Science DBOW

MELCs Definitive
Budget of Work
(DBOW)
SCIENCE
MELCs DEFINITIVE BUDGET OF WORK (DBOW) IN SCIENCE
This Definitive Budget of Work in Science 3 to 10 is centered on the Most Essential Learning Competencies (MELCs) which are mapped
based on what every Science learner must exhibit at the end of each quarter per grade level. This mapping of MELCs will be taught in
flexible time to ensure full coverage, with the enabling learning objectives arranged in a manner that keeps track of learner s’ progress
towards the attainment of each MELC.
Why is there a need to unpack the MELCs in Science?
To understand why there is a need to unpack the MELC for the period it must be taught, we need to recognize that each MELC consists
of a set of learning experiences that a learner must have, spread out in a period optimized according to his or her developmental needs
and readiness. For example, in the First Quarter of Grade 3, there are only two MELCS to be taught. Hence, unpacking, or sub-tasking,
is needed to give the science teachers directions in planning their lessons and creating activities for their learners about the given
MELCs especially that learning takes place remotely nowadays. The MELCs were unpacked based on the duration of a particular
competency where the spiral progression of the curriculum was considered, and the mastery of skills will be unfolded since an ample
amount of time is emphasized. In breaking down each MELC in its respective learning experiences (or daily lesson objectives), the
learners will achieve a level of mastery in pre-requisite knowledge and skills before moving forward to subsequent and enhancement
skills.
It is also noteworthy to consider here that this Definitive Budget of Work takes into account the results of the MELCs Audit Survey
obtained the previous year. The MELCs Audit results provided relevant information on the MELCs which were reportedly not taught due
to various reasons. This MELCs DBOW is an intervention that addresses this gap in the implementation of the Science curriculum in that
it provides a well-defined guide for teachers on the prerequisite MELCs that were not taught in the previous year. Thus, this MELCs
DBOW assists the teachers in helping them adapt to the new normal of learning delivery.
Features/Elements
The MELCs Definitive Budget of Work (DBOW) in science is a resource material in teaching Science that contains learning competencies
in a sequence of domain/strands per quarter as follows:
Quarte G3 G4 G5 G6 G7 G8 G9 G10
r
I Force, Living Things Earth and
Matter Matter Matter Matter Matter Motion, and and Space
Energy Environment
II Living Things Living Things Living Things Living Things Living Things Earth and Force,
and and and and and Space Matter Motion, and
Environment Environment Environment Environment Environment Energy
III Force, Force, Force, Force, Motion, Force, Matter Earth and Living Things
Motion, and Motion, and Motion, and and Energy Motion, and Space and
Energy Energy Energy Energy Environment
IV Earth and Earth and Earth and Earth and Earth and Living Things Force,
Space Space Space Space Space and Motion, and Matter
Environment Energy
Each domain is composed of strands taught every quarter in spiral progression from Grades 3 to Grade 10, given as follows:
● Matter (MT) - Changes that Matter Undergo, Properties and Structure of Matter
● Living Things and Their Environment (LT) - Parts and Functions of Animals and Plants, Heredity: Inheritance and
Variation, Biodiversity and Evolution, Ecosystem
● Force, Motion and Energy (FE) - Force and Motion, Energy
● Earth and Space (ES) - Geology, Meteorology, Astronomy
How to Use this DBOW
There are 187 MELCs for science across grade levels. The table below summarizes the number of MELCs in Science per Quarter
per Grade level.
Grad QUARTE QUARTE QUARTE QUARTE TOTAL NUMBER

e R1 R2 R3 R4 OF MELCs
3 2 12 2 4 20
4 4 8 4 7 23
5 3 7 6 5 22
6 2 5 3 6 16
7 5 9 7 6 27
8 9 6 4 11 30
9 5 7 6 8 26
10 5 6 8 4 23
In using the DBOW in Science, it is important to understand the figure below marked by the following specifications:
The MELCs DBOW in Science shows the Most Essential Learning Competencies (MELCs) that every learner is expected to achieve at the
end of each quarter by grade level. The letter A represents the quarter in the grade level of science domain/strand with the
intended MELC. The letter B shows the Content Standard and letter C shows the Performance Standard. Letter D shows the continuous
numbering of MELC per grade level/quarter. Letter E represents the given MELCs, while letter F is the Unpacked /Sub-tasked
Competencies based on the given MELCs and the days of the unpacked competencies are based on the time allotment or duration given
in the MELCs. Letter G represents the number of days the said MELCs should be taught. For elementary, Science is taught for 50
minutes for five days while in JHS, Science is taught for 60 minutes, 4 days a week. Letter H is the remarks where the needed
prerequisite skills/concepts can be found prior to the discussion of the MELCs. These are the competencies that were not taught in the
previous grade level based on the MELCs audit.
Science teachers should:
● look for the grade level they are handling and the existing quarter at the time of teaching-learning delivery;
● check the MELC to be taught in a particular quarter and the corresponding unpacked competencies based on the time
allotment given;
● consider the remarks column for the prerequisite skills/ topics needed prior to the teaching of the said MELCs which were
not taught in the previous grade levels based on the MELCs Audit result.
● If there are untaught competencies stated in the remarks column, kindly consider the suggestions given for the attainment of
such competencies before the discussion of the MELCs for the current grade level and quarter
● take note that the first LC or set of LCs in the DBOW becomes the first lesson to be taught in a quarter;
● design lessons using the DBOW considering the number of days the LCs must be taught; and
● deliver the LCs as specified in the DBOW/quarter using varied platforms of teaching and learning modalities /Blended Learning.
This DBOW is flexible. Once you are done with the MELCs for a particular quarter and you are sure that your learners have learned
and have mastered the MELCs already, you may proceed to the next MELCs.
MELCs DEFINITIVE BUDGET OF WORK FOR SY 2021-2022
Science
GROUP MATTER LIVING THINGS AND FORCE, MOTION, AND EARTH AND SPACE
THEIR ENVIRONMENT ENERGY
TEAM Don King O. Evangelista Marvin L. Diaz Michelle M. Carranza Digna C. Paningbatan
LEADERS Navotas National Science High School Quezon City High School Pasay City National Science High Quezon City Science High School
Navotas City Quezon City School Pasay City SDO Quezon City
TEAM Stephanie M. Salom Sarah Jane O. Pelos Joseph A. Villaralvo Dr. Efren E. Canzana
MEMBERS Pasolo Elementary School Doña Pilar C. Gonzaga Elementary San Antonio Elementary School PSDS Pasay City
Valenzuela City City School Paraῆaque City
Mandaluyong City
Maria Alma D. Felina
Marichu G. Nazareno Limmuel J. Opao Fortune High School Marikina City
Manuel L. Quezon Elementary School Dolores L. Sunga Ninoy Aquino Elementary School
Caloocan City Emilio Jacinto Elementary School Malabon City
Manila City Berneth J. Sapaden
Poblacion National High
Cristina D. Montajes Geline Prisca T. Pacon School Muntinlupa City
TS Cruz Elementary School Arsenio R. Ranay Tala High School Caloocan City
Las Piñas City Ninoy Aquino Elementary School
Malabon City Mildred P. Corpuz
Maria Clarissa G. Bergado Tangos National High School
Mary Grace F. Bumanlag Cayetano Arellano High Navotas City
President Diosdado Macapagal High Jan Marie E. Daylo School Manila
School Las Piñas City National Science
Taguig City and Pateros High School Ferdinand Bautista Maria Lourdes G. Del
Las Piñas City Manila Science High Rosario
Edelito G. Villamor School Manila La Huerta Elementary School
Tala High School Parañaque City
Caloocan City Virgilio D. Alcayde
Novaliches High School
Jeffrey Policarpio
Paraῆaque National High School
Quezon City Shydney A. Bayanito
Joselle Ira I. Liwanag Main Paraῆaque City
Padre Burgos Elementary School
San Juan National High School Pasay City
San Juan City Haizel T. Gilua
Makati Science High School
Noli A. Bendo
Makati City San Isidro National High School Main
Makati City
Janeth D. Morte
Edwin T. Guillermo San Lorenzo Ruiz Elementary
Kalayaan National High School School
Caloocan City Pasig City
SCIENCE Dr. Corazon Javier Roxane Villanueva Dr. Maripaz T. Mendoza
SUPERVIS Parañaque City Dr. Maria Pilar Mandaluyong City SDO Pasay City
ORS O. Capalongan
Dr. Raquel Austero Quezon City Dr. Manolo Davantes Dr. Lea Q. Prondo
Las Piñas City Malabon City SDO Valenzuela City
Dr. Emiterio
Dr. Marivic Almo D. Rebecca Roxas Ms. Jessica S. Mateo
Taguig City and Pateros
Macarubbo Manila SDO Marikina City
Caloocan City
Dr. Liza Alvarez Dr. Hernan L. Apurada
Pasig City SDO Makati City
Dr. Armida Oblinada
Muntinlupa City
Mr. Russel Samson

