C.MAP SCIENCE 8 1stQUARTER FINAL

St. Rose of Lima Catholic School, Inc. Recognition No. E-079 s.
2013
Recognition No. E-102 s. 2016
Rizal (Poblacion), Santa Rosa, Nueva Ecija Recognition No. S-014 s. 1987
Govt Permit SHSP No. 230 s. 2015
(044) 940 78 34 | srlcs_educ@yahoo.com Govt Permit SHSP No. 076 s. 2017
JUNIOR HIGH SCHOOL DEPARTMENT

S.Y. 2023 – 2024
CURRICULUM MAP IN SCIENCE 8

CONTENT STANDARD: The learners demonstrate an understanding of:
1. newton’s three laws of motion and uniform circular motion; work using constant force, power, gravitational potential energy, kinetic energy, and elastic
potential energy;
2. the propagation of sound through solid, liquid, and gas;
3. some properties and characteristics of visible light;
4. heat and temperature, and the effects of heat on the body;
5. current - voltage - resistance relationship, electric power, electric energy, and home circuitry;
PERFORMANCE STANDARD: The learner transfers knowledge by:

1. developing a written plan and implement a “Newton’s Olympics”
2. Show how the molecular structure of a material affects speed of sound moving through it
3. discussing phenomena such as blue sky, rainbow, and red sunset using the concept of wavelength and frequency of visible light
4. discussing various health risks that can arise from the exposure and assimilation of the human body to high temperatures.
5. Disseminating ways on how to utilize electricity responsibility
First Quarter
RESULTS/OUTCOMES ASSESSMENT
FORMATION STANDARD/
TIME LEARNING CONTENT/ TRANSFER GOAL/ 21st TARGET PRODUCT/
PVMSCV/ PCSS
ALLOTMENT COMPETENCIES TOPICS CENTURY SKILL ASSESSMENTS PERFORMANCE TASKS
BENCHMARK
St. Rose of Lima Catholic School, Inc. Recognition No. E-079 s. 2013
Weeks 1-2 Identify direction of Types of force The learner becomes practices The learner on his/her own FBD Exercises P.T. 1: Newton’s Olympics
force using free body his/her right and duties to and in the long run will be
diagram (A) -Contact oneself. The learners will organize a
able to practices road safety
-Non-Contact (Participation) as his/her right and duties to tournament of games called
S8FE-Ib-17: Models oneself. Newton’s Olympics based
passengers’ body -Free body PVMSCV Connection: on the traditional game of
response to changes in diagram -Right and Duties Filipinos such as luksong
motion – M (DEPEd baka, luksong tinik,
21st Century Skills:
CG) PCSS Benchmark: patintero and the like. They
- 1 Law (Law of
st -11.5 Opportunities for - Collaboration and Problem Solving will create a
Inertia) continual learning outside the Teamwork plan/mechanics and
S8FE-Ia-5: Investigate classroom are made available strategies of mentioned
the relationship - 2nd Law (Law of where learners gain - Problem solving games including how these
between the amount of Acceleration) knowledge, experience and games shows the principle
- Initiative
force applied and the skills that enable them to of Newton’s laws of motion.
mass of the object to learn on their own, solve - Critical Thinking
the amount of change problems, evaluate their own
in the object’s motion - work and give witness to Analysis
M (MELCs) -3rd Law (Law of their faith.
Action and
Reaction)
Designs and
implements an
experiment that will
verify Newton’s 3rd law
of motion – T
S8FE-Ia-16: Infer that

when a body
-Uniform Circular
exerts a force on
Motion
another, Unit Test
an equal amount of
force
is exerted back on it. –
M (MELCs)
S8FE-Ib-18: Synthesize
the laws of motion to
bodies in uniform
circular motion – M
(DEPEd CG)
Predict natural
phenomena governed
by laws of motion- M
Demonstrates the
effects of friction on a
moving body – T
Designs and
implements an
experiment that will
verify Newton’s 3rd law
of motion – T
Weeks 3-4 The learner independently

Describe what is work The learner becomes uses his/her learning to
Work
(A) stewards of God’s creation. maximize the benefits of
(Stewards of Creation) energy while minimizing its
use of its sources as steward

