Junior High School Department

S.Y. 2019-2020

CURRICULUM MAP IN SCIENCE 8, Quarter 2

CORE LEARNING AREA: The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values
to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed decisions,
and engage in discussions of relevant issues that involve science, technology, and environment.
GRADE LEVEL STANDARD: Learners will explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They will also learn
about the other members of the solar system.

CONTENT PERFORMANCE LEARNING COMPETENCIES CONTENT/ TOPICS FORMATION TRANSFER GOAL/ TIME
STANDARD STANDARD STANDARD/ 21st CENTURY ALLOTME
PVMSCV/ PCSS SKILL NT
BENCHMARK
EARTH AND SPACE
The learner The learners shall be Describes what a fault is - A Earthquakes and The learner becomes The learner 12 days
demonstrates able to: S8ES-IIa14: Using models or Faults a good participant in independently uses
understanding of illustrations, explains how movements the community. his/her learning to
the relationship 1. Participate in along faults generate earthquakes - M 1. Active and (Stewardship of practices emergency
between faults and decision making on S8ES-IIa15: Differentiates the epicenter inactive faults Creation) preparedness in
earthquakes where to build of an earthquake from its focus - A 2. How earthquakes as good
structures based on S8ES-IIa15: Differentiates the intensity movements along PVMSCV participant in the
knowledge of the of an earthquake from its magnitude - A faults generate Connection: community.
location of active S8ES-IIa15: Differentiates between earthquakes -Sharing
faults in the active and inactive faults - A 3. Earthquake -Christ-centeredness 21st Century Skills:
community S8ES-IIc17: Explains how earthquake focus and -Service -Collaboration and
waves provide information about the epicenters -Solidarity Teamwork
interior of the earth - M 4. Magnitude and -Critical thinking
2. Make an Demonstrate the precautionary measures intensity PCSS Benchmark: -Problem Solving
emergency plan and before, during, and after an Earthquake – 5. Earthquake -3.3 The School -Information Literacy
 prepare an T preparedness Collaborates and -Initiative
emergency kit for 6. How partners with the
use at home and in earthquake waves families and laity to
school provide information foster the service for
about the interior of life and the common
3. practices the earth good.
emergency 7. Earthquake
preparedness preparedness
(includes following
advisories given by
responsible
government
agencies) before,
during and after
earthquake

The learner The learners shall be Explains how typhoons develop - M Understanding The learner becomes The learner 12 days
demonstrate able to: S8ES-IId19: Infers why the Philippines Typhoons an aware individual independently uses
understanding on is prone to typhoons - M for the virtue of his/her learning to
the formation of 1. demonstrate S8ES-IIe20 : explains how landforms 1. How typhoons solidarity. practices to evaluate
typhoons and their precautionary and bodies of water affect typhoons - M develop? (The Virtue of whether or not beliefs
movement within measures before, S8ES-IIf-21: Locate or traces the path of 2. Why the Philippines Solidarity) and practices about
the PAR during, and after a typhoons that enter the Philippine Area is prone to typhoons? comets and meteors
typhoon, including of Responsibility (PAR) using a 3. How landforms and PVMSCV have scientific basis as
following advisories, topographic map and tracking data – A bodies of water affect Connection: an aware individual for
storm signals, and typhoons? -Solidarity the virtue of solidarity.
calls for evacuation 4. Philippine Area of -Christ-centeredness 21st Century Skills:
given by government Responsibility -Sharing -Collaboration and
agencies in charge -Service Teamwork
-Critical thinking
2. participate in PCSS Benchmark: -Problem Solving
activities that lessen -3.3 The School -Information Literacy
the risks brought by Collaborates and -Initiative
typhoons partners with the
families and laity to
foster the service for
 life and the common
good.

The learners The learner practices S8ES-IIg22: Compares and contrast Other member of the The learner becomes The learner 12 days
demonstrate an to evaluate whether comets, meteors, and asteroids - A Solar System an aware individual independently uses
understanding of: or not beliefs and S8ES-IIh23: Predicts the appearance of 1. Comets for the virtue of his/her learning to
practices about comets based on recorded data of 2. Meteors solidarity. practices to evaluate
comets and meteors previous appearances - M 3. Asteroids (The Virtue of whether or not beliefs
characteristics of have scientific basis S8ES-IIi-j24 : Explains the regular Solidarity) and practices about
comets, meteors, occurrence of meteors showers – M comets and meteors
and asteroids PVMSCV have scientific basis as
Connection: an aware individual for
-Truth the virtue of solidarity.

PCSS Benchmark: 21st Century Skills:

-3.3 The School -Critical Thinking
Collaborates and -Information Literacy
partners with the -Creativity and
families and laity to Imagination
foster the service for
life and the common
good.

PERFORMANCE TASK

Earth, when viewed from the outer space, is such a wonderful creation that signifies life. Philippine is one of the countries in Earth that witness the various kinds of phenomena in
and outside the country. Living in this country means living with everything that exist in the country, including natural disaster such as typhoon and earthquake that normally
experienced by living creatures. You are a member of The AlerTeens, a non-governmental organization educating the general populace on disaster and emergency preparedness.
As part of the organization, your head tasked you to come up with a three-minute video demonstration about what to do before, during, and after the following hazards:
earthquakes, typhoon, floods, tsunamis, other topic: Survival Kit. You are to present this to the other members of the organization and invited representatives from different local
government officials. The video demonstration must correspond to the following standards: focus/ depth of content, development and organization, verbal and non-verbal cues, and
quality of the video presentation

Goal: Educating the general populace on disaster and emergency preparedness

Role: You are a member of the AlerTeens, a non-governmental organization educating the general populace on disaster and emergency preparedness.
Audience: You are to present this to the other members of the organization and invited representatives from different local government officials.
Situation: Philippine is one of the countries in Earth that witness the various kinds of phenomena in and outside the country. Living in this country means living with everything
that exist in the country, including natural disaster such as typhoon and earthquake that normally experienced by living creatures.
Product/Performance: Your head tasked you to come up with a three-minute video demonstration about what to do before, during, and after the following hazards: earthquakes,
typhoon, floods, tsunamis, Other topic: Survival Kit.
Standards: The video demonstration must correspond to the following standards: focus/ depth of content, development and organization, verbal and non-verbal cues, and quality
of the video presentation

RUBRICS

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

Content-accuracy The information presented is The information presented is The information presented is not The information is inaccurate
accurate, comprehensive and accurate. accurately explained.
well-supported.

Organization of Ideas The information is presented in
a consistent and logical manner.
A very clear message is
conveyed to the audience.
Quality of the video The information is presented in
presentation a very organized manner and is
highly engaging.
Creativity Attains the purpose of the work.
A lot of effort and detail went
into the work.
The information is organized in
a clear and organized manner.
The information is presented in
an organized manner and is
fairly engaging.
The work is creatively done and
appealing. It is appropriate to
the topic.
The information presented is
incomplete and unclear.
The information is presented
with minimal organization. It is
not consistently engaging.
The work is inappropriate to the
topic.
The information is not clear and
irrelevant.
Information is presented with no
organization. It is not engaging.
The work didn’t attain its
purpose. Lacks in details.

Prepared by:

Mrs. CRISTINE A. MALLARI

Mr. CEASAR JOSHUA M. BERNARDO
Science 8 Teachers

Reviewed by:

Mrs. JENIFER F. DE GUZMAN

Science Coordinator

Approved by:

Ms. PAMELA DC. DAUZ

JHS Academic Coordinator

Mrs. GINA DG. ARANGEL

Assistant Principal