Navotas City
Dr. Bradley Loo

San Juan City
SCIENCE 3
QUARTER 1: MATTER
Content Standard: The learners demonstrate understanding of ways of sorting materials and describing them as solid, liquid, or
gas based on observable properties.
Performance Standard: Group common objects found at home and in school according to solids, liquids, and gas.
# MELC Number of days taught Remarks
1 Classify objects and materials as solid, liquid, and gas 10 Days
based on some observable characteristics. (Note: Science is taught five
(S3MT-Ia-b-1) times a week (ELEM) in this
Day 1: Describe and group the observable case since MELC 1 is good
characteristics of the solid materials according to their for 2 weeks it means that this
properties (size, shape, and texture). MELC should be taught in 10
Day 2: Describe and group the observable days)
characteristics of the solid materials according to their
properties (odor, taste, and weight).
Day 3: Name and describe the properties of liquid
according to its taste and smell.
Day 4: Name and describe the properties of gases.
Day 5: Name and group the materials found at home
or in school as solid, liquid, or gas.
Day 6: Classify common solids that can be found at
home or in school according to softness and hardness.
Day 7: Classify common solids that can be found at
home or in school according to their weight (heavy
and light).
Day 8: Classify common liquids that can be found at
home or in school according to smell (fragrant,
odorless, or with foul odor).
Day 9: Classify common liquids that can be found at
home or in school according to ease of flow.
Day 10: Describe proper ways in handling solid and
liquid materials, and materials that contain gas that
can be found at home / in school/community.
2 Describe changes in materials based on the effect of 15 Days
temperature:
1. solid to liquid (Note: Science is taught
2. liquid to solid five times a week (ELEM) in
this
3. liquid to gas case since MELC 2 is good
4. solid to gas for 3 weeks it means that this
(S3MT-Ih-j-4) MELC should be taught in
Day 1: Define change operationally and identify 15 days)
materials that undergo change.
Day 2: Identify and describe changes in materials
before and after heating.
Day 3: Identify and describe changes in materials
before and after freezing.
Day 4: Identify and describe the changes in materials
before and after allowing them to stand at room
temperature.
Day 5: Identify and describe the changes in solid
materials when turned into gas.
Day 6: Describe the changes that occurred when solid
materials transformed into liquid.
Day 7: Describe the changes that occurred when liquid
materials transformed into solid.
Day 8: Describe the changes that occurred when liquid
materials transformed into gas.
Day 9: Describe the changes that occurred when solid
materials transformed into gas.
Day 10: Group the examples of materials that undergo
a change from solid to liquid and liquid to solid.
Day 11: Group the examples of materials that undergo
a change from liquid to gas and solid to gas.
Day 12: Observe and explain the different changes of
materials as affected by temperature.
Day 13: Cite household/school/community activities
that are dependent on the changes in materials
based
on the changes of temperature.
Day 14-15: Perform two simple activities at home which
involve a change of materials due to temperature.
QUARTER 2: LIVING THINGS AND THEIR ENVIRONMENT
Content Standard: The learners demonstrate an understanding of parts and functions of the sense organs of the human body.
Performance Standard: The learners should be able to practice healthful habits in taking care of the sense organs.
3 Describe the functions of the sense organs of the human 5 Days
body (S3LT-lla-b-1) (Note: Science is taught
Day 1: Identify and describe the parts of the eyes and five times a week (ELEM) in
proper ways of caring for the eyes. this case since MELC 3 is
Day 2: Identify and describe the parts of the ears and
good for 1 week it means
proper ways of caring for the ears.
that this MELC should be
Day 3: Identify and describe the parts of the nose and
proper ways of caring for the nose. taught in 5 days)
Day 4: Identify and describe the parts of the tongue
and
proper ways of caring for the tongue.
Day 5: Identify and describe the parts of the skin and
proper ways of caring for the skin.
Suggested Task:
Demonstrate the proper ways of caring for our sense
organ using creative arts and video clips.
Content Standard: The learners demonstrate understanding of the parts and functions of animals and their importance to humans.
Performance Standard: The learners should be able to enumerate ways of grouping animals based on their structure and importance.
4 Describe animals in their immediate surroundings. (S3LT- 5 Days
llc-d-3) Note: Science is taught five
times a week in (ELEM)in this
Day 1-2: Identify and describe animals around you case since MELC 4 and 5 is
(House, School, Community). good for 1 week; it means
5 Identify the parts and functions of that this MELC should be
animals. (S3LT-llc-d-4) taught in 5 days)
Day 3-5 Identify the parts and functions of animals as
seen in the School, Home, and Barangay.
6 Classify animals according to body parts and their uses. 5 Days
(S3LT-llc-d-5) Note: Science is taught five
times a week in (ELEM) in this
Day 1: Classify animals according to their body case since MELC 6 and 7 is
coverings. good for 1 week it means
Day 2: Classify animals according to their movements that this MELC should be
(walk, crawl, swim, and fly). taught in 5 days)
Day 3: Classify animals according to body parts used in
getting food.
7 State the importance of animals to humans (S3LT-llc-d-
6)
Day 4: State the importance of animals around us.
Day 5: Enumerate the ways of proper care for animals
around us (home, school, barangay).
Content Standard: The learners demonstrate understanding of external parts of plants and their functions, and importance to humans.
Performance Standard: The learners should be able to demonstrate the proper ways of handling plants.
8 Describe the parts of different kinds of plants (S3LT-lle-f- 5 Days
8) Note: Science is taught five
Day 1: Identify the different parts of the plant. times a week in (ELEM) in this
Day 2: Describe the parts of the different kinds of plants. case since MELC 8 and 9 is
Day 3: Identify the different uses of plants. good for 1 week it means
9 State the importance of plants to humans that this MELC should be
(S3LT-lle-f-9) taught in 5 days)
Day 4: Enumerate the importance of plants
Day 5: Enumerate the proper ways of caring for plants.
Content Standard: The learners demonstrate an understanding of characteristics of living and non-living things.
Performance Standard: The learners should be able to illustrate the difference between living and non-living things.
10 Compare living with nonliving things 5 Days
(S3LT-lle-f-11) (Note: Science is taught five
Day 1: Identify the characteristics of living and non- times a week in (ELEM) in this
living things. case since MELC 10 and 11
Day 2: Differentiate living things and non-living things. is good for 1 week it means
11 Identify observable characteristics that are passed on that this MELC should be
from parents to offspring (e.g., humans, animals, taught in 5 days)
plants) (S3LT-llg-h-13)
Day 3: Identify and describe the characteristics of
observable traits in humans.
observable traits in animals of the same kind.
observable traits in plants of the same kind.
12 Identify the basic needs of humans, plants, and animals 5 Days
such as air, food, water, and shelter (S3LT-lli-j-14)
Day 1-2: Identify the basic needs of humans, Note: Science is taught five
animals, and plants. times a week in (ELEM) in this
13 Explain how living things depend on the environment to case since MELC 12 and 13
meet their basic needs is good for 1 week it means
(S3LT-lli-j-15) that this MELC should be
Day 3-4: Enumerate things that we need from our taught in 5 days)
environment.
Day 5: Explain the importance of the environment for
our basic needs.
14 Recognize that there is a need to protect and 5 Days
conserve the environment. (S3LT-lli-j-16) (Note: Science is taught five
Day 1-2: Identify the common problems in our times a week in (ELEM) in this
environment. case since MELC 14 is good
Day 3: Identify ways on how to conserve and for 1 week it means that this
protect the environment. MELC should be taught in 5
Day 4: Explain the need to conserve and protect the days)
environment.
Day 5: Suggest ways to conserve and protect the
environment.
QUARTER 3: FORCE, MOTION, AND ENERGY
Content Standard: The learners demonstrate an understanding of the motion of objects.
Performance Standard: The learners should be able to observe, describe and investigate the position and movement of things around
them.
15 Describe the position of a person or an object in relation 15 Days
to a reference point such as a chair, door, another (Note: Science is taught five
person. (S3Fe-IIIa-b-1) times a week in (ELEM) in this
Day 1: Describe the position of a person in relation to case since MELC 15 is good
another person using words such as in front of, and
for 3 weeks it means that this
behind.
MELC should be taught in 15
Day 2: Describe the position of a person in relation to
another person using words such as at the right side of, days)
and at the left side of.
Day 3: Describe the position of an object in relation to
a
person using the words such as in front of and behind.
Day 4: Describe the position of an object in relation to
a person using words such as at the right side of and at
the left side of.
Day 5- 6: Describe the position of a person in relation to
a reference point such as chairs, tables, cabinets, etc.
Day 7- 8: Describe the position of an object in relation
to a reference point such as chairs, tables, cabinets,
etc.
Day 9-10: Describe the location of an object after it has
been moved.
Day 11-12: Determine whether an object or a person
has had a change in position.
Day 13 -15: Cite examples of objects around them that
have had a change in their position in relation to
reference point.
Content Standard: The learners demonstrate an understanding of the sources and uses of light, heat, and electricity.
Performance Standard: The learners should be able to apply the knowledge of the sources and uses of light, sound, heat, and
electricity.
16 Describe the different uses of light, sound, heat, and 15 Days
electricity in everyday life. (no code in MELCs but (Note: Science is taught five
from times a week in (ELEM) in this
old CG, LC coded S3FE-IIIg-h-4 and S3FE-IIIj-5) case since MELC 16 is good
Day 1-3: Describe the different uses of light.
Day 4-6: Describe the different uses of sound.
Day 7-9: Describe the different uses of heat. MELC should be taught in 15
Day 10-12: Describe the different uses of electricity. days)
Day 13-15: Create an artwork showing the different
uses of light, heat, sound, and electricity.
QUARTER 4: EARTH AND SPACE
Content Standard: The learners demonstrate the understanding of people, animals, plants, lakes, rivers, streams, hills, mountains, and
other landforms and their importance.
Performance Standard: The learners should be able to express their concerns about their surroundings through teacher-guided and
self-directed activities.
17 Relate the importance of surroundings to people and 10 Days
other living things. (S3ES-IVc-d-2) (Note: Science is taught five
Day 1: Describe one's environment. times a week (ELEM) in this
Day 2: Identify and describe the different landforms case since MELC 17 is good
such as hills and mountains.
Day 3: Enumerate things found on landforms.
Day 4: Describe the importance of landforms to people MELC should be taught in 10
and other living things. days)
Day 5: Identify and describe the different bodies of
water such as lakes, rivers, and streams.
Day 6: Enumerate things found on bodies of water.
Day 7: Describe the importance of bodies of water to
people and other living things.
Day 8: Realize that certain things live in land and water.
Day 9: Relate the importance of clean surroundings to
people and other living things.
Day 10: Cite ways on how to show concern and care
to their surroundings.
Content Standard: The learners demonstrate the understanding of types and effects of weather as they relate to daily activities,
health, and safety.
Performance Standard: The learners should be able to express ideas about safety measures during different weather conditions
creatively (through artwork, poem, song).
18 Describe the changes in the different weather over a 10 Days
period of time. (S3ES-IVe-f-3) (Note: Science is taught five
Day 1: Define weather and identify its different types. times a week (ELEM) in this
Day 2: Describe the weather on sunny days. case since MELC 18 is good
Day 3: Describe the weather on cloudy days.
Day 4: Describe the weather on windy days.
Day 5: Describe the weather on rainy days. MELC should be taught in 10
Day 6: Describe the weather on stormy days. days)
Day 7-8: Compare weather of different places.
Day 9-10: Infer that weather changes over a period of
time.
19 Enumerate and practice safety precautionary measures 5 Days
in dealing with different types of weather. (S3ES-IVg-h-5) (Note: Science is taught
Day 1-2: Illustrate activities of people during the five times a week (ELEM) in
different types of weather. this case since MELC 19 is
Day 3: Enumerate safety measures in dealing with good for 1 week it means
different types of weather.
Day 4-5: Express ideas about safety measures during
different weather conditions creatively (through taught in 5 days)
artwork, poem, song).
Content Standard: The learners demonstrate the understanding that natural objects in the sky affect one’s daily activities.
Performance Standard: The learners should be able to list down activities, which affect their daily activities.
20 Describe the natural objects that are found in the sky 5 Days
during daytime and nighttime. (S3ES-IVg-h-6) (Note: Science is taught
Day 1: Identify and describe the natural objects seen in five times a week (ELEM) in
the sky during daytime and nighttime. this case since MELC 20 is
Day 2: Illustrate the sky during daytime and nighttime.
good for 1 week it means
Day 3: Compare the natural objects seen in the sky
during daytime and nighttime.
Day 4: Describe how the natural objects found in the taught in 5 days)
sky affect one’s daily activities.
Day 5: List down activities during daytime and
nighttime.
SCIENCE 4
Quarter 1: MATTER
Content Standard: The learners demonstrate an understanding of groupings of different materials based on their properties.
Performance Standard:
The learners should be able to recognize and practice the proper handling of products.
1 Classify materials based on the ability to absorb water, 5 Days Please include in the discussion the
float, sink, undergo decay (S4MT-Ia-1) (Note: Science is taught five proper handling of materials.
Day 1: Describe and classify materials based on the times a week in (ELEM) in this Ex: dishwashing liquid, bleach,
ability to absorb water. case since MELC 1 is good shampoo, muriatic acid, etc.
Day 2: Compare the characteristics of materials which for 1 week it means that this
do not absorb water and materials which absorb water. MELC should be taught in 5
Day 3: Identify and classify materials that float and sink. days)
Day 4: Classify materials that float and sink.
Day 5: Identify and classify materials that undergo
decay (include the discussion on proper segregation of
waste).
Content Standard: The learners demonstrate understanding of changes that materials undergo when exposed to certain conditions.
Performance Standard: The learners should be able to evaluate whether changes in materials are useful or harmful to one’s
environment.
2 Describe changes in solid materials when they are bent, 10 Days
pressed, hammered, or cut; (S4MT-le-f-5) (Note: Science is taught five
Day 1: Identify and describe ways in changing the size, times a week in (ELEM) in this
shape, texture, and other observable properties of solid case since MELC 2 is good
materials. for 2 weeks it means that this
Day 2: Describe what happens to solid materials when MELC should be taught in 10
Bent. days)
Day 3: Describe what happens to solid materials when
Pressed.
Day 4: Differentiate changes in materials when bent or
Pressed.
Hammered.
Cut.
Day 7: Differentiate changes in materials when
hammered or cut.
Day 8: Demonstrate how materials may undergo
change by bending, pressing, hammering, and cutting.
Day 9: Group materials based on their ability to be
bent,
pressed, hammered, and cut.
Day 10: Make an artwork using bent, pressed, and cut
materials.
3 Describe changes in properties of materials when 10 Days Before teaching this competency
exposed to certain conditions such as temperature or (Note: Science is taught five specifically Day 2, 3, & 9, give inputs
when mixed with other materials; (S4MT-Ig-h-6) times a week in (ELEM) in this and exercises first on:
Day 1: Infer changes in the properties of solid materials. case since MELC 3 is good
Day 2: Describe what happens to materials when for 2 weeks it means that this MELC 2
heated.
MELC should be taught in 10 Describe changes in materials based
Day 3: Describe what happens to materials when
days) on the effect of temperature:
cooled.
1. solid to liquid
Day 4: Describe what happens to the solid materials
2. liquid to solid
when mixed with other solid materials.
Day 5: Identify the effect of mixing two solid materials. 3. liquid to gas
Day 6: Describe what happens to solid when mixed with 4. solid to
liquid materials. gas (S3MT-Ih-
j-4)
Day 7: Identify the effect of mixing solid and liquid
materials. Identify and describe changes
Day 8: Describe what happens when two liquid in materials before and after heating
materials (Grade 3, Q1)
are mixed.
Day 9: Describe the changes in the different materials
Observe and explain the different
when exposed to different temperature.
changes of materials as affected by
Day 10: Prepare a mixture out of available materials
temperature. (Grade 3, Q1)
(ex. fruits, vegetables, herbal plants) in your area and
list down the changes observed.
4 Identify changes in materials whether useful or harmful 10 Days Prior to teaching this competency
to one’s environment. (S4MT-Ii-j-7) (Note: Science is taught five specifically Day 8-9 give inputs and
Day 1: Identify changes in materials that are useful or times a week in (ELEM) in this exercises first on:
harmful to one’s environment. case since MELC 4 is good
Day 2: Determine whether the change in the material is for 2 weeks it means that this Cite household/school/community
harmful or useful in the environment. MELC should be taught in 10 activities that are dependent on the
Day 3: Describe the harmful effects of the changes in changes on materials based on the
days)
the
changes of temperature. (Grade 3,
materials to the environment.
Q1)
Day 4: Describe beneficial effects of the changes in the
materials.
Day 5: Suggest ways of preventing/minimizing the Identify and describe the changes in
harmful effects of the changes in the materials to the materials before and after allowing
environment. them to stand at room temperature.
Day 6: Discuss the beneficial effects on the changes of (Grade 3, Q1)
materials in the environment.
Day 7: Suggest ways to improve the useful effects of the
changes in materials.
Day 8: Prepare a list of medicines/foods found at home
or in the community showing the required storage
Temperature.
Day 9: Cite ways on how food and medicine are
affected by changes in temperature.
Day 10: Evaluate when the materials become useful or
harmful to one’s environment.
Content Standard: The learners demonstrate understanding of how the major internal organs such as the brain, heart, lungs, liver,
stomach, intestines, kidneys, bones, and muscles keep the body healthy.
Performance Standard: The learners should be able to construct a prototype model of an organism that has body parts which can
survive in a given environment.
5 Describe the main function of the major organs (S4LT- 5 Days
lla-b-1) (Note: Science is taught five
Day 1: Describe the parts and functions of the bones times a week in (ELEM) in this
and muscles. case since MELC 5 and 6 is
Day 2: Describe the parts and functions of the stomach, good for 1 week it means
intestines, and kidneys. that this MELC should be
Day 3: Describe the structures and functions of the taught in 5 days)
heart, lungs, and brain.
Day 4:
*Construct a model of the bones and muscles using any
available materials at home.
* Construct a model of the kidney using any available
materials at home.
*Construct a model of the Lungs using any available
materials at home.
Day 5: Communicate that the major organs work
6 together to make the body function properly. (S4LT-lla-
b-2)
Content Standard: The learners demonstrate understanding of animals have body parts that make them adapt to land or water.
7 Infer that body structures help animals adapt and 5 Days Prior to teaching this competency,
survive in their particular habitat (S4LT-lla-b-4) (Note: Science is taught five specifically Day 1-2, the teacher
Day 1-2: Infer that animals have different body times a week in (ELEM) in this should give information or exercises
structures that help them adapt to their environment. case since MELC 7 is good on the classification of animals
Day 3-5: Infer that animals have different body for 1 week it means that this according to body parts and their
structures in getting or eating their food and how to MELC should be taught in 5 use. (G3, Q2)
protect themselves from their enemies. days)
Content Standard: The learners demonstrate understanding of plants have body parts that make them adapt to land or water
8 Identify the specialized structures of terrestrial and 5 Days Before teaching this competency, the
aquatic plants (S4LT-lle-f-9) (Note: Science is taught five teacher should discuss the following:
Day 1-2: Distinguish the specialized structures of times a week in (ELEM) in this a. different parts and kinds of plants.
terrestrial plants. case since MELC 8 is good (G3, Q2)
Day 3-4: Distinguish the specialized structures of aquatic for 1 week it means that this b. importance of plants to humans.
plants. MELC should be taught in 5 (G3, Q2)
Day 5: Cite different benefits of specialized structures of days)
terrestrial plants and aquatic plants.
Content Standard: The learners demonstrate understanding of different organisms go through a life cycle which can be affected by
their environment.
9 Compare the stages in the life cycle of organisms (S4LT- 5 Days Prior to teaching this competency,
llg-h-13) (Note: Science is taught five the teacher should discuss the
Day 1: Compare the different stages in the life cycle of times a week in (ELEM) in this importance of animals to humans.
human. case since MELC 9 is good (G3, Q2)
Day 2: Identify the stages in the life cycle of animals. for 1 week it means that this
Day 3: Compare and contrast the different stages in the MELC should be taught in 5
life cycle of animals. days)
Day 4: Describe and compare the different stages in
the life cycle of Plants.
Day 5: Differentiate the different stages in the cycle of
humans, animals, and plants.
Content Standard: The learners demonstrate understanding beneficial and harmful interactions that occur among living things and
their environment as they obtain basic needs.
10 Describe the effects of the environment on life cycle of 5 Days Preparatory activities about how living
organisms among living things (S4LT-llg-h-14) (Note: Science is taught five things depend on the environment to
Day 1-2: Describe the effects of different environmental times a week in (ELEM) in this meet their basic needs should be
conditions in the life cycle of organisms (Eg. Flood, case since MELC 10 is good given by the teacher before teaching
Drought, Environmental Calamities, Ultraviolet rays). for 1 week it means that this Day 1-2.
Day 3-5: Construct a prototype model of the life cycle MELC should be taught in 5
of a frog and a cockroach. days)
Content Standard: The learners demonstrate an understanding of the beneficial and harmful interactions that occur among living
things and their environment as they obtain basic needs.
11 Describe some types of beneficial and harmful 5 Days Engagement activities about
interactions among living things (Note: Science is taught five how living things depend on the
Day 1: Identify and describe the effects of interactions times a week in (ELEM) in this environment to meet their basic
among livings things in their environment in a Mutualism case since MELC 11 is good needs should be given first by the
relationship. for 1 week it means that this
Day 2: Identify and describe the effects of interactions MELC should be taught in 5 teacher before teaching Day 1. (G3,
among living things in their environment in a days) Q2)
Commensalism relationship.
Day 3: Compare and contrast the effects of
interactions among living things in their environment in
a Mutualism and Commensalism relationship.
Day 4: Identify and describe the effects of interactions
among livings things in their environment in a Parasitism
and Competition relationship.
Day 5: Compare and contrast the effects of interactions
among livings things in their environment in a Parasitism
and Competition relationship.
Content Standard: The learners demonstrate an understanding of the beneficial and harmful interactions that occur among living
things and their environment as they obtain basic needs.
12 Describe the effects of interactions among organisms in 5 Days Preparatory activities about the
their environment (S4LT-lli-j-18) (Note: Science is taught five following lessons:
Day 1-2: Infer the effects of interactions among times a week in (ELEM) in this a. common problems in our
organisms in the environment. case since MELC 12 is good environment.
Day 3-5: Describe and show the beneficial and harmful for 1 week it means that this b. ways we can conserve and
effects of organism's interactions. MELC should be taught in 5 protect our environment should be
days) given by
the teacher before teaching Day1.
(G3, Q2)
Content Standard: The learners demonstrate an understanding of the force that can change the shape, size, or movement of
objects.
13 Explain the effects of force when applied to an object. 10 Days
(S4FE-IIIa-1) (Note: Science is taught five
Day 1-2: Describe what happens to an object's shape times a week (ELEM) in this
when force is applied. case since MELC 13 is good
Day 3-4: Describe what happens to an object’s size for 2 weeks it means that this
when force is applied. MELC should be taught in 10
Day 5: Describe what happens to an object’s days.)
movement when force is applied to an object at res.t
Day 6: Describe what happens to an object’s
movement when force is applied to an object in
motion.
Day 7-8: Explain the effects of changing the amount of
force applied to the size, shape, and movement of an
object.
Day 9-10: Demonstrate examples of effects of forces on
the shape, size, and movement of an object.
14 Characterize magnetic force. (S4FE-IIId-e-3) 5 Days
Day 1: Identify objects that can be attracted by a (Note: Science is taught five
magnet. times a week (ELEM) in this
Classify objects as to whether they can be attracted by case since MELC 14 is good
a magnet or not. for 1 week it means that this
Day 2: List down the objects that can be attracted by MELC should be taught in 5
a magnet. days)
Describe a magnet.
Day 3: Identify the uses of magnets.
Day 4: Describe that a magnet can attract and repel
another magnet.
Day 5: Demonstrate/Show that magnets have poles
Infer that "like magnetic poles repel and unlike
magnetic poles attract".
Content Standard: The learners demonstrate an understanding of how light, heat, and sound travel using various objects.
Performance Standard: The learners demonstrate a conceptual understanding of the properties/characteristics of light, heat, and
sound.
15 Describe how light, sound, and heat travel. (S4FE-IIIf-g- 10 Days Prior to teaching these learning
4) (Note: Science is taught five competencies, the teacher is
Day 1: Describe how light travels. times a week (ELEM) in this encouraged to provide a
Day 2: Describe how heat is transferred in solid case since MELC 15 is good review exercise or background
materials. for 2 weeks it means that this idea specifically on:
Day 3: Describe how heat is transferred in liquid MELC should be taught in 10
materials. days) Describe the different uses of light,
Day 4: Describe how heat is transferred through the air. heat and sound, and electricity in
Day 5-6: Use an illustration/model to explain how heat everyday life (no code in MELCs but
travels in a given material.
Day 7: Infer that sound travels through different from old CG, LC coded S3FE-IIIg-h-4
materials. and S3FE-IIIj-5)
Day 8: Describe how sound travels in solid, liquid, and
gas materials. Provide an illustration showing sources
Day 9-10: Use an illustration/model to explain how of light, sound, and heat and their
sound travels through different materials. uses. (G3, Q3)
Content Standard: The learners demonstrate an understanding of how light, heat, and sound travel using various objects.
Performance Standard: The learners demonstrate a conceptual understanding of the properties/characteristics of light, heat, and
sound.
16 Investigate properties and characteristics of light and 10 Days
sound. (S4Fe-IIIh-5) (Note: Science is taught five
Day 1: Define reflection of light. times a week (ELEM) in this
Day 2: Describe how light is reflected. case since MELC 16 is good
Day 3: Define refraction of light. for 2 weeks it means that this
Day 4: Describe how light is refracted. MELC should be taught in 10
Day 5-6: Demonstrate reflection and refraction of light days)
using various materials.
Day 7: Give examples of loud and soft sounds.
Day 8: Infer what happens to the volume of the sound
as one moves away from the sound source.
Day 9-10: Use illustrations/models to explain the
properties of light, heat, and sound.
Content Standard: The learners demonstrate understanding of the different types of soil
17 Compare and contrast the characteristics of different 5 Days
types of soil. S4ES-IVa-1 (Note: Science is taught five
Day 1: Identify the different types of soil based on their times a week in (ELEM) in this
physical characteristics. case since MELC 17 is good
Day 2: Compare and contrast the characteristics of the for 1 week it means that this
different types of soil as to their particle size, texture, MELC should be taught in 5
color, and water absorbability. days)
Day 3-4: Investigate the characteristics of the different
types of soil as to their ability to grow plants.
Day 5: Identify the importance and uses of soil based
on its characteristics.
18 Explain the use of water from different sources in the 5 Days
context of daily activities. S4ES-IVb-2 (Note: Science is taught five
Day 1: Identify the different sources of water. times a week in (ELEM) in this
Day 2: Classify sources of water as surface water or case since MELC 18 is good
groundwater. for 1 week it means that this
Day 3: Describe the use of water from the different MELC should be taught in 5
sources in the context of daily activities. days)
Day 4: Explain the uses of water in our daily activities.
Day 5: Cite ways on how to conserve water resources
for human consumption.
19 Trace and describe the importance of the water cycle 5 Days
Day 1-2: Identify the processes in the water cycle. (Note: Science is taught five
Trace the processes in the water cycle. times a week in (ELEM) in this
Day 3-5: Discuss the water cycle and explain its case since MELC 19 is good
importance. for 1 week it means that this
MELC should be taught in 5
days)
Content Standard: The learners demonstrate an understanding of the components of weather using simple weather instruments.
Performance Standard: The learners should be able to practice precautionary measures in planning activities.
20 Use weather instruments and describe the different 5 Days
weather components in a weather chart. (Note: Science is taught five
Day 1: Describe the different components/elements of times a week in (ELEM) in this
weather. case since MELC 19 is good
Day 2: Identify and describe common weather for 1 week it means that this
instruments. MELC should be taught in 5
Day 3: Describe the different weather components in a days)
weather chart.
Day 4: Predict the weather based on a weather chart.
Day 5: Prepare a sample weather report using trends in
the sample weather chart.
21 Identify safety precautions during different weather 5 Days
conditions. S4ES-IVg-8 (Note: Science is taught five
Day 1: Express ideas on safety precautions during sunny times a week in (ELEM) in this
days. case since MELC 21 is good
Day 2: Express ideas on safety precautions during rainy for 1 week it means that this
days. MELC should be taught in 5
Day 3: Express ideas on safety precautions during days)
stormy days.
Day 4: Illustrate and explain safety precautions during a
given set of weather conditions.
Day 5: Discuss safety precautions in planning activities
during different weather conditions.
Content Standard: The learners demonstrate understanding of the Sun as the main source of heat and light on Earth.
22 Describe the changes in the position and length of 5 Days