PVMSCV Connection: of God’s creation.
-Christ-centeredness, Piety
S8FE-Ic-20: identify
situations in which PCSS Benchmark: 21st Century Skills:
work is done and in -11.5 Opportunities for
continual learning outside - Critical Thinking
which no work is - A
the classroom are made
(DEPEd CG)
available where learners - Problem Solving
gain knowledge, experience
and skills that enable them
to learn on their own, solve
Work and Energy,
problems, evaluate their own
Compute for work Work and Power
work and give witness to
done by a constant
their faith.
force (A)
Write a short essay and

identify the type of
work he/she has done
in the entire day (T)
S8FE-Ic-21: describe
how work is related to
power and energy - M
(DEPEd CG)
S8FE-Id-22:
differentiate potential
and kinetic energy-A
(DEPEd CG)
Identify and explain

the factors that affect
potential and kinetic
energy – M (MELCs)
Week 4 Mastery Assessment (Quarter 1 Preliminary Examination)

Week 5 Define what is a sound Sound The learner becomes a The learner on his/her own Drills
P.T 2
(A) participant in the classroom. and in the long run will be
-Propagation of (Participation) able to show how the The learners will make a
Sound molecular structure of solid, leaflet showing how the
S8FE-Ie-24: Infer how PVMSCV Connection: liquid, and gas affect the molecular structure of a
the movement of -Sharing speed of sound passing Seatwork solid, liquid, and gas
- Speed of sound in trough it. affects the speed of
particles of an object
different medium PCSS Benchmark: sound moving through.
affects the speed of
-11.5 Opportunities for
sound through it; - M it.
continual learning outside 21st Century Skills:
(DEPEd CG) the classroom are made - Creativity and imagination
available where learners - Collaboration and
- Effect of gain knowledge, experience Teamwork
temperature to and skills that enable them - Flexibility and adaptability Unit Test
sound to learn on their own, solve
S8FE-Ie-25:
investigates the effect work and give witness to
of temperature to their faith. P.T 2
speed of sound
through fair testing –
M (CG)
Show how the

molecular structure of
a material (solid,
liquid, and gas affects
speed of sound moving
through it - T
Week 5 Define some of the Light The learner becomes aware of The learner independently Oral Recitation P.T 3 Phenomenon Vlogger
characteristics of light his rights and duties to uses his/her learning to The learners will make a
(A) oneself. discuss a phenomena vlog discussing a
(Rights and duties) involving the property of phenomenon such as blue
S8FE-If-27: Explains visible light skies, rainbows, or red.
the hierarchy of colors PVMSCV Connection:

in relation to energy of -Accountability 21st Century Skills:
visible light – M - Creativity and Imagination
(MELCs) PCSS Benchmark: - Information Literacy
-8.7 Instruction is supported
by information and
Discuss a phenomena communication technology
such as blue sky, (ICT) to meet the challenges
rainbow, and red and demands of the changing
sunset using the world. They will act as a vloggers
concept of wavelength that answer the queries of
and frequency of their subscriber why these
visible light (T) phenomena happens.
Week 6 S8FE-Ih-29: Heat and The learner becomes a The learner on his/her own Venn Diagram P.T. 4 Beat the heat
differentiate between Temperature participant in the classroom. and in the long run will be (Compare and The learners will make flyer
heat and temperature able to apply the knowledge Contrast) that depicts the effect of too
at the molecular level A (Participant) much heat on human body.
they have gained in heat and
(MELCs) temperature to determine the
limits of human body in heat Drills/Oral
Investigate the Kinds of Heat PVMSCV Connection: absorption which may lead to Recitation
different kinds of heat transfers: some health issues like stroke
-Sharing
transfer (conduction, and heart attack.
-Conduction
convection, radiation) –
M -Induction
PCSS Benchmark:
-Radiation 21st Century Skills:
-11.5 Opportunities for
sharing knowledge continual learning outside the
about some health classroom are made available - Critical thinking

issues when it comes where learners gain
- Problem solving Problem Solving
to the exposure and knowledge, experience and
absorption of human skills that enable them to
learn on their own, solve
body to high
temperature. – (T)
work and give witness to
their faith.
Week 7-8 Define what is Electricity The learner becomes aware of The learner independently Oral P.T. 5 Shock!
electricity (A) his rights and duties to uses his/her learning to recitation/Drills The learners will make a
- Current infographics that will show
oneself. become aware in the dangers
- Voltage of overloading an electrical Electrical safety tips.
(Rights and duties)
Infer the relationship circuit as his/her right and
- Resistance duties to oneself.
between current and
voltage - A (MELCs)
PVMSCV Connection:
S8FE-li-31: Explains
-Accountability 21st Century Skills:
the advantages of
parallel wiring in - Flexibility and adaptability
homes – M (MELCs)
PCSS Benchmark: - Critical thinking
S9FE-li-32: - Electric
Differentiate Electrical -6.2 The principles of - Information Literacy
Power collegiality, co-responsibility,
power and electrical Problem Solving
energy – A (DEPEd - Electric and subsidiary are observed
CG) Energy in school, governance and
administration. Situation Analysis
S8FE-li-33: Explains
the functions of circuit - Home
breakers, fuses, Circuitry
earthing, double
insulation and other
safety devices in home
– M (MELCs)
Discusses the dangers
of overloading an
electrical circuit – (M)
Create a flyer showing

