quantitatively
20 Investigate the relationship between the 4 Days
angle of release and the height and range of (Note: Science is taught four times a
the projectile S9FE-IVa-35 week (HS) in this case since MELC 20 is
Day 1:  good for 1 weeks it means that this
 Demonstrate what happens to the height MELC should be taught in 4 days)
and range of the projectile at different angles
of release
Day 2: 
Infer from examples that the angle of release
affects the height and range of a projectile
Day 3:
Infer that complementary angle of release
result in the same range but different height
for a projectile
Day 4: 
Propose ways to enhance sports related to
projectile motion
21 Relate impulse and momentum to collision of 4 Days
objects (e.g., vehicular collision) 9FE-IVb-36 (Note: Science is taught four times a
week (HS) in this case since MELCs 21
and 22 are good for 1 week it means
Day 1: that these MELCs should be taught in 4
Define impulse and momentum days)
Day 2:
Distinguish between elastic and inelastic
collisions
22 Infer that the total momentum before and
after collision is equal S9FE-IVb-37
Day 3-4: 
Apply the law of conservation of momentum
to real life situations 

Content Standard: The learner demonstrates the understanding of Conservation of Mechanical Energy
Performance Standard: Create a device that shows conservation of mechanical energy
23 Perform activities to demonstrate 4 Days
conservation of mechanical energy S9FE-IVd- (Note: Science is taught four times a
40 week (HS) in this case since MELC 23 is
 Day 1-2: good for 1 week it means that this
Analyze the conversion of potential to kinetic MELC should be taught in 4 days)
energy and vice versa to given situations (e.g.
pendulum, roller coaster, ascending and
descending the stairs)
Day 3:
Apply the law of conservation of mechanical
energy to real life situations.
Day 4:
Create a device that shows conservation of
mechanical energy
Content Standard: The learner demonstrates the understanding of the relationship among heat, work, and efficiency
Performance Standard: Analyze how power plants generate and transmit electrical energy
24 Construct a model to demonstrate that heat 4 Days Prior to teaching this
can do work S9FE-IVe-42 (Note: Science is taught four times a competency, give inputs and
Day 1-2: week (HS) in this case since MELC 24 is exercises first on: 
Explain how heat causes the internal energy good for 1 week it means that this Demonstrate how sound, heat,
of a system to change MELC should be taught in 4 days) light, and electricity can be
Day 3-4: transformed S6FE-IIId-f-2 (G6,
Demonstrate that heat can do work by Q3)
constructing a model
25 Explain how heat transfer and energy 2 Days Prior to teaching this
transformation make heat engines work S9FE- (Note: Science is taught four times a competency, give inputs and
IVg-45 week in (HS) in this case since MELC 25 exercises first on: 
Day 1: is good for ½ week it means that this Differentiate between heat
Infer that heat transfer can be used to do MELC should be taught in 2 days) and temperature at the
work and that work involves the release of molecular level S8FE -Ig – 29
heat (G8, Q1)
Day 2: 
Explain why machines are never 100-percent 2 Days
efficient; (Note: Science is taught four times a
Content Standard: The learners demonstrate week in (HS) in this case since MELC 26
understanding of generation, transmission, and is good for ½ week it means that this
 distribution of electrical energy from power plants MELC should be taught in 2 days)
(hydroelectric, geothermal, wind, and nuclear)
26 Explain how electrical energy is generated,
transmitted, and distributed S9FE-IVh-j-46
Day 3-4: 
Trace the energy transformation in electrical
power plants
26 Explain how electrical energy is generated, 4 Days
transmitted, and distributed S9FE-IVh-j-46 (Note: Science is taught four times a
Day 1: week (HS) in this case since MELC 26 is
Explain how electrical energy reaches the good for 1 week it means that this
consumer. MELC should be taught in 4 days)
Day 2: 
Distinguish between electrical power
generation, distribution and transmission.
Day 3:
Differentiate a step-up from a step-down
transformer
Day 4:
Cite ways to minimize power loss in
generation, transmission, and distribution of
electrical energy