shadows in the surroundings as the position of the Sun (Note: Science is taught five
changes. S4ES-IVh-9 times a week in (ELEM) in this
Day 1: Describe the position of the sun at different times case since MELC 22 and 23
of the day. is good for 1 week it means
Day 2: Describe how shadows are formed. that this MELC should be
Day 3: Relate the position of the sun with the length of taught in 5 days)
shadows.
Describe the effects of the Sun on human activities.
23
Day 4-5: Describe the effects of the Sun on human
activities.
SCIENCE 5
QUARTER 1: MATTER
Content Standard: The learners demonstrate understanding of the properties of materials to determine whether they are useful or
harmful
Performance Standard: The learners should be able to make use of local, recyclable solid and/or liquid materials in making useful
products
1 Use the properties of materials whether they are useful 10 Days Prior to teaching this competency,
or harmful (S5MT-Ia-b-1) (Note: Science is taught five give inputs and exercises on
Note: Day 1-5: In teaching this concept, please see to times a week (ELEM) in this “changes in materials whether useful
it that the learners will realize that the use of materials is case since MELC1 is good for or harmful to one’s environment” (G4,
based on their properties and product label. 2 weeks it means that this Q1)
Day 1: Classify materials found in the environment MELC should be taught in 10
according to use in personal body care products, days)
cleaning agents, and medicines
Day 2: Classify materials found in the environment
according to use in farm chemicals and reagents
food.
Day 3: Identify useful materials at home, in school, and
the community.
Day 4: Identify harmful materials at home, in school,
and the community.
Day 5: Classify useful and harmful materials at home, in Prior to teaching this competency,
school, and community. specifically day 5. give inputs and
examples on “change in the materials
and determine whether harmful or
useful in the environment” (G4, Q1)
Day 6: Identify the properties of materials that
determine their uses, harmful effects.
Day 7: Explain how different materials become useful to
the community.
Day 8: Explain how different materials become harmful
to the community.
Day 9-10: Create materials that will help convince other
people to use materials at home or in the community
that are environment-friendly.
Content Standard: The learners demonstrate understanding of the materials that undergo changes due to oxygen and heat.
Performance Standard: The learners should be able to make use of local, recyclable solid and/or liquid materials in making useful
products
2 Investigate changes that happen in materials under the 10 Days Prior to teaching this competency,
following conditions: (Note: Science is taught five give inputs on “materials affected by
1 presence or lack of times a week (ELEM) in this changes in temperature”
oxygen 2 application of case since MELC 2 is good
heat for 2 weeks it means that this Explain the different changes in
(S5MT-Ic-d-2) MELC should be taught in 10 materials as affected by temperature.
Day 1: Describe physical and chemical change days) (G3, Q1)
operationally.
Day 2: Identify the characteristics of physical and Cite ways on how food and medicine
chemical change. are affected by changes in
Day 3: Differentiate physical change from chemical temperature.
change.
Day 4: Investigate changes that happen in the (G4, Q1)
presence of oxygen.
Day 5: Investigate changes that happen in the absence
of oxygen.
Day 6: Investigate changes that happen in the
application of heat.
Day 7-8: Identify pieces of evidence affecting chemical
change:
a. Presence of oxygen;
b. Absence of oxygen;
c. Application of heat
Day 9 and 10: Describe different changes brought by
nature (e.g. global warming, pollution, etc.),
humans, and other living organisms (e.g. kaingin
system,
incineration, etc.).
3 Design a product out of local, recyclable solid and/or 10 Days Prior to teaching this competency,
liquid materials in making useful products. (S5MT-Ih-i-4) (Note: Science is taught five show an example of “materials from
Day 1: Identify the 5Rs components of proper waste times a week (ELEM) in this used materials available at home or in
management. case since the MELC 3 is the community” (G4, Q1)
Day 2: Recognize the importance of 5Rs of waste good for 2 weeks it means
management. that this MELC should be
Day 3: Identify and describe ways on how to recycle taught in 10days)
waste materials.
Day 4-8: Prepare, organize, design procedures, and
create a product out of local, recyclable solid and/ or
liquid materials in making useful products.
Day 9: Evaluate the finished product of local,
recyclable solid and/or liquid materials in making useful
products.
Day 10: Describe the benefits of using 5R’s of waste
management.
Content Standard: The learners demonstrate understanding of how the parts of the human reproductive system work
Performance Standard: The learners should be able to practice proper hygiene and how to take of the reproductive organs
4 Describe the parts of the reproductive system and their 5 Days

functions (S5LT-lla-1). (Note: Science is taught five
Day 1: Identify the parts and functions of the Male times a week in (ELEM) in this Prior to teaching this competency,
Reproductive System. case since MELC 4 is good specifically Day 1, give inputs and
Day 2: Describe the parts and functions of the Male for 1 week it means that this exercises first on:
Reproductive System. MELC should be taught in 5 Communicate that the major organs
Day 3: Identify the parts and functions of the Female days) work together to make the body
Reproductive System. function properly (G4, Q2)
Day 4: Describe the parts and functions of the Female
Reproductive System.
Day 5: Compare and contrast the parts of Male and
Female Reproductive Systems and their functions.
5 Explain the menstrual cycle (S5LT-llc-3) 5 Days
Day 1: Identify the phases of the menstrual cycle. (Note: Science is taught five
Day 2: Describe the phases of the menstrual cycle. times a week (ELEM) in this
Day 3-5: Map the phases of the menstrual cycle case since MELC 5 is good
(Include Facts and Fallacies on Menstrual Cycle and for 1 week it means that this
Tips on Proper Hygiene). MELC should be taught in 5
days)
Content Standard: The learners demonstrate understanding of how animals reproduce
Performance Standard: The learners should be able to create a hypothetical community to show how organisms interact and
reproduce in order to survive.
6 Describe the different modes of reproduction in animals 5 Days Prior to teaching this competency,
such as butterflies, mosquitoes, frogs, cats, and dogs (Note: Science is taught five specifically Day 2-3, give inputs and
(S5LT-lle-5) times a week (ELEM) in this exercises first on:
Day 1: Describe the mode of reproduction of butterflies. case since MELC 6 is good Compare the stages in the life cycle
Day 2: Describe the mode of reproduction of for 1 week it means that this of organisms (G4, Q2)
mosquitoes. MELC should be taught in
Day 3: Describe the mode of reproduction of frogs. 5 days)
Day 4: Describe the mode of reproduction of cats.
Day 5: Describe the mode of reproduction of dogs.
Content Standard: The learners demonstrate understanding of how plants reproduce
7 Describe the reproductive parts in plants and their 5 Days
functions (S5LT-llf-6) (Note: Science is taught five
Day 1-2: Identify and describe the male and female times a week (ELEM) in this
reproductive parts of a flowering plant. case since MELC 7 is good
Day 3-5: Identify the other plant parts that can be for 1 week it means that this
used for reproduction. MELC should be taught in
5 days)
8 Describe the different modes of reproduction in 5 Days
flowering and non-flowering plants such as moss, fern, (Note: Science is taught five
mongo, and others (S5LT-llg-7) times a week (ELEM) in this
Day 1-3: Describe the different modes of reproduction case since MELC 8 is good
of non-flowering plants (moss and fern). for 1 week it means that this
Day 4-5: Describe the different modes of reproduction MELC should be taught in 5
of flowering plants (mongo and others). days)
Content Standard: The learners demonstrate understanding of the interactions for survival among living and non-living that take place
in estuaries and intertidal zones.
9 Discuss the interactions among living things and 5 Days Prior to teaching this competency,
nonliving things in estuaries and intertidal zones (S5LT- (Note: Science is taught five specifically Day 1-2, give inputs and
llh-8) times a week in (ELEM) in this exercises first on:
Day 1-3: Discuss the interactions among living and case since MELC 9 is good
nonliving things in estuaries. for 1 week it means that this Describe the effects of the
Day 4-5: Discuss the interactions among living and MELC should be taught in 5 environment on the life cycle of
nonliving things in the intertidal zone. days) organisms among living things
(G4,
Q2)
10 Explain the need to protect and conserve estuaries and 5 Days
intertidal zones (S5LT-llj-10) (Note: Science is taught five
Day 1-3: Explain the need to protect and conserve times a week in (ELEM) in this
estuaries. case since MELC 10 is good
Day 4-5: Explain the need to protect and conserve the for 1 week it means that this
intertidal zone. MELC should be taught in 5
days)