ways on how to utilize
electricity
responsibility (T)
Week 8 Mastery Assessment (Quarter 1 Final Examination)

PERFORMANCE TASKS
P.T. 1 Newton’s Olympics

The learners will write a plan and implement the Newton’s Olympics
100 90 75 50
Criteria Excellent (4) Satisfactory (3) Developing (2) Beginning (1)
Content The written plan demonstrates a The written plan effectively The written plan presents a The written plan offers a limited
comprehensive understanding conveys the main elements of basic outline of Newton's description of Newton's
of Newton's Olympic Game Newton's Olympic Game. It Olympic Game. It briefly Olympic Game. It may lack
concept. It includes a clear describes the game's rules and describes the game's rules and clarity in explaining the game's
description of the game's rules, objectives, while also objectives, and mentions its rules, objectives, and connection
objectives, and how it relates to highlighting its connection to connection to Newton's laws of to Newton's laws of motion.
Newton's laws of motion. The Newton's laws of motion. The motion. Some details may be Important details are missing or
plan is creative and innovative, plan shows creativity and a lacking. unclear.
showcasing a deep grasp of the good understanding of the
subject matter. concept.
Connection to Newton's Laws The written plan thoroughly The written plan effectively The written plan briefly The written plan vaguely
and insightfully explains how describes how most aspects of mentions how some aspects of addresses the connection
each aspect of the game aligns the game relate to Newton's the game connect to Newton's between the game and
with Newton's laws of motion. laws of motion. It showcases a laws of motion, but the Newton's laws of motion, with
It demonstrates a profound good understanding of the laws explanation may be lacking in inadequate explanations or
understanding of the laws and and their relevance to the game. depth or clarity. examples.
their application within the
game's mechanics.
Organization The written plan is The written plan is well- The written plan has a basic The written plan's organization
exceptionally well-organized organized and structured. It organizational structure. It is unclear and may lack proper
and structured. It has a clear includes an introduction, a includes an introduction, a sequencing of information. It is
introduction, logically flows coherent description of the description of the game, and a challenging to follow the logical
through the description of the game and its connection to brief mention of its connection progression of ideas.
game and its connection to Newton's laws, and a to Newton's laws. The flow
Newton's laws, and concludes concluding section. Transitions might be somewhat disjointed.
effectively. Transitions between are smooth.
sections are seamless.
Creativity The written plan demonstrates The written plan showcases The written plan includes some The written plan's creative
exceptional creativity in creative elements in the design creative elements in the design elements are limited and do not
designing the Newton's of the Newton's Olympic Game. of the Newton's Olympic Game, significantly contribute to the
Olympic Game concept. It presents ideas that enhance but they may lack originality or game's design or connection to
Innovative ideas are presented the game's connection to depth. Newton's laws.
that enhance the game's Newton's laws and engage the
connection to Newton's laws audience.
and engage the audience.
P.T. 2
The learners will make a leaflet showing how the molecular structure of a solid, liquid, and gas affects the speed of sound moving through it.
100 90 75 50
The leaflet provides accurate,