FORCE, MOTION, AND ENERGY

Name: Joseph A. Villaralvo

School: San Antonio Elementary School
SDO: Paraῆaque City

Name: Limmuel J. Opao

School: Ninoy Aquino Elementary School
SDO: Malabon City
Name: Geline Prisca T. Pacon
School: Tala High School
SDO: Caloocan City

Name: Michelle M. Carranza

School: Pasay City National Science High School
SDO: Pasay City

Name: Maria Clarissa G. Bergado

School: Cayetano Arellano High School
SDO: Manila

Name: Ferdinand Bautista

School: Manila Science High School
SDO: Manila

Name: Jeffrey Policarpio

School: Paraῆaque National High School Main
SDO: Paraῆaque City

Name: Noli A. Bendo

School: San Isidro National High School Main
SDO: Makati City

Name: Roxane Villanueva

EPS- Science
SDO: Mandaluyong City

Name: Dr. Manolo Davantes

EPS- Science
SDO: Malabon City

Name: Rebecca Roxas

EPS- Science
SDO: Manila

EARTH AND SPACE

Dr. Efren E. Canzana

PSDS
SDO Pasay City

Digna C. Paningbatan
Quezon City Science High School
SDO Quezon City

Maria Alma D. Felina

Fortune High School
SDO Marikina City

Berneth J. Sapaden
Poblacion National High School
SDO Muntinlupa

Mildred P. Corpuz
Tangos National High School
SDO Navotas

Maria Lourdes G. Del Rosario

La Huerta Elementary School
SDO Parañaque City

Shydney A. Bayanito
Padre Burgos Elementary School
SDO Pasay City
Janeth D. Morte
San Lorenzo Ruiz Elementary School
SDO Pasig City

Dr. Maripaz T. Mendoza

EPS - Science
SDO Pasay City

Dr. Lea Q. Prondo

EPS - Science
SDO Valenzuela City

Ms. Jessica S. Mateo

EPS - Science
SDO Marikina City

Dr. Hernan L. Apurada

EPS - Science
SDO Makati City

LIVING THINGS AND THEIR ENVIRONMENT

Sarah Jane O. Pelos

Doña Pilar C. Gonzaga Elementary School
SDO – Mandaluyong

Dolores L. Sunga
Emilio Jacinto Elementary School
SDO - Manila

Arsenio R. Ranay
Ninoy Aquino Elementary School
SDO – Malabon City

Jan Marie E. Daylo

Las Piñas City National Science High School
SDO – Las Piñas City

Virgilio Alcayde
Novaliches High School
SDO – Quezon City

Haizel T. Gilua
Makati Science High School
SDO – Makati City

Marvin L. Diaz
Quezon City High School
SDO – Quezon City

Edwin T. Guillermo
Kalayaan National High School
SDO – Caloocan City

Dr. Maria Pilar O. Capalongan

Education Program Supervisor
SDO – Quezon City

Dr. Emiterio D. Macarubbo

Education Program Supervisor
SDO – Caloocan

Dr. Armida Oblinada

Education Program Supervisor
SDO – Muntinlupa
Dr. Russel Samson
Education Program Supervisor
SDO – Navotas

Dr. Bradley Loo

Education Program Supervisor
SDO – San Juan

MATTER

Stephanie M. Salom
Pasolo Elementary School
SDO - Valenzuela City

Marichu G. Nazareno
Manuel L. Quezon Elementary School
SDO - Caloocan City

Cristina D. Montajes
TS Cruz Elementary School
SDO - Las Piñas

Don King O. Evangelista

Navotas National Science High School
SDO - Navotas

Mary Grace F. Bumanlag

President Diosdado Macapagal High School
SDO - Taguig City and Pateros

Edelito G. Villamor
Tala High School
SDO - Caloocan

Joselle Ira I. Liwanag

San Juan National High School
SDO - San Juan

Dr. Corazon Javier

Education Program Supervisor
SDO - Parañaque

Dr. Raquel Austero

Education Program Supervisor
SDO - Las Piñas City

Dr. Marivic Almo

Education Program Supervisor
SDO - Taguig City and Pateros

Dr. Liza Alvarez

Education Program Supervisor
SDO - Pasig City