Content Standard: The learners demonstrate an understanding of motion in terms of distance and time.
11 Describe the motion of an object by tracing and 5 Days
measuring its change in position (distance travelled) (Note: Science is taught five
over a period of time (5FE-IIIa-1) times a week in (ELEM) in this
Day 1: Distinguish speed, distance, and time. case since MELC 11 is good
Day 2-3: Explain how to determine the distance for 1 week it
between two objects in motion.
Day 4-5: Solve simple problems on computing the
speed of an object in motion.
Content Standard: The learners demonstrate an understanding of how different objects interact with light, sound, and heat.
12 Discuss why some materials are good conductors of 5 Days Prior to teaching this competency,
heat and electricity (S5FE-IIIc-3) (Note: Science is taught five give inputs and exercises first on:
Day 1: Enumerate the characteristics of good times a week in (ELEM) in this
conductors of heat and electricity. case since this MELC 12 is Describe how heat is transferred in
Day 2-3: Explain and classify why some materials are good for 1 week it means solid materials. (G4, Q3)
good conductors of heat and electricity. that this MELC should be
Day 4-5: Explain the effects of heat and electricity on taught in 5 days)
people and objects.
Content Standard: The learners demonstrate an understanding of the effects of heat and electricity, light, and sound on people
and objects.
13 Relate the ability of the material to block, absorb, or 5 Days
transmit light to its use (S5FE-IIIe-5) (Note: Science is taught five
Day 1-2: Identify the materials that can block, absorb, times a week in (ELEM) in this
or transmit light. case since MELC 13 is good
Day 3-5: Relate the ability of the material to its uses to for 1 week it means that this
block, absorb or transmit light. MELC should be taught in 5
days)
Content Standard: The learners demonstrate an understanding of a simple DC circuit and the relationship between electricity and
magnetism in electromagnets.
14 Infer the conditions necessary to make a bulb light up 5 Days
(S5FE-IIIf-6) (Note: Science is taught five
Day 1: Identify the parts of the electric circuit. times a week in (ELEM) in this
Day 2: Describe the function of the parts of an electric case since MELC 14 is good
circuit. for 1 week it means that this
Day 3-5: Construct a simple circuit that will make a MELC should be taught in 5
bulb light. days)
15 Determine the effects of changing the number or type 5 Days
of components in a circuit (S5FE-IIIg-7) (Note: Science is taught five
Day 1: Describe the effects of connecting more dry times a week in (ELEM) in this
cells in series on the brightness of the bulb. case since MELC 15 is good
Day 2: Describe the effects of connecting more bulbs in for 1 week it means that this
series on the brightness of the bulbs. MELC should be taught in 5
Day 3: Describe the effects of changing the days)
arrangement of the bulbs on their brightness.
Day 4: Differentiate between a series and a parallel
circuit.
Day 5: Design an experiment on a series and a parallel
circuit.
Content Standard: The learners demonstrate an understanding of a simple DC circuit and the relationship between electricity and
magnetism in electromagnets.
Performance Standard: The learners should be able to propose a design using electromagnets that is useful for home, school, or
community.
16 Design an experiment to determine the factors that 5 Days
affect the strength of the electromagnet (S5FE-III-j-9) (Note: Science is taught five
Day 1: Infer that electricity can be used to produce times a week in (ELEM) in this
magnets. case since MELC 16 is good
Day 2: Investigate how the number of coils affects the for 1 week it means that this
strength of an electromagnet. MELC should be taught in 5
Day 3: Investigate how the number of cells affects the days
strength of an electromagnet.
Day 4-5: Propose a design using electromagnets that is
useful for home, school, or community.
Content Standard: The learners demonstrate understanding of weathering and soil erosion shape the Earth's surface and affect living
things and the environment.
Performance Standard: The learners should be able to participate in projects that reduce soil erosion in the community.
17 Describe how rocks turn into the soil (S5ES-IVa-1) 5 Days
Day 1: Identify and describe the processes of Note: Science is taught five
weathering. times a week (ELEM) in this
Day 2: Compare mechanical from chemical case since MELC17 is good
weathering. for 1 week it means that this
Day 3: Identify the agents of weathering (e.g. water, MELC should be taught in 5
wind, people, animals plants, sun). days)
Day 4: Explain how the action of wind, water, and sun
contribute to rock weathering.
Day 5: Infer that continuous weathering led to soil
formation.
18 Investigate the extent of soil erosion in the community 5 Days Prior to teaching this competency,
and its effect on living things and the environment Note: Science is taught five specifically Days 2-3 give inputs and
(S5ES-IVb-2) times a week (ELEM) in this discussions first on:
Day 1: Identify factors affecting soil erosion. case since MELC 18 is good
Day 2-3: Illustrate how certain factors affect the amount for 1 week it means that this Compare and contrast the
of soil carried away: a) slope of land; b) strength and MELC should be taught in 5 characteristics of the different types
volume of running water; c) presence of land crops; d) days) of soil as to their particle size, texture,
dryness and size of soil particles. color, and water absorbability. (G4,
Day 4: Investigate the extent of soil erosion in the Q4)
community and its effects on living things and the
environment.
Day 5: Prepare/design a plan that could help reduce
soil erosion in the community.
Content Standard: The learners demonstrate an understanding of weather disturbances and their effects on the environment.
Performance Standard: The learners should be able to prepare an individual emergency kit.
19 Characterize weather disturbances in the Philippines 10 Days
and describe their effects on daily life (Note: Science is taught five
Day 1: Identify the different weather systems in the times a week (ELEM) in this
Philippines. case since MELC 19 is good
Day 2: Discuss a low-pressure area. for 2 weeks it means that this
Day 3: Identify and describe the different weather MELC should be taught in 10
disturbances: Depression, Storm, Typhoon. days)
Day 4: Discuss monsoon winds. Prior to teaching this competency,
specifically Day 4 give inputs and
discussions first on:
Describe the different

components/elements of weather.
(G4, Q4)
Day 5: Explain the changes in the weather before,
during, and after the typhoon.
Day 6: Describe the effects of the winds associated with
each storm warning signal.
Day 7: Describe the effect of typhoons on human
activities.
Day 8: Describe the effect of typhoons on other living
things such as plants and animals.
Day 9: Describe the effects of typhoons on physical
structures.
Day 10: Suggest, discuss precautionary measures Prior to teaching this competency,
before, during, and after a typhoon and prepare an specifically Day 10 give inputs and
individual emergency kit. discussions first on:
Discuss safety precautions during

stormy days. (G4, Q4)
Content Standard: The learners demonstrate an understanding of the phases of the moon and the beliefs and practices associated
with it.
Performance Standard: The learners should be able to debug local myths and folklore about the Moon and the Stars by presenting
pieces of evidence to convince the community folks.
20 Infer the pattern in the changes in the appearance of 10 Days Prior to teaching this competency,
the Moon (Note: Science is taught five specifically Day 1 give inputs and
(S5ES-IVg-h-7) times a week (ELEM) in this discussions first on:
Day 1: Describe the characteristics of the moon. case since MELC 20 is good
for 2 weeks it means that this Identify and describe the natural
MELC should be taught in 10 objects seen in the sky during daytime
days) and nighttime. (G3, Q4)
Day 2: Identify the different phases of the moon.
Day 3: Illustrate the phases of the moon.
Day 4: Infer the pattern in the changes in the
appearance of the moon.
Day 5: Show how the relative position of Earth, Moon,
and Sun causes the apparent changes in the shape
of
the moon.
Day 6: Relate the phases of the moon and the length of
the month.
Day 7: Show the revolution of the moon around the
Earth and its synchronous rotation.
Day 8: Observe and record the apparent changes in
the phases of the moon.
Day 9: Discuss beliefs and practices that have been Prior to teaching this competency,
attributed to the moon. specifically Day 9 give inputs and
Describe how the natural objects

found in the sky affect one’s daily
activities. (G3, Q4)
Day 10: Explain local myths and folklore about the Prior to teaching this competency,
moon by presenting pieces of evidence to convince specifically Day 10 give inputs and
the community folks. discussions first on:
Describe how the natural objects

found in the sky affect one’s daily
activities. (G3, Q4)
Content Standard: The learners demonstrate an understanding of the constellations and the information derived from their location in
the sky.
Performance Standard: The learners should be able to debug local myths and folklore about the Moon and the Stars by presenting
pieces of evidence to convince the community folks.
21 Identify star patterns that can be seen at particular 5 Days
times of the year (Note: Science is taught five
(S5ES-IVj-9) times a week (ELEM) in this
Day 1: Infer that the stars in the sky differ in size and case since MELC 21 is good
brightness relative to their distance as viewed from for 1 week it means that this
Earth. MELC should be taught in 5
Day 2: Identify common constellations in the sky. days)
Day 3: Identify and discuss star patterns that can be
seen at particular times of the year.
Day 4: Explain the importance of constellations to
humans.
Day 5: Explain local myths and folklore about the stars
by presenting pieces of evidence to convince the
community folks.
SCIENCE 6
QUARTER 1: MATTER
Content Standard: The learners demonstrate an understanding of different types of mixtures and their characteristics.
Performance Standard: The learners should be able to prepare beneficial and useful mixtures such as drinks, food, and herbal
medicines.
1 Describe the appearance and uses of homogeneous 15 Days
and heterogeneous mixtures. (Note: Science is taught five
times a week (ELEM) in this
Day 1: Describe the appearance of the combination case since MELC1 is good for
of solid materials. 3 weeks it means that this
Day 2: Describe the appearance of the combination MELC should be taught in 15
of solid and liquid materials. days)
Day 3: Describe the appearance of the combination Prior to teaching this competency,
of liquid materials. give inputs and examples on “what
happens when two liquid materials
are mixed” (G4, Q1)
MELC 3
Describe changes in properties of
materials when exposed to certain
conditions such as temperature or
when mixed with other materials
Describe what happens when two
liquid materials are mixed.
Day 4: Describe the appearance of homogeneous
mixtures.
Day 5: Describe the appearance of heterogeneous
mixtures.
Day 6: Classify mixtures into homogeneous and
heterogeneous.
Day 7: Describe the characteristics of homogeneous
and heterogeneous mixtures.
Day 8: Identify common examples of solutions found at
home and describe their uses.
Day 9: Define and identify the solute and the solvent in
a solution.
Day 10: Infer through simple experiments the conditions
(e.g., size of particles, stirring of a mixture, temperature)
that affects the formation of a mixture.
Day 11: Describe suspension as a heterogeneous
mixture.
Day 12: Identify common examples of suspensions and
describe their uses.
Day 13: Infer that colloid is a heterogeneous mixture.
Day 14: Identify common household colloids and their
uses.
Day 15: Prepare beneficial and useful mixtures.
Content Standard: The learners demonstrate an understanding of different techniques to separate mixtures.
Performance Standard: The learners should be able to separate desired materials from common and local products.
2 Describe techniques in separating mixtures such as 15 Days
decantation, evaporation, filtering, sieving, and using a (Note: Science is taught five
magnet. times a week (ELEM) in this
Day 1-2: Illustrate and describe techniques in case since MELC2 is good for
separating mixtures. (Define and describe each 3 weeks it means that this
technique) MELC should be taught in 15
Day 3-10: Investigate the techniques of separating days)
mixture such as: decantation, evaporation, filtering,
sieving, and using a magnet).
Day 11-12: Explain the uses and importance of the
different methods of separating mixtures in our daily
lives.
Day 13: Describe the techniques on how each
component will be separated from its mixture (teacher
prepared mixture).
Day 14-15: Separate desired materials from common
products found at home using at least three different
techniques to separate mixtures.
Content Standard: The learners demonstrate understanding of how the major organs of the human body work together to form organ
systems
Performance Standard: The learners should be able to make a chart showing healthful habits that promote proper functioning of the
musculo-skeletal, integumentary, digestive, circulatory, excretory, respiratory, and nervous systems.
3 Explain how the organs of each organ system work 10 days Prior to teaching this competency,
together (S6LT-lla-b-1) (Note: Science is taught five specifically Day 1-4, give inputs and
Day 1: Explain the functions of the organs of the times a week (ELEM) in this exercises first on:
Skeletal System and how it works together. case since MELC 3 is good
Day 2-3: Explain the functions of the organs of the for 2 weeks it means that this Describe the main function of the
Muscular System and how it works together. MELC should be taught in 10 major organs (G4, Q2)
Day 4: Explain the functions of the organs of the days)
Integumentary System and how it works together.
Day 5: Explain the functions of the organs of the
Digestive System and how it works together.
Day 6: Explain the functions of the organs of the
Respiratory System and how it works together.
Day 7-8: Explain the functions of the organs of the
Circulatory System and how it works together.
Day 9-10: Explain the functions of the organs of the
Nervous System and how it works together
4 Explain how the different organ systems work 5 Days Prior to teaching this competency,
together (S6LT-llc-d-2) (Note: Science is taught five specifically Day 5, give inputs and
Day 1: Explain how Musculo-skeletal and times a week (ELEM) in this exercises first on:
Integumentary System work together. case since MELC 4 is good
Day 2: Explain how the organs of the Digestive, for 1 week it means that this Communicate that the major organs
Respiratory, and Circulatory Systems work together. MELC should be taught in work together to make the body
Day 3: Explain how the nervous and integumentary 5 days) function properly
systems work together. (G4, Q2)
Day 4-5: Make a chart showing healthful habits that
promote proper functioning of all the organs systems in
the body.
Content Standard: The learners demonstrate an understanding of the different characteristics of vertebrates and invertebrates.
Performance Standard: The learners should be able to:
1. make an inventory of vertebrates and invertebrates that are commonly seen in the community
2. practice ways of caring and protecting animals.