detailed, and clear explanations The leaflet contains mostly The leaflet includes some The leaflet contains limited
of how the molecular structure accurate explanations of the accurate information about accurate information about
of solids, liquids, and gases relationship between molecular molecular structure and its molecular structure and its
influences the speed of sound, structure and speed of sound effect on speed of sound, but impact on sound speed, with
including relevant scientific for solids, liquids, and gases, there are several inaccuracies or major inaccuracies or
Accuracy of Information principles and examples. with minor errors or omissions. missing details. misconceptions.
Clarity of Explanation The leaflet presents The leaflet generally presents The leaflet's explanations are The leaflet's explanations are
explanations in a clear, concise, explanations that are clear and somewhat unclear or confusing or convoluted,
and organized manner, making organized, but some concepts disorganized, making it making it difficult to
complex concepts easily may require additional effort to challenging to grasp the comprehend the key concepts
understandable. understand fully. relationship between molecular and their connections.
structure and sound speed in
some places.
Inclusion of Visual Aids The leaflet effectively The leaflet includes visual aids The leaflet includes basic visual The visual aids in the leaflet are
incorporates relevant and well- that support the explanations, aids, but they are either confusing or do not effectively
designed visual aids (e.g., but they may lack some clarity insufficient or do not illustrate the molecular
diagrams, charts, graphs) that or relevance in depicting the significantly contribute to the structure and its influence on
enhance the understanding of molecular structure and sound understanding of molecular sound speed
the molecular structure and its speed relationships. structure and sound speed.
impact on sound speed for
solids, liquids, and gases.
Overall Quality and The leaflet is well-organized, The leaflet is organized in a The leaflet's organization and The leaflet's organization and
Presentation visually appealing, and logical manner and has a visual presentation are presentation significantly
effectively engages the reader visually pleasing appearance, somewhat inconsistent or hinder its readability and
with a coherent flow of but there may be minor issues detract from the overall quality overall quality, making it
information, appropriate use of with layout, fonts, or colors that of the content and reader challenging for the reader to
fonts and colors, and a slightly affect its overall quality. engagement. engage with the content.
professional layout.
P.T 3 “Sunset is red, sky is blue, how do you explain why Rainbows are there too?”
The learners will make a short video presentation on how sky is blue, sunset is red/orange and rainbow is like that.
100 90 75 50

Content Knowledge Accurate and thorough Clear and accurate explanation Explanation of why the sky is Inaccurate or incomplete
explanation of why the sky is of why the sky is blue, why blue, why sunsets are explanation of why the sky is
blue, why sunsets are sunsets are red/orange, and red/orange, and how rainbows blue, why sunsets are
red/orange, and how rainbows how rainbows form. Shows a form is present but may contain red/orange, and how rainbows
form. Demonstrates an solid grasp of the scientific minor inaccuracies or lacks form. Demonstrates a lack of
exceptional understanding of concepts. depth. understanding of the scientific
the scientific concepts. concepts.
Visual Presentation Visually engaging and well- Clear and organized Presentation is somewhat Visuals are sparse, confusing, or
organized presentation. presentation. Adequate use of visually engaging, but visuals irrelevant. Poor font, colors, and
Effective use of visuals visuals to support key points. may be lacking or not fully layout choices hinder
(diagrams, animations, images) Font, colors, and layout are supportive. Font, colors, or understanding.
that enhance understanding. generally appropriate and layout choices occasionally
Consistent and appropriate use contribute to clarity. detract from clarity.
of font, colors, and layout.
Delivery & Communication Confident and engaging Delivery is clear and mostly Delivery is somewhat flat or Delivery is monotonous,
delivery. Speaks clearly and engaging. Some variation in inconsistent. Tone and pacing unclear, or heavily reliant on
maintains good eye contact. tone and pacing, with may not effectively engage the reading from notes. Little to no
Effective use of tone and pacing occasional eye contact. audience. Limited eye contact. eye contact.
to emphasize key points.
Time Management Presentation falls within the Presentation is close to the Presentation exceeds or Presentation is significantly
specified time limit (e.g., 3-5 specified time limit, with minor significantly falls short of the shorter or longer than the
minutes). Well-paced and deviations. Generally, maintains specified time limit. Uneven specified time limit. Poor time
effectively manages time to a reasonable pace, covering pacing results in incomplete management leads to
cover all key points. most key points. coverage of key points. incomplete coverage of key
points.
P.T. 4 Beat the heat