5 Determine the distinguishing characteristics of 10 Days Prior to teaching this competency,
vertebrates and invertebrates (S6LT-lle-f-3) (Note: Science is taught five specifically Day 1, give inputs and
Day 1: Identify and describe vertebrates and times a week (ELEM) in this exercises first on:
invertebrates commonly seen in the community. case since MELC 5 is good
Day 2: Identify and describe the characteristics of for 2 weeks it means that this Infer that animals have different body
vertebrates (mammals). MELC should be taught in structures that make them adapt to
Day 3: Identify and describe the characteristics of 10 days) land and water (G4, Q2)
vertebrates (birds and reptiles).
vertebrates (amphibians, fishes).
Day 5: Classify vertebrates into mammals, birds, reptiles,
amphibians, and fishes.
Day 6: Identify and describe the characteristics of the
following groups of invertebrates: - insects and spiders.
Day 7: Identify and describe the characteristics of the
following groups of invertebrates: -worms, shellfish, and
snail.
Day 8: Classify invertebrates into insects, spiders, worms,
shellfish, and snail.
Day 9: Make an inventory of vertebrates and
invertebrates that are commonly seen in the
community.
Day 10: Practice ways of caring and protecting
animals.
Content Standard: The learners demonstrate understanding of the interactions for survival among the living and nonliving things that
take place in tropical rainforests, coral reefs, and mangrove swamps
Performance Standard: The learners should be able to form discussion groups to tackle issues involving the protection and
conservation of ecosystems that serve as nurseries, breeding places, and habitats for economically important plants and animals.
6 Discuss the interactions among living things and 5 Days Preparatory activities about
nonliving things in tropical rainforests, coral reefs, (Note: Science is taught five interactions among living things and
and times a week in (ELEM) in this nonliving things should be given by
mangrove swamps (S6LT-lli-j-5) case since MELC 6 is good the teacher before teaching Day 1
Day 1: Discuss the interactions among living things and for 1 week it means that this (G5, Q2)
nonliving things in tropical rainforests MELC should be taught in 5
Day 2: Explain the harmful and beneficial effects of days)
interactions among living and nonliving things in a
tropical rainforest.
Day 3: Discuss the interactions among living things and
nonliving things in coral reefs.
Day 4: Discuss the interactions among living things and
nonliving things in mangrove swamps.
Day 5: Explain the harmful and beneficial effects of
interactions among living and nonliving things in coral
reefs and mangrove swamps.
7 Explain the need to protect and conserve tropical 5 Days Prior discussion about the need to
rainforests, coral reefs, and mangrove swamps (S6LT-lli- (Note: Science is taught five protect and conserve estuaries and
j-6) times a week in (ELEM) in this intertidal zones should be made by
Day 1: Explain the need to protect and conserve case since MELC 7 is good the teacher before teaching Day1.
tropical rainforests. for 1 week it means that this (G5, Q2)
Day 2: Explain the need to protect and conserve MELC should be taught in 5
coral reefs. days)
Day 3: Explain the need to protect and conserve
mangrove swamps.
Day 4-5 Form discussion groups to tackle issues
involving the protection and conservation of
ecosystems that serve as nurseries, breeding places,
and habitats for economically important plants and
animals.
QUARTER 3: FORCE, MOTION AND ENERGY
Content Standard: Content Standard: The learners demonstrate an understanding of gravity and friction affect the movement of
objects.
Performance Standard: The learners should be able to produce an advertisement that demonstrates road safety.
8 Infer how friction and gravity affect the movements of 10 days
different objects. (S6FE-IIIa-c-1) (Note: Science is taught five
Day 1: Investigate why an object moving along a times a week (ELEM) in this
surface slows down and eventually stops. case since MELC 8 is good
Day 2: Describe and define friction. for 2 weeks it means that this
Day 3: Investigate static friction. MELC should be taught in 10
Describe and define static friction. days)
Day 4-5: Investigate kinetic friction.
Describe and define kinetic friction.
Day 6: Describe how friction affects the movement of
an object
Day 7: Give instances of when friction is desirable and
undesirable.
Day 8: Perform a simple experiment on how gravity
affects motion.
Day 9-10: Produce an advertisement on road safety
Content Standard: The learners demonstrate an understanding of how energy is transformed in simple machines.
Performance Standard: The learners should be able to create a marketing strategy for a new product on electrical or light efficiency.
9 Demonstrate how sound, heat, light, and electricity can 15 days
be transformed. (S6FE-IIId-f-2) (Note: Science is taught five
Day 1: Identify forms of energy (sound, light, electrical). times a week (ELEM) in this
Day 2-3: Describe how sound is produced. case since MELC 9 is good
Give examples of materials that produce sound. for 3 weeks it means that this
Describe sound energy. MELC should be taught in 15
Day 4-6: Describe Heat. days)
Give examples of materials that produce heat.
Describe heat as a mode of energy transfer.
Day 7: Describe light energy.
Give examples of materials that produce light.
Day 8: Demonstrate how heat can be transformed into
light.
Day 9: Demonstrate energy transformation from
electrical energy to sound energy.
Demonstrate energy transformation from electrical
energy to light to heat.
Day 10: Infer how electricity can be transformed into
sound to heat.
Day 11: Construct a diagram showing energy
transformation.
Day 12: Demonstrate various ways to conserve energy.
Day 13-15: Create a marketing strategy for a new
product on electrical or light efficiency.
10 Manipulate simple machines to describe their 10 days
characteristics and uses. (S6FE-g-i-3)
Day 1: Define and describe simple machines. (Note: Science is taught five
Identify the different kinds of machines. times a week (ELEM) in this
Day 2-3: Describe, classify, and give applications of a case since MELC 10 is good
lever. for 2 weeks it means that this
Manipulate how a lever can lift an object. MELC should be taught in 10
Day 4: Describe the characteristics and functions of an days)
inclined plane.
Manipulate an inclined plane.
Day 5: Describe the characteristics and functions of a
wedge.
Manipulate a wedge.
Day 6: Describe the characteristics of a screw.
Demonstrate the use of a screw.
Day 7: Describe the characteristics and functions of a
pulley.
Day 8: Identify the types and uses of pulley/Manipulate
a pulley.
Day 9: Describe the characteristics and function of a
wheel and axle.
Manipulate a wheel and axle
Day 10: Identify simple machines present in household
devices.
Content Standard: The learners demonstrate an understanding of the effects of earthquakes and volcanic eruptions.
Performance Standard: The learners should design an emergency and preparedness plan and kit.
11 Describe the changes on the earth's surface as a 5 Days
result of earthquakes and volcanic eruptions. (S6ES- (Note: Science is taught five
IVa-1) times a week (ELEM) in this
Day 1: Describe changes on the earth's surface as a case since MELC 11 is good
result of an earthquake. for 1 week it means that this
Day 2: Compare an area hit and not hit by an MELC should be taught in 5
earthquake. days)
Day 3: Illustrate changes on the earth's surface as a
result of volcanic eruptions.
Day 4: Compare an area hit and not hit by volcanic
eruptions.
Day 5: Predict what will happen to the earth's
surface with the occurrence of successive
earthquakes and volcanic eruptions.
12 Enumerate what to do before, during, and after an 5 Days
earthquake and volcanic eruptions (S6ESIVb-2) (Note: Science is taught five
Day 1: Enumerate what to do before, during, and after times a week (ELEM) in this
an earthquake. case since MELC12 is good
Day 2: Create a presentation on what to do before, for 1 week it means that this
during, and after the earthquake.
Day 3: Enumerate what to do before, during, and after MELC should be taught in 5
volcanic eruptions. days)
Day 4: Create a presentation on what to do before,
during, and after volcanic eruptions.
Day 5: Design a preparedness plan/emergency plan
and kit in case of earthquake and volcanic eruption.
Content Standard: The learners demonstrate an understanding of the weather patterns and seasons in the Philippines.
13 Describe the different seasons in the Philippines. (S6ES- 5 Days
IVc-3) (Note: Science is taught five
Day 1: Analyze and interpret the weather data in times a week (ELEM) in this
each case since MELC13 is good
month of the year. for 1 week it means that this
Day 2: Infer the season through weather patterns in the MELC should be taught in 5
Philippines. days)
Day 3: Describe the different seasons in the Philippines.
Day 4: Determine the occurrence of the dry season
and wet season in the Philippines using a graph.
Explain the occurrence of the dry season and wet
season in the Philippines.
Day 5: Explain the importance of knowing the weather
patterns and seasons in the Philippines.
Content Standard: The learners demonstrate an understanding of the Earth's rotation and revolution.
14 Differentiate between rotation and revolution and 10 Days
describe the effects of the Earth’s motions (S6ES-IVe-f-5) (Note: Science is taught five
Day 1-2: Describe and illustrate the rotation of the times a week (ELEM) in this
Earth. case since MELC14 is good
Day 3: Describe the effects of Earth’s rotation. for 2 weeks it means that this
Day 4-5: Describe and illustrate the revolution of the MELC should be taught in 10
Earth. days)
Day 6-7: Describe the effects of Earth’s revolution.
Day 8: Differentiate between rotation and revolution.
Day 9-10: Create an illustration of Sun-Earth-Moon and
explain the rotation and revolution of the Earth.
Content Standard: The learners demonstrate an understanding of the characteristics of planets in the solar system.
15 Compare the planets of the solar system (S6ES-IVg-h-6) 5 Days
Day 1: Identify the planets in the solar system.
Day 2: Describe the planets according to their (Note: Science is taught five
observable characteristics (size, color, etc). times a week (ELEM) in this
Day 3: Describe the planets according to their distance case since MELC15 is good
from the Sun. for 1 week it means that this
Day 4: Describe the planets according to their MELC should be taught in 5
composition. days)
Day 5: Compare the Earth with other planets which
makes it livable.
16 Construct a model of the solar system showing the 5 Days
relative sizes of the planets and their relative distances (Note: Science is taught five
from the Sun (S6ES-IVi-j-7) times a week (ELEM) in this
Day 1: Compare the sizes of the planets in the solar case since MELC16 is good
system. for 1 week it means that this
Day 2: Compare the relative distances of the planets MELC should be taught in 5
from the sun and other planets. days)
Day 3: Illustrate the planets in the solar system focusing
on their colors, relative sizes, and distances from the Sun.
Day 4-5: Construct a model of the solar system showing
the relative sizes of the planets and their relative
distances from the Sun (S6ES-IVi-j-7)
SCIENCE 7
QUARTER 1: MATTER
Content Standard: Scientific ways of acquiring knowledge and solving problems.
Performance Standard: Perform in groups in guided investigations involving community-based problems using locally available
materials.
1 Describe the components of a scientific investigation. 4 Days
(S7MT-Ia-1) (Note: Science is taught four
Day 1: Identify and describe the components of a times a week (JHS) in this
scientific investigation based on evidence. case since MELC1 is good for
Day 2: Differentiate qualitative from quantitative 1 week it means that this
observation and identify the independent, dependent, MELC should be taught in 4
and controlled variables. days)
Day 3: Formulate a hypothesis, collect, organize, and
interpret data about the investigation.
Day 4: Conduct a simple investigation involving
community-based problems by using locally available
materials. (Guided investigation related to MELC 2)
Content Standard: Classifying substances as elements or compounds.
Performance Standard: Make a chart, poster, or multimedia presentation of common elements showing their names, symbols, and
uses.
2 Recognize that substances are classified into elements 8 Days
and compounds. (S7MT-Ig-h-5) (Note: Science is taught five
Day 1: Differentiate elements from compounds based times a week (JHS) in this
on their composition and properties. case since MELC2 is good for
Day 2: Describe briefly the history and basis of naming 2 weeks it means that this
elements. MELC should be taught in 8
Day 3: Classify elements into metal, nonmetal, & days)
metalloids according to their properties.
Day 4: Classify compounds into acid, base & salt based
on their properties.
Day 5-6: Identify and describe important elements and
compounds that are useful to humans, the
environment, and industry.
Day 7: Identify elements and compounds from food
labels and other products available at home, market,
and in the community.
Day 8: Create a presentation of common elements
showing their names, symbols, and uses.
Content Standard: Properties of substances that distinguish them from mixtures.
Performance Standard: Investigate the properties of mixtures of varying concentrations using available materials in the community
for specific purposes.
3 Distinguish mixtures from substances based on a set of 8 Days Prior to teaching this competency,
properties. (S7MT-Ie-f-4) (Note: Science is taught five consider revisiting the following
Day 1 -2: Distinguish mixtures from substances times a week (JHS) in this MELCs:
according to their composition and properties. case since MELC3 is good for
Day 3-4: Classify given materials as substances or 2 weeks it means that this Describe the appearance and uses
mixtures (include chemical formula of substances with MELC should be taught in 8 of homogeneous and
their common names and chemical names of materials days) heterogeneous mixtures.
found at home or in the community)
Day 5-6: Determine unknown samples as substances or Give inputs and exercises first on:
mixtures based on the given descriptions/ statements. Classify mixtures into homogeneous
Day 7-8: Show the importance of mixtures and and heterogeneous.
substances.
Describe the characteristics of the
homogeneous and heterogeneous
mixture (G6, Q1)
Content Standard: Some important properties of solutions.

Performance Standard: Prepare different concentrations of mixtures according to uses and availability of materials.
4 Investigate properties of unsaturated or saturated 4 Days Prior to teaching this competency,
solutions. (S7MT-Ic-2) (Note: Science is taught four consider revisiting the following
Day 1: Define solution operationally and identify and times a week (JHS) in this MELCs:
describe the components, properties, and case since MELC4 is good for Describe the appearance and uses
characteristics of solutions. 1 week it means that this of homogeneous and
Day 2: Investigate the factors affecting solubility. MELC should be taught in 4 heterogeneous mixtures.
Day 3-4: Investigate the properties of unsaturated, days)
saturated, and supersaturated solutions S7MT-Ic-2.5 a. Specifically, on Day 1, give inputs
Perform an experiment on saturation of solution and and exercises first on:
differentiate saturated, unsaturated, and Define and identify the solute and
supersaturated solutions. the solvent in a solution. (G6, Q1)
Content Standard: Some important properties of solutions.
Performance Standard: Prepare different concentrations of mixtures according to uses and availability of materials.
5 Express concentrations of solutions quantitatively by 4 Days Prior to teaching this competency,
preparing different concentrations of mixtures according (Note: Science is taught four consider revisiting the following
to uses and availability of materials. (S7MT-Id-3) times a week (JHS) in this MELCs:
Day 1: Enumerate and describe the types of solutions case since MELC5 is good for Describe the appearance and uses
according to the proportion of the solute and the solvent 1 week it means that this of homogeneous and
(Diluted & Concentrated) and MELC should be taught in 4 heterogeneous mixtures.
identify and describe the types of solutions according to days)
the amount of solute present in a given solvent Specifically, Day 1 & 4, give inputs
(Concentration) and exercises first on:
Day 2: Calculate the percentage by weight of the given Identify common examples of
solutions. solutions found at home and
Day 3: Calculate the percentage by volume of the describe their uses. (G6, Q1)
given solutions.
Day 4: Prepare different concentrations of solutions using
available materials at home.
Content Standard: The learners demonstrate understanding of the parts and functions of the compound microscope.
Performance Standard: The learners should be able to employ appropriate techniques using the compound microscope to
gather
data about very small objects.
6 Identify parts of the microscope and their functions (S7LT- 4 Days
IIa-1) (Note: Science is taught
Day 1: Describe, define, and state the uses of a four times a week in (JHS) in
microscope. this case since MELC 6 is
Day 2: Discuss the history of microscopes. good for 1 week it means
Day 3: Describe the parts of the microscope and its that this MELC should be
functions using materials as provided by the teachers taught in 4 days)
(label & color the parts)
Day 4: Demonstrate the basic microscope technique
and guidelines to follow.
7 Focus specimens using the compound microscope 4 Days MELC 7 could only be attained with
(S7LT-IIb-2) (Note: Science is taught the use of a microscope.
Day 1: Differentiate Simple and Compound Microscope four times a week in (JHS) in
Day 2: Differentiate the magnifying power or this case since MELC 7 is Without a microscope, the allotted
magnification from resolving power or resolution good for 1 week it means time could be used to discuss
Day 3-4: Illustrate how to focus specimens. that this MELC should be other MELCs.
taught in 4
days)
Content Standard: The learners demonstrate understanding of the different levels of biological organization.
gather data about very small objects.
8 Describe the different levels of biological organization 4 Days Prior to teaching this competency,
from cell to biosphere (S7LT-IIc-3) (Note: Science is taught specifically Day 4, give inputs and
Day 1-3: Describe, identify, and summarize the levels of four times a week in (JHS) in exercises first on:
biological organization from cell to biosphere. this case since MELC 8 is - Explain how the different organ
Day 4: Suggest ways of taking care of the biological good for 1 week it means systems work together (S6LT-llc-
organization from cell to biosphere. that this MELC should be d- 2)
taught in 4 days) - Discuss healthful habits that
promote proper functioning of all
the organs systems in the body
(G6, Q2)
Content Standard: The learners demonstrate understanding of the difference between animal and plant cells.
gather data about very small objects.
9 Differentiate plant and animal cells according to the 2 Days
presence or absence of certain organelles (Note: Science is taught four
(S7LT-IIc-3) times a week in (JHS) in this
Day 1: Discuss the parts and function of the animal and case since MELC 9 and 10
plant cells. is good for 1 week it means
Day 2: Compare and contrast animal and plant cells that this MELC should be
based on their function and the presence/absence of taught in 4days)
certain organelles.
10 Day3-4: Explain why the cell is considered the basic
structural and functional unit of all organisms
(S7LT-IIe-5)
Content Standard: The learners demonstrate understanding of the reproduction being both asexual or sexual.
11 Differentiate asexual from sexual reproduction in terms 4 Days Prior to teaching this competency,
of: 1. number of individuals involved; (Note: Science is taught specifically Day 17 and 19, give
2. similarities of offspring to parents (S7LT-llg-7) four times a week in (JHS) in inputs and exercises first on:
Day 1: Describe vegetative reproduction. this case since MELC 11 is - Describe the reproductive parts
Day 2: Describe the different types of asexual good for 1 week it means in
reproduction (e.g. budding, binary fission, that this MELC should be plants and their functions (S5LT-
fragmentation, regeneration, parthenogenesis). taught in 4 days) IIf-6
Day 3: Describe sexual reproduction in plants and
animals. The teacher can solicit responses
Day 4: Using the Venn diagram differentiate asexual from to learners in terms of the parts in
the sexual reproduction. plants that are used for reproduction.
- Describe the different modes

of reproduction in animals,
flowering and non-flowering
plants (S5LT-lle-5, S5LT-lle-6,
S5LT- lle-7)
The teacher can give simple
exercises or inputs that will allow the
students to review:
- modes of reproduction in
animals such as butterflies,
mosquitoes, frogs, cats and
dogs
- reproductive plant parts such as
Bermuda grass, potato, ginger,
onion, and garlic
- modes of reproduction of
flowering and non-flowering
plants such as moss, fern,
mongo and others (G5, Q2)
For Day 3, it is recommended for

teachers to highlight the process of
fertilization.
Content Standard: The learners demonstrate understanding of the organisms interacting with each other and with their environment
to survive.
12 Differentiate biotic from abiotic components of an 2 DAYS Prior to teaching this competency,
ecosystem (S7LT-llh-9) (Note: Science is taught four specifically Days 1-2, give inputs and
Day 1: Identify and describe abiotic factors and how times a week in (JHS) in this exercises first on:
these factors affect the ecosystem. case since MELC 12 and 13 - Discuss the interactions among
Day 2: Identify biotic components and discuss their roles is good for 1 week it means living things and nonliving
in a given ecosystem. that this MELC should be things in tropical rainforests, coral
taught in 4 days) reefs, and mangrove swamps
(S6LT-lli-j- 5)

students to review:
- Identify the living and nonliving
things in tropical rainforests, coral
reefs, and mangroves. (G6, Q2)
13 Describe the different ecological relationships found in Prior to teaching this competency,
an ecosystem (S7LT-llh-10) specifically Day 3, give inputs and
Day 3: Identify and describe the different types of exercises first on:
ecological relationships found in an ecosystem. - Discuss the interactions among
Day 4: Describe the role of organisms in an ecosystem, living things and nonliving
with emphasis on the predator-prey relationship and things in tropical rainforests, coral
intraspecific and interspecific competition. reefs, and mangrove swamps
(S6LT-lli-j- 5)

students to review:
- Description of living things and
non-living things found in
tropical rainforests, coral reefs,
and mangrove swamps
including interactions. (G6, Q2)
14 Predict the effect of changes in abiotic factors on the 4 Days Prior to teaching this competency,
ecosystem (S7LT-llj-12) (Note: Science is taught specifically Days 1-2, give inputs and
Day 1-2: Identify and describe the changes in abiotic four times a week in (JHS) in exercises first on:
factors in an ecosystem. this case since MELC 14 is - Explain the need to protect and
Day 3-4: Predict how the changes in abiotic factors good for 1 week it means conserve tropical rainforests,
affect a balanced ecosystem. that this MELC should be coral reefs, and mangrove
taught in 4 swamps (S6LT-lli-j-6) (G6, Q2)
days)
Content Standard: The learners demonstrate an understanding of motion in one dimension.
Performance Standard: The learners should be able to conduct a forum on mitigation and disaster risk reduction.
15 Describe the motion of an object in terms of distance or 8 Days
displacement, speed or velocity, and acceleration. (Note: Science is taught
(S7FE-IIIa-1) four times a week (JHS) in
Day 1 and 2: this case since the MELC 15
- Describe motion as a change in position. is good for 2 weeks it means
- Differentiate distance from displacement. that this MELC should be
- Describe motion in terms of distance and taught in 8 days)
displacement.
Day 3 and 4:
- Define speed operationally.
- Differentiate speed from velocity.
- Describe motion in terms of speed and velocity.
- Solve problems involving constant speed/constant
velocity.
Day 5 and 6:
- Define acceleration.
- Describe motion in terms of acceleration.
Day 6: Calculate the acceleration of a moving object.
Day 7 and 8: Conduct a forum on mitigation and disaster
risk reduction.
Content Standard: The learners demonstrate an understanding of motion in one direction.
16 Create and interpret visual representations of the motion 4 Days
of objects such as tape charts and motion graphs (S7FE- (Note: Science is taught
IIIb-3) four times a week (JHS) in
Day 1: Determine the x and y axes of a motion graph. this case since the MELC 16
Day 2: Plot and interpret a distance vs time graph that is good for 1 week it means
shows motion. that this MELC should be
Day 3: Plot and interpret a speed vs time graph that taught in 4 days)
shows motion.
Day 4: Create motion graphs based on a set of
tabulated data and tape charts.
Content Standard: The learners demonstrate an understanding of waves as a carrier of energy.

17 Infer that waves carry energy. 4 Days
Day 1-2: (Note: Science is taught
- Describe waves. four times a week (JHS) in
- Demonstrate that a wave carries energy. this case since the MELC 17
- Describe what happens to the particles of a is good for 1 week it means
medium as a wave is propagated through the that this MELC should be
medium. taught in 4 days)
Day 3-4: Identify and describe the different parts of a
wave.
18 Describe the characteristics of a sound using the 4 Days
concepts of wavelength, velocity, and amplitude. (S7FE- (Note: Science is taught
IIId-7) four times a week (JHS) in
Day 1- 2: this case since the MELC 18
- Describe how sound waves are produced and is good for 1 week it means
propagated. that this MELC should be
- Relate pitch to frequency and loudness to amplitude. taught in 4 days)
Day 3- 4:
- Solve problems involving relations between speed,
wavelength, and frequency of sound.
- Compare the speed of sound waves in different
media.
Content Standard: The learners demonstrate understanding of the characteristics of light
Performance Standard: The learners should be able to suggest proper lighting in various activities
19 Explain the color and intensity of light in terms of its wave 4 Days Prior to teaching this competency,
characteristics. (no LC code) (Note: Science is taught specifically Day 2, give inputs and
Day 1: Recognize that white light is composed of four times a week (JHS) in exercises first on:
different colors. this case since the MELC 19
Day 2-3: is good for 1 week it means Relate the ability of the material to
- Relate colors and intensity of light to wavelength and that this MELC should be block, absorb, or transmit light to its
frequency. taught in 4 days) use (G5, Q3)
- Compare the different colors of light in terms of
wavelength and frequency. Investigate how black and colored
Day 4: objects affect the ability to absorb
- Explain why objects appear in different colors. heat.
- Suggest proper lighting in various activities.
Content Standard: The learners demonstrate an understanding of how heat is transferred.

20 Infer the conditions necessary for heat transfer to occur. 4 Days
(S7FE-IIIh-i-12) (Note: Science is taught
Day 1: four times a week (JHS) in
- Differentiate heat from the temperature. this case since the MELC 20
- Describe what happens to the temperature of an is good for 1 week it means
object when heat is added or released. that this MELC should be
- Explain how heat flows from one object to another. taught in 4 days)
Day 2:
- Infer that conduction takes place between objects
in direct contact.
- Explain how conduction occurs.
Day 3:
- Infer that convection takes place between fluids.
- Explain how convection occurs.
Day 4: Explain how radiation occurs.
Content Standard: The learners demonstrate charges and the different charging processes.
21 Describe the different types of charging processes. 4 Days
(S7FE-IIIj-13) (Note: Science is taught
- Define atom and identify its particles. this case since the MELC 21
- Define electric charge. is good for 1 week it means
Day 2: Explain how atoms become electrically that this MELC should be
charged. taught in 4 days)
Day 3: Demonstrate charging by friction and
conduction.
Day 4: Show through diagrams charging by induction.
Content Standard: The learners demonstrate understanding of the relation of the geographical location of the Philippines to its
environment
Performance Standard: The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate,
weather, and seasons.
22 Demonstrate how places on Earth may be located using 4 Days
a coordinate system. (S7ES-IVa-1) (Note: Science is taught
Day 1: Identify and describe imaginary lines in the four times a week (JHS) in
globe/map used in locating places. this case since MELC 22 is
Day 2: Locate places on a map using a coordinate good for 1 week it means
system. that this MELC should be
Day 3: Describe the location of the Philippines using taught in 4 days.)
latitude and longitude and identify the major bodies of
water and landmasses surrounding it.
Day 4: Infer the importance of the location of the
Philippines with respect to the continents and oceans of
the world.
23 Cite and explain ways of using Earth’s resources 4 Days Prior to teaching this competency
sustainably. (S7ES-IVc-2) (Note: Science is taught specifically on Day 3, give inputs and
Day 1: Identify and describe the uses of renewable four times a week (JHS) in discussions first specifically on:
and non-renewable resources. this case since MELC 23 is
Day 2: Explain ways on how to sustain Earth’s resources. good for 1 week it means Factors that affect the amount of soil
Day 3: Identify the human activities that affect the that this MELC should be carried away: c) presence of land
natural resources and describe their effects. taught in 4 days.) crops; d) dryness and size of soil
Day 4: Suggest ways to reduce the negative effects of particles. (G5, Q4).
human activities on natural resources.
Content Standard: The learners demonstrate understanding of different phenomena that occur in the atmosphere
24 Discuss how energy from the Sun interacts with the layers 4 Days Prior to teaching this competency,
of the atmosphere. (S7ES-IVd-3) (Note: Science is taught specifically Day 1, give inputs and
four times a week (JHS) in discussions first on:
DAY 1: Describe the different layers of the Earth’s this case since MELC 24 is
atmosphere. good for 1 week it means The observable characteristics of the
DAY 2: Differentiate the layers of the atmosphere in that this MELC should be Earth (composition and relative
terms of temperature and altitude. taught in 4 days). distance from the Sun). (G6, Q4)
DAY 3-4: Discuss how energy from the Sun interacts with
the layers of the atmosphere.
25 Account for the occurrence of land and sea breezes, 4 Days Prior to teaching this competency,
monsoons, and intertropical convergence zone (ITCZ) (Note: Science is taught specifically Day 3, give inputs and
(S7ES-IVf-4). four times a week (JHS) in discussions first on:
DAY 1: Describe the effect of the difference in this case since MELC 25 is
temperature and pressure on the movement of air. good for 1 week it means Determine the occurrence of the dry
DAY 2: Explain the occurrence of land breeze and sea that this MELC should be season and wet season in the
breeze. taught in 4 days). Philippines (G6, Q4).
DAY 3: Identify and describe the effects of different
monsoons in the Philippines.
DAY 4: Infer the occurrence of intertropical
convergence zone (ITCZ) in the Philippines.
Content Standard: The learners demonstrate an understanding of the relationship between the seasons and the position of the Sun in
the sky.
Performance Standard
26 Using models, relate: 8 Days Prior to teaching this competency,
1. the tilt of the Earth to the length of daytime; (Note: Science is taught four specifically Day 1, give inputs and
2. the length of daytime to the amount of energy times a week (JHS) in this discussions on:
received; case since MELC 26 is good
3. the position of the Earth in its orbit to the height offor 2 weeks it means that this Differentiate between rotation and
the Sun in the sky; MELC should be taught in 8 revolution and describe the effects
4. the height of the Sun in the sky to the amount days). of the Earth’s motions (G6, Q4).
of energy received;
5. the latitude of an area to the amount of energy
received;
6. tilt of the Earth and the seasons. (S7ES-IVh-5)
DAY 1: Illustrate the position and movement of the Earth
around the Sun.
DAYS 2-3:
Relate the tilt of the Earth to the length of daytime
and nighttime and seasons.
DAY 4: Illustrate the position of the Sun and Earth
at
different seasons of the year.
DAY 5: Relate the length of daytime to the amount of
energy received.
DAY 6: Relate the position of the Earth in its orbit to the
height (altitude) of the Sun in the sky.
DAY 7: Relate the height (altitude) of the Sun in the sky
to
the amount of energy received.
DAY 8: Relate the latitude of an area to the amount of
energy it receives.
Content Standard: The learners demonstrate an understanding of the occurrence of eclipses.
Performance Standard
27 Explain how solar and lunar eclipses occur using models. 4 Days
(S7ES-IVj-6) (Note: Science is taught
four times a week (JHS) in
DAY 1: Differentiate solar and lunar eclipse. this case since MELC 27 is
DAY 2: Illustrate the position of the Sun-Moon-Earth good for 1 week it means Prior to teaching this competency,
system during a solar and lunar eclipse. that this MELC should be give inputs and discussions first
taught in 4 days). specifically on:
Day 2
Revolution of the Moon around the