The learners will make a flyer that depicts the effect of too much heat on human body
100 90 75 50
Content Accuracy All key effects of heat on the Most key effects of heat on the Some key effects of heat on the Few key effects of heat on the
body are clearly and accurately body are accurately depicted body are depicted, but may lack body are depicted, and the
depicted with relevant and with appropriate information. detail or accuracy. information provided is limited
detailed information. or inaccurate.
Visual Representation Visual elements effectively Visual elements adequately Visual elements somewhat Visual elements minimally
support and enhance the support the understanding of support the understanding of support the understanding of
understanding of the effects of the effects of heat on the body. the effects of heat on the body. the effects of heat on the body.
heat on the body. Creative and Appropriate visuals are used. Visuals may be basic or slightly Visuals are unclear or not well-
engaging visuals are used. unclear. chosen.
Organization and Layout Information is logically Information is mostly organized Information is somewhat Information is disorganized and
organized and easy to follow. and the layout is clear. Some organized, but the layout may difficult to follow. Layout is
Layout is visually appealing improvements could enhance be cluttered or confusing at cluttered and hinders
and enhances the overall the visual appeal. times. understanding.
message.
Clarity of Message The flyer effectively The flyer mostly communicates The flyer somewhat The flyer's message is unclear or
communicates the dangers of the dangers of excessive heat, communicates the dangers of lacks emphasis on the effects of
excessive heat on the human with a few instances of excessive heat, but language is excessive heat.
body, using clear and concise wordiness or lack of clarity. often unclear or verbose.
language.
P.T. 5 Shock!
The learners will make an infographic that will show Electrical safety tips.
100 90 75 50
Content Infographic includes Infographic includes relevant Infographic includes some Infographic includes a few
comprehensive and accurate electrical safety tips with electrical safety tips, but electrical safety tips, but
electrical safety tips with clear adequate explanations. explanations may be lacking or explanations are minimal or
explanations. unclear. inaccurate.
Visual Design Visual elements (icons, images, Visual elements are appealing Visual elements support the Visual elements are present but
colors) are highly engaging, and aid in understanding. content but may not be do not contribute significantly
well-chosen, and enhance consistently engaging or to understanding.
clarity. enhance clarity.
Layout & Organization Information is logically Information is reasonably Information is somewhat Information is poorly
organized, and the layout organized, and the layout organized, and the layout could organized, and the layout
guides the viewer through the assists in conveying be improved for better flow. hinders understanding.
content smoothly. information.
Readability & Clarity Text is concise, well-structured, Text is clear and mostly well- Text is somewhat clear but may Text is unclear, overly verbose,
and easy to read. Fonts and text structured. Fonts and text sizes be too verbose or use fonts that or uses fonts that make it hard
sizes enhance readability. are appropriate. hinder readability. to read.
Learning Resources/References:
Textbook:
Estrellita, M. et al. (2017). Science Links(2017).Rex Book Store.
Other References:
Floyd, Thomas L. 1991. Electronics Fundamentals (2 nd ed). New York: Macmillan Publishing Company.
Hewitt, Paul G. 2006. Conceptual Physics (10 th ed). New York: Pearson Addison Wesley.
Young, H. and Freedman, R. 2008. Sears and Zemansky's University Physics (with Modern Physics) (12th ed.). USA: Pearson Education
Prepared by: Checked by:
ZYRO JAY T. MONTERO MRS. JENIFER F. DE GUZMAN

Science 8 Teacher Subject Area Coordinator
Noted by:
MISS MARJORIE B. PARAYNO MRS. GLENDA E. ANNANG

JHS Academic Coordinator Principal/ Directress

C.MAP SCIENCE 8 1stQUARTER FINAL

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

C.MAP SCIENCE 8 1stQUARTER FINAL

Uploaded by

Copyright:

Available Formats

St. Rose of Lima Catholic School, Inc. Recognition No. E-079 s.

JUNIOR HIGH SCHOOL DEPARTMENT

CURRICULUM MAP IN SCIENCE 8

PERFORMANCE STANDARD: The learner transfers knowledge by:

S8FE-Ia-16: Infer that

Weeks 3-4 The learner independently

use of its sources as steward

Write a short essay and

Identify and explain

Week 4 Mastery Assessment (Quarter 1 Preliminary Examination)

Show how the

the hierarchy of colors PVMSCV Connection:

about some health classroom are made available - Critical thinking

Create a flyer showing

Week 8 Mastery Assessment (Quarter 1 Final Examination)

P.T. 1 Newton’s Olympics

Criteria Excellent (4) Satisfactory (3) Developing (2) Beginning (1)

Criteria Excellent (4) Satisfactory (3) Developing (2) Beginning (1)

The leaflet provides accurate,

Criteria Excellent (4) Satisfactory (3) Developing (2) Beginning (1)

P.T. 4 Beat the heat

Criteria Excellent (4) Satisfactory (3) Developing (2) Beginning (1)

Criteria Excellent (4) Satisfactory (3) Developing (2) Beginning (1)

Prepared by: Checked by:

ZYRO JAY T. MONTERO MRS. JENIFER F. DE GUZMAN

MISS MARJORIE B. PARAYNO MRS. GLENDA E. ANNANG

You might also like