Earth
Infer the pattern in the changes in

the appearance of the Moon ( G5,
Q4).
DAY 3: Explain how solar and lunar eclipses occur. DAY 3
Phases of the Moon
Infer the pattern in the changes in

the appearance of the Moon.
(G5, Q4)
DAY 4: Explain beliefs and practices in relation to
eclipses.
SCIENCE 8
QUARTER I: FORCE, MOTION, AND ENERGY
Content Standard: The learners demonstrate an understanding of Newton’s Three Laws of Motion.
Performance Standard: The learners should be able to develop a written plan and implement a “Newton’s Olympics”.
1 Investigate the relationship between the amount of force 4 Days
applied and the mass of the object to the amount of (Note: Science is taught
change in the object’s motion (S8FE-Ia15) four times a week (JHS) in
Day 1: this case since MELC 1 is
- Define Inertia. good for 1 week it means
- Relate inertia to mass. that MELC1 should be
- Explain the Law of Inertia. taught in 4 days)
Day 2:
- Relate Inertia to stopping forces like friction.
- Cite situations where the law of inertia applies.
Day 3:
- Show the effect of force and mass on acceleration.
- State Newton’s Second Law of Motion- The Law of
Acceleration.
Day 4: Solve problems involving the Law of Acceleration.
2 Infer that when a body exerts a force on another, an 4 Days
equal amount of force is exerted back on it (S8FE-Ia16) (Note: Science is taught
- Explain Newton’s Third Law of motion as a law of this case since MELC 2 is
interaction. good for 1 week it means
- Explain why action and reaction forces do not that this MELC should be
cancel each other. taught in 4 days)
Day 2: Apply the law of interaction to falling bodies
and to activities like walking and swimming as well as to
jet and rockets.
Day 3 -4: Develop a written plan and implement a
“Newton’s Olympics”.
Content Standard: The learners demonstrate an understanding of gravitational potential energy, kinetic energy, and elastic potential
energy.
3 Identify and explain the factors that affect potential and 4 Days
kinetic energy (S8FE-Id-22) *closest CG code (Note: Science is taught
- Define gravitational potential energy. this case since MELC 3 is
- Determine the factors that affect the gravitational. good for 1 week it means
potential energy gained by an object. that MELC3 should be
- Calculate the potential energy of an object. taught in 4 days)
Day 2:
- Define kinetic energy.
- Determine the factors that affect the kinetic energy of
an object.
Day 3: Calculate the kinetic energy of an object.
Day 4: Differentiate gravitational potential energy
from kinetic energy.
Content Standard: The learners demonstrate an understanding of the propagation of sound through solid, liquid, and gas.
4 Investigates the effect of temperature on the speed of 2 Days Prior to teaching this competency,
sound (S8FE-Ie-25) *closest CG code (removed “through (Note: Science is taught four give inputs and exercises first on:
fair testing” times a week (JHS) in this
Day 1: Determine the effect of temperature on the case since MELC 4 is
good
speed of sound. for 1/2 week it means that Describe the characteristics of a
Day 2: Compute the speed of sound in air at different this MELC should be taught sound using the concepts of
Temperature. in 2 days) wavelength, velocity, and
amplitude. (S7FE-IIId-7)
Content Standard: The learners demonstrate an understanding of some properties and characteristics of visible light.
Performance Standard: The learners should be able to discuss phenomena such as blue sky, rainbow, and red sunset using the
concept of wavelength and frequency of visible light.
5 Explain the hierarchy of colors in relation to the energy of 2 DAYS Prior to teaching this competency,
visible light (S8FE -If – 27) (Note: Science is taught four give inputs and exercises first on:
Day 1: Relate wavelength, frequency, and velocity of times a week (JHS) in this
colors to the energy that it carries. case since the MELC is Infer that waves carry energy. (G7,
Day 2: Explain the hierarchy of colors in relation to good for 1/2 week it means Q3)
energy. that this MELC should be
taught in 2 days) Explain the color and intensity of
light in terms of its wave
characteristics. (no LC code)
Content Standard: The learners should demonstrate an understanding of heat and temperature, and the effects of heat on the body.
6 Differentiate between heat and temperature at the 4 Days
molecular level (S8FE -Ig – 29) (Note: Science is taught
- Define heat. this case since MELC 6 is
- Define temperature. good for 1 week it means
Day 2: Differentiate between heat and temperature that this MELC should be
at the molecular level. taught in 4 days)
Day 3-4:
- Relate heat to mass and temperature through the
concept of specific heat capacity.
- Calculate the heat absorbed or released to raise
or decrease the temperature of a substance.
Content Standard: The learners should demonstrate an understanding of the current-voltage-resistance relationship, electric power,
electric energy, and home circuitry.
7 Infer the relationship between current and voltage 4 Days
(S8FE- Ih-30) (Note: Science is taught
Day 1: Infer the relationship between current and four times a week (JHS) in
charge. this case since MELC 7 is
Day 2: Define current, voltage, and resistance. good for 1 week it means
Day 3: Discuss the relationship of current to voltage and that this MELC should be
resistance in an electric circuit. taught in 4 days)
Day 4: Solve problems involving Ohm’s Law.
Note: MELC 7 was allotted 1
week (4 days) from the
original 2-week instructional
time since the competency
can be covered in a shorter
time. This is also to allot more
time for the 3 preceding
MECS which were originally
fused to 1 week.
8 Explain the advantages and disadvantages of series and 4 Days Prior to teaching this competency,
parallel connections in homes (S8FE -li – 31) (Note: Science is taught give inputs and exercises first on:
Day 1: Illustrate series and parallel connections four times a week (JHS) in
through schematic diagrams. this case since MELC 8 and 9 Determine the effects of changing
Day 2: Differentiate series and parallel connections in is good for 1 week it means the number or type of components
terms of voltage, current, and resistance. that this MELC should be in a circuit (S5FE-IIIg-7) (G5, Q3)
Day 3: Explain the advantages and disadvantages of taught in 4 days)
series and parallel connections in homes Draw a simple circuit diagram
9 Day 4: using common electrical symbols
Explain the functions of circuit breakers, fuses, earthing,
double insulation, and other safety devices in the Differentiate complete from the
home (S8FE -li – 33) incomplete circuit and open from a
closed circuit
Differentiate between a series circuit

and a parallel circuit
Design an experiment on a series

connection and a parallel
connection
Content Standard: The learners demonstrate an understanding of the relationship between faults and earthquakes.
1. participate in decision making on where to build structures based on knowledge of the location of active faults in the
community;
2. make an emergency plan and prepare an emergency kit for use at home and in school.
10 Using models or illustrations, explain how movements 4 Days Prior to teaching this competency,
along faults generate earthquakes. (Note: Science is taught specifically Day 1, give inputs and
(S8ES-IIa-14) four times a week (JHS) in discussions first on:
Day 1: Define fault and explain how it is formed. this case since MELC 10 is
Day 2: Describe the three types of faults and relate good for 1 week it means The geologic process such as
with the types of stress. that this MELC should be earthquakes that change the Earth’s
Day 3: Describe the effects of bending of rocks along taught in 4 days) surface. (G6, Q4)
faults.
Day 4: Illustrate how movements along faults generate
earthquakes.
11 Differentiate the: 4 Days Prior to teaching this competency,
1. epicenter of an earthquake from its focus; (Note: Science is taught specifically Day 4, give inputs and
2. intensity of an earthquake from its magnitude; four times a week (JHS) in discussions first on:
3. active and inactive faults (S8ES-IIa-15) this case since MELC 11 is
Day 1: Differentiate epicenter from focus and intensity good for 1 week it means Safety measures before, during, and
from magnitude. that this MELC should be after the earthquake. (G6, Q4)
Day 2: Discuss the scale adapted in the Philippines to taught in 4 days)
describe the intensity and magnitude of an
earthquake.
Day 3: Differentiate active and inactive faults and their
significance in decision-making on building structures.
Day 4: Prepare an emergency kit for use at home.
12 Explain how earthquake waves provide information 4 Days
about the interior of the earth. (Note: Science is taught
(S8ES-IIc-17) four times a week (JHS) in
Day 1: Identify the layers of the Earth and their this case since MELC 12 is
characteristics in relation to seismic waves. good for 1 week it means
Day 2-3: Describe and compare the behavior of seismic that this MELC should be
waves (body waves and surface waves) taught in 4 days)
Day 4: Explain how P and S waves are used to describe
the interior of the Earth
Content Standard: The learners demonstrate understanding of the formation of typhoons and their movement within the PAR.
1. demonstrate precautionary measures before, during, and after a typhoon, including following advisories, storm signals, and
calls for evacuation given by government agencies in charge;
2. participate in activities that lessen the risks brought by typhoons.
13 Explain how typhoons develop and how it is affected 4 Days Prior to teaching this competency,
by landmasses and bodies of water (Note: Science is taught specifically Day 1, give inputs and
Day 1: Characterize a typhoon and how it develops. four times a week (JHS) in discussions first on:
this case since MELC 13 is
good for 1 week it means Convection current in the
that this MELC should be atmosphere (G7, Q4)
Day 2: Describe the wind speed and air pressure in the taught in 4 days) Prior to teaching this competency,
different parts of a typhoon. specifically Day 2, give inputs and
Day 3: Describe the effects of the eye and eyewall of the discussions first on:
typhoon as it passes through an area. The effect of the difference in
Day 4: Explain how landmasses and bodies of water temperature and pressure on the
affect the typhoon. movement of air. (G7, Q4)
14 Trace the path of typhoons that enter the Philippine Area 4 Days Prior to teaching this competency,
of Responsibility (PAR) using a map and tracking (Note: Science is taught specifically Day 1, give inputs and
data. (S8ES-IIe-21) four times a week (JHS) in discussions first on:
Day 1: Track the path taken by a tropical cyclone this case since MELC 14 is
given its coordinates. good for 1 week it means locating places on Earth using the
Day 2: Determine whether a tropical cyclone is within or that this MELC should be coordinate system. (G7, Q4)
outside the PAR. taught in 4 days)
Day 3: Describe how tropical cyclone is tracked and
discuss why there is a need for PAGASA to regularly
monitor tropical cyclones near the PAR.
Day 4: Discuss precautionary measures before, during,
and after a typhoon.
Content Standard: The learners demonstrate understanding of characteristics of comets, meteors, and asteroids
Performance Standard: The learners should be able to discuss whether or not beliefs and practices about comets and meteors have
scientific basis.
15 Compare and contrast comets, meteors, and asteroids. 4 Days
(S8ES-IIg-22) (Note: Science is taught
Day 1: Characterize comets, meteors, and asteroids. four times a week (JHS) in
this
Day 2: Describe the changes in a fragment from a comet, case since MELC 15 is good
asteroid, or meteor as it enters the Earth’s atmosphere. for 1 week it means that this
Day 3: Illustrate the impacts of asteroids and comets on MELC should be taught in 4
Earth. days)
Day 4: Determine whether beliefs and practices about
comets and meteors are scientific or not.
QUARTER 3: MATTER
Content Standard: The learners demonstrate understanding of the particle nature of matter as a basis for explaining properties,
physical changes, and structure of substances and mixtures.
Performance Standard: The learners should be able to present how water behaves in its different states within the water cycle.
16 Explain the properties of solids, liquids, and gases based 8 Days Prior to teaching this competency,
on the particle nature of matter; (S8MT-IIIa-b-8) (Note: Science is taught four give inputs and exercises first on:
Day 1: Identify and describe the classification of matter times a week (JHS) in this
based on its physical state (solids, liquids, and gases). case since MELC 16 is good MELC 2
Day 2-4 - Differentiate solids, liquids, and gases based for 2 weeks it means that this Define solution operationally and
on its shape, molecular arrangement, mass and volume, MELC should be taught in 8 identify and describe the
and the movement of its molecules. days) components of a solution (G7, Q1)
Day 5-6: Differentiate the structure of solids, liquids, and
gases based on their boiling point and melting point.
Day 7 - 8 - Represent solids, liquids, and gases through
molecular models.
17 MELCs: Explain physical changes in terms of the 8 Days
arrangement and motion of atoms and molecules; (Note: Science is taught four
(S8MT-IIIc-d-9) times a week (JHS) in this
Day 1: Differentiate physical from chemical change. case since MELC 17 is good
Day 2-3: Enumerate and discuss the different for 2 weeks it means that this
physical/phase changes in matter (Evaporation, MELC should be taught in 8
Condensation, Sublimation, etc.) in terms of molecular days)
arrangement and molecular motion.
Day 4-5: Demonstrate through various means how
phase changes in matter are affected by change in
temperature.
Day 6-8: Present how water behaves in different states in
a water cycle (through song, poem, illustration, video
clips, etc.)
Content Standard: The learners demonstrate understanding of the identity of a substance according to its atomic number.
18 MELCs: Determine the number of protons, neutrons, and 8 Days
electrons in a particular atom; (S8MT-IIIe-f-10) (Note: Science is taught four
Day 1: Differentiate atoms from molecules. times a week (JHS) in this
Day 2-3: Discuss the historical background of the atom case since MELC 18 is good
and its sub-atomic particles and explain its relevance for 2 weeks it means that this
in the development of the atomic model. MELC should be taught in 8
Day 4: Describe the atom and its sub-atomic particles. days)
Day 5-6: Determine the number of electrons, protons,
and neutrons in an atom.
Day 7: Define isotopes and give examples and their uses.
Day 8: Determine the number of protons, neutrons, and
electrons in the different isotopes of an element.
Content Standard: The learners demonstrate understanding of the periodic table of elements as an organizing tool to determine the
chemical properties of elements.
19 MELCs: Use the periodic table to predict the chemical 4 Days Prior to teaching this competency,
behavior of an element. (S8MT-IIIi-j-12) (Note: Science is taught give inputs and exercises first on:
Day 1: Write a simple electron configuration of four times a week (JHS) in MELC 2
representative elements and relate them to their this case since MELC 19 is Recognize that substances are
classification in the Periodic Table. good for 1 week it means classified into elements and
Day 2-4: Describe and predict the elements’ trend in the that this MELC should be compounds (S7MT-Ig-h-5) (G7, Q1)
PT with respect to its atomic size, electronegativity, taught in 8 days)
ionization energy; and reactivity.
Note: If time permits, you can extend the discussion of

periodic trends to enrich learning.
Content Standard: The learners demonstrate understanding of …
1. the digestive system and its interaction with the circulatory, respiratory, and excretory systems in providing the body
with nutrients for energy.
2. diseases that result from nutrient deficiency and ingestion of harmful substances, and their prevention and treatment.
Performance Standard: The learners should be able to present an analysis of the data gathered on disease resulting from nutrient
deficiency.
20 Explain ingestion, absorption, assimilation, and 4 Days
excretion (S8LT-lVa-13) (Note: Science is taught
Day 1: Describe the functions of each organ of the four times a week (JHS) in
this
digestive system and trace the pathway of food through case since MELC 20 is good
the digestive tract. for 1 week it means that this
Day 2: Discuss how digestive organs work together to MELC should be taught in 4
carry out digestion of food and assimilation of nutrient. days)
Day 3: Illustrate how ingestion, absorption, assimilation,
and excretion take place in the interaction of
Digestive System with the circulatory, respiratory, and
excretory systems.
Day 4: Enumerate the different diseases of the
the digestive system resulting from nutrient deficiency
and ingestion of harmful substances, their prevention,
and treatment.
1. how cells divide to produce new cells.
2. how meiosis is one of the processes producing genetic variations of the Mendelian Pattern of Inheritance.
Performance Standard: The learners should be able to report on the importance of variation in plant and animal breeding.
21 Compare mitosis and meiosis, and their role in the cell 4 Days
division cycle (S8LT-lVd-16) (Note: Science is taught Prior to teaching this competency,
Day 1: Describe the stages of the cell cycle. four times a week (JHS) in discuss the parts of plant and animal
Describe the changes that occur during each stage of this case since MELCs 21 cells that perform important
mitosis. and 22 are good for 1 week functions in the cell division.
Day 2: Describe the changes that occur in each stage it means that these MELCs (Grade 7 -Q2)
of meiosis. should be taught in 4 days)
Day 3: Compare mitosis and meiosis.
22 Day 4: Explain the significance of meiosis in maintaining
the chromosome number (S8LT-lVe-17)
23 Predict phenotypic expressions of traits following simple 4 Days
patterns of inheritance (S8LT-lVe-18) (Note: Science is taught
Day 1: Describe the Mendelian Principles by analyzing four times a week (JHS) in
Mendel’s experiment on garden peas. this case since MELC 23 is
Day 2: Identify the genotypic and phenotypic ratios good for 1 week it means
of offspring in the standard monohybrid cross. that this MELC should be
Day 3: Solve problems involving Mendelian Genetics taught in 4 days)
using Monohybrid Cross.
Day 4: Solve problems involving Mendelian Genetics
using Dihybrid Cross.
1. the concept of a species
2. the species as being further classified into a hierarchical taxonomic system
Performance Standard: The learners should be able to report (e.g., through a travelogue) on the activities that communities engage
in to protect, and conserve endangered and economically important species.
24 Explain the concept of a species (S8LT-lVg-19) 4 Days Prior to teaching this competency,
Day 1: Describe the concept of species (Note: Science is taught explain how the different organ
Identify the levels of biodiversity as the basis for four times a week (JHS) in systems work together specifically,
classifying organisms. this case since MELCs 24 (Invertebrates)
25 Classify organisms using the hierarchical taxonomic and 25 are good for 1 week Classify and describe the
system (S8LT-lVg-20) it means that these MELCs characteristics of the following
Day 2: Identify the different levels in the should be taught in 4 days) groups of invertebrates: -worms,
hierarchical taxonomic system. shellfish, and snail
Day 3-4: Classify organisms using the hierarchical Give examples of vertebrates and
taxonomic system, give examples in each kingdom invertebrates that are commonly
and state their economic importance. seen in the community.
Enumerate the ways of caring and
protecting these animals.
(Grade 6-Q2)
26 Explain the advantage of the high biodiversity in 2 Days Prior to teaching this competency,
maintaining the stability of an ecosystem (S8LT-lVg-21) (Note: Science is taught briefly discuss the effects of the
Day 1: Describe the advantages of high biodiversity. four times a week (JHS) in environment on the life cycle of
this case since the MELC 26 organisms among living things.
is good for 1/2 week it (Grade 6- Q2)
Day 2: Differentiate high and low biodiversity.
means that these MELCs
should be
taught in 4 days)
Content Standard: The learners demonstrate understanding of the one–way flow of energy and the cycling of materials in an
ecosystem.
Performance Standard: The learners should be able to Make a poster comparing food choices based on the trophic levels.
27 Describe the transfer of energy through the trophic 2 Days Prior to teaching this competency,
levels (S8LT-lVg-22) (Note: Science is taught describe the role of organisms in
Day 3-4: Construct an energy pyramid and explain four times a week (JHS) in an ecosystem, with emphasis on
how the energy transfer takes place in each trophic this case since the MELC 27 the predator-prey relationship and
level. is good for 1/2 week it intraspecific and interspecific
means that these MELCs competition.
should be (Grade 7 -Q2)
taught in 4 days)
28 Analyze the roles of organisms in the cycling of materials 4 Days Prior to teaching these
(S8LT-lVg-23) (Note: Science is taught competencies, discuss the
Day 1: Identify the different organisms involved in the four times a week (JHS) in concepts about biotic and abiotic
cycling of materials in the ecosystem. this case since the MELC 28 factors and their important roles in
Examine the roles of each organism in the cycling of and 29 is good for 1 week it the ecosystem. (Grade 7-Q2)
materials. means that this MELC
should be taught in 4 days) Predict the effect of changes in
29 Explain how materials cycle in an ecosystem (S8LT-lVg- abiotic factors on the ecosystem
24) (Grade 7-Q2)
Describe the cycling of materials in the following
biogeochemical cycles:
Day 2: The Water cycle and Oxygen-Carbon Cycle.
Day 3-4: The Phosphorus Cycle and Nitrogen Cycle.
30 Suggest ways to minimize human impact on the 4 Days Prior to teaching this competency,
environment (S8LT-lVg-25) (Note: Science is taught discuss/recall the concepts about
Day 1-2: Explain how human activities affect the four times a week (JHS) in the need to protect and conserve
Environment. this case since MELC 30 is the tropical rainforests, coral reefs,
Day 3-4: Propose solutions on how to help lessen the good for 1 week it means and mangrove swamps. (Grade 6-
effects of different environmental problems (Problem- that this MELC should be Q2)
Based Learning). taught in 4 days)
SCIENCE 9
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.
1 Explain how the respiratory and circulatory systems 8 Days
work together to transport nutrients, gases, and other (Note: Science is taught four
molecules to and from the different parts of the body times a week (JHS) in this
(S9LT-Ia-b-26) case since the MELC is
Day 1: good for 2 weeks it means
1. Identify the key parts and function of the that
respiratory system. MELC1 should be taught in 8
days)
2. Explain how the lungs work.
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 8 Days Prior to teaching this competency,
inheritance (S9LT-Id-29) (Note: Science is taught 4 specifically Day 3, give inputs and
Day 1: Identify the components of the DNA molecule. times a week (JHS) in this exercises first on:
Day 2: case since MELC3 is good for
1. Describe the structure of genes and 2 weeks it means that this Predict phenotypic expressions of
Chromosomes. MELC should be taught in 8 traits following simple patterns of
2. Determine the location of genes in days) inheritance and;
Chromosomes.
Day 3: Explain the incomplete dominance pattern Solve problems involving Mendelian
of inheritance. Genetics using Monohybrid Cross
Day 4: Explain the codominance pattern of (Grade 8, Quarter 4 – Week 3)
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 populations of 4 Days Prior to teaching this competency,
organisms to adapt to abrupt changes in the (Note: Science is taught four specifically Day 1, give inputs and
environment (S9LT-Ig-j-31) times a week (JHS) in this exercises first on:
Day 1: Measure species distribution using case since MELC4 is good for
the mathematical way of expressing the richness and 1 week it means that this Explain the concept of a species
distribution of species in a community. MELC should be taught in 4 (Grade 8, Quarter 4 – Week 4)
Day 2: Determine the pattern of population 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 8 Days Prior to teaching this competency,
(chloroplasts, pigments, stomata, etc.) to their functions. (Note: Science is taught specifically Day 1 and 5, give inputs
Day 2: Differentiate Light-Dependent and four times a week (JHS) in and exercises first on:
Light Independent Reaction in terms of the this
raw materials, processes, and end product. case since MELC 5 is good
Day 3: Describe the parts of the mitochondrion and MELC should be taught in 8 Differentiate plant and animal cells
explain how cells release energy from food. days) according to the presence or
Day 4-5: Describe and explain the stages of absence of certain organelles
cellular respiration - Glycolysis, Krebs Cycle, and Electron (Grade 7, Quarter 2 – Week 4)
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 behavior of electrons within atoms
2. how atoms combine with other atoms by transferring or sharing electrons
3. forces that hold metals together
6 Explain how the Quantum Mechanical Model of the 4 Days
atom describes the energies and positions of the (Note: Science is taught
electrons four times a week (JHS) in
Day 1: Illustrate the development of atomic models and this case since MELC 6 is
predict the probable location of electron/s in an atom good for 1 week, it means
(include in the discussion the electron cloud & that this MELC should be
Heisenberg's Uncertainty Principle). taught in 4 days)
Day 2: Describe electron configuration and write the Prior to teaching this competency,
correct electron configuration of given elements. specifically
Day 2 give inputs and exercises
first on:
Determine the number of electrons,

proton, and neutrons 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 (ionic or 4 Days Prior to teaching this competency,
covalent) based on their properties such as melting (Note: Science is taught specifically Day 2 give inputs and
point, hardness, polarity, and electrical and thermal four times a week (JHS) in exercises first on:
conductivity; (S9MT-IIb-14) this case since MELC 7 is
Day 1: Identify and describe ionic and covalent good for 1 week, it means MELCs: Use the periodic table to
compounds based on their chemical formula and that this MELC should be predict the chemical behavior of an
chemical names. taught in 4 days) element. (S8MT-IIIi-j-12) (G8, Q3)
Day 2: Enumerate and discuss the different physical
properties of ionic and covalent compounds.
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-16) 4 Days Prior to teaching this competency,
Day 1: Describe how do atoms form ions. (Note: Science is taught specifically Day 1, give inputs and
Day 2: Differentiate positive ions and negative ions four times a week (JHS) in exercises first on:
based on their tendency to lose or gain an electron. this case since MELC 8 is
Day 3: Show the formation of ions using the Lewis good for 1 week, it means Determine the number of electrons,
Electron Dot Symbols (LEDS). that this MELC should be proton, and neutron in negative ions
Day 4: Write a chemical formula of ionic compounds taught in 4 days) (anion) and Illustrate how the sub-
based on the charges of ions using the criss-cross atomic particles are distributed in an
method. atom/anion/cation (G8, Q3)
Content Standard: The learners demonstrate understanding of the type of bonds that carbon forms that result in the diversity of
carbon compounds.
9 Explain how the structure of the carbon atom affects the 8 Days
type of bonds it forms; (S9MT-IIg-h-17) (Note: Science is taught
Day 1-2: Discuss why carbon is a unique atom (valence four times a week (JHS) in
electron, bond length, strength, multiple bond this
formation, etc.). case since MELC 9 is
good for 2 weeks, it
means that
Day 3-4: Differentiate organic from inorganic this MELC should be taught
compounds (from its chemical formula, uses, in 8 days)
properties).
Day 5-6: Determine the different applications of organic
compounds and cite examples of each organic
compound used in daily living.
Day 7-8: Observe the properties of common organic
compounds through experimentation.
10 Recognize the general classes and uses of organic 4 Days
compounds; (S9MT-IIh-18) (Note: Science is taught
Day 1: Differentiate molecular, empirical, and structural four times a week (JHS) in
(expanded and condensed) formulas. this case since MELC10 is
Day 2: Differentiate alkanes, alkenes, and alkynes based good for 1 week, it means
on the presence of bonds and their physical properties. that this MELC should be
Day 3: Name different structures of hydrocarbons taught in 4 days)
(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.
11 Use the mole concept to express =the mass of 4 Days
substances; (S9MT-IIi-19) (Note: Science is taught
Day 1: Differentiate molecular unit from formula unit and four times a week (JHS) in
compute for the molecular mass. this case since MELC11 is
Day 2: Define mole and calculate for the number of good for 1 week, it means
moles of given compounds. that this MELC should be
Day 3: Compute for the number of particles given the taught in 4 days)
mass or no. of moles.
Day 4: Convert the 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.)
12 Determine the percentage composition of a compound 4 days
given its chemical formula and vice versa. (S9MT-IIj-20)
Day 1: Determine the percentage composition of each (Note: Science is taught
element in a given compound. four times a week (JHS) in
Day 2: Differentiate empirical and molecular formula. this case since MELC12 is
Day 3: Calculate the empirical formula and molecular good for 1 week, it means
formula of a compound given its percentage that this MELC should be
composition. taught in 4 days)
(Note: If time permits, you can extend the discussion of
percentage composition to enrich learning.)
Day 4: Present an analyzed percentage composition of
different brands of food products and suggest/decide
appropriate percentage composition.
Content Standard: The learners demonstrate an understanding of the volcanoes found in the Philippines.
Performance Standard: Describe the different types of volcanoes and volcanic eruption
13 Describe the different types of volcanoes and volcanic 4 Days
eruption (S9ES-IIIa-26) (Note: Science is taught
Day 1: Differentiate a mountain from a volcano. four times a week (JHS) in
Day 2: Describe the types of volcanoes based on this case since MELC13 is
structure and activity. good for 1 week it means
Day 3: Differentiate between active and inactive that this MELC should be
volcanoes and give examples of each type which are taught in 4 days)
found in the Philippines.
Day 4: Describe the different types of volcanic eruption.
14 Explain what happens when volcanoes erupt (S9ES-IIIb- 4 Days
27) (Note: Science is taught
Day 1: Describe the formation and composition of the four times a week (JHS) in
magma. this case since MELC14 is
Day 2: Explain the effect of temperature and good for 1 week it means
composition on its viscosity. that this MELC should be
Day 3: Relate the characteristics of magma with the taught in 4 days)
type of volcanic eruption.
Day 4: Explain the process of volcanic eruption and its
material emissions.
15 Illustrate how energy from volcanoes may be tapped for 8 Days
human use (S9ES-IIIc-d-28) (Note: Science is taught four
Day 1: Characterize volcanoes that can be tapped as times a week (JHS) in this
good sources of geothermal energy. case since MELC15 is good
Day 2: Identify volcanoes in the Philippines which are for 2 weeks it means that this Prior to teaching this competency,
tapped as sources of geothermal energy. MELC should be taught in 8 specifically Day 2, give inputs and
days) discussions first on:
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 geothermal energy is transformed Prior to teaching this competency,
into electrical energy. specifically Day 5, give inputs and
Identify the different types of

Heat transfer and how heat energy
is transformed into a different kind
of
energy (G6, Q3)
Day 6-7: Illustrate how electrical energy from a
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 the effects of climate
change.
16 Explain how different factors affect the climate of an 4 Days
area (S9ES-IIIe-29) (Note: Science is taught
Day 1: Describe the climate and the factors that affect four times a week (JHS) in
it. this case since MELC 16 is
Day 2: Relate altitude and land topography with good for 1 week it means
climate. that this MELC should be
Day 3: Explain how ocean surface and circulation taught in 4 days)
directly affect the pattern of climate around the world.
Day 4: Discuss other physical factors that affect the
climate of an area such as: latitude, atmospheric
circulation.
17 Describe certain climatic phenomena that occur on a 8 Days
global level (S9ES-IIIf-30) (Note: Science is taught four
Day 1: Relate climate to meteorological phenomena times a week (JHS) in this
that occur in the Philippines. case since MELC 17 is good
Day 2: Describe climatic phenomena that occur on a for 2 weeks it means that this
global level. MELC should be taught in 8
Day 3: Explain the impact of increased carbon dioxide days)
on global mean temperature.
Day 4: Differentiate greenhouse effect from global
warming.
Day 5: Identify the sources of greenhouse gases and
relate them 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 an 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 a scientific basis.
18 Show which constellations may be observed at different 8 Days
times of the year using models (S9ES-IIIj-34) (Note: Science is taught four
times a week (JHS) in this
case since MELC18 is good
Day 1-2: Describe and identify some constellations for 2 weeks it means that this
observed in the northern and southern hemisphere. MELC should be taught in 8
Day 3: Locate some star clusters and identify some bright days)
stars in the constellations.
Day 4: Describe the position of a constellation in the Prior to teaching this competency,
course of the night. specifically Day 4, give inputs and
Demonstrate rotation and revolution
of Earth (G6, Q4)
Day 5-6: Identify and explain why constellations are Day 5, give inputs and discussions first
visible at different times of the year. on:
Identify constellations seen in

the Philippines (G5, 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 a scientific basis
or none.
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.
19 Describe the horizontal and vertical motions of a 4 Days
projectile (S9FE-IVa34) (Note: Science is taught
Differentiate uniform motion and uniformly accelerated this case since MELC 19 is
motion. good for 1 week it means
Day 2: that this MELC should be
Solve problems related to uniform motion and uniformly taught in 4 days)
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 angle of release 4 Days
and the height and range of the projectile (S9FE-IVa-35) (Note: Science is taught
this
Demonstrate what happens to the height and range of case since MELC 20 is good
the projectile at different angles of release. for 1 week it means that this
Day 2: MELC should be taught in 4
Infer from examples that the angle of release affects the days)
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 the collision of objects 4 Days
(e.g., vehicular collision) (9FE-IVb-36) (Note: Science is taught four
Day 1: times a week (JHS) in this
Define impulse and momentum. case since MELC 21 and 22
Day 2: is good for 1 week it means
Distinguish between elastic and inelastic collisions. that this MELCs should be
22 Infer that the total momentum before and after a taught in 4 days)
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 the conservation of 4 Days
mechanical energy (S9FE-IVd-40) (Note: Science is taught
Day 1-2: four times a week (JHS) in
Analyze the conversion of potential to kinetic energy and this case since MELC 23 is
vice versa to given situations (e.g. pendulum, roller good for 1 week it means
coaster, ascending and descending the stairs). that this MELC should be
Day 3: taught in 4 days)
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 an 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 can do work 4 Days Prior to teaching this competency,
(S9FE-IVe-42) (Note: Science is taught give inputs and exercises first on:
Day 1-2: four times a week (JHS) in Demonstrate how sound, heat, light,
Explain how heat causes the internal energy of a system this case since MELC 24 is and electricity can be transformed
to change. good for 1 week it means S6FE-IIId-f-2 (G6, Q3)
Day 3-4: that this MELC should be
Demonstrate that heat can do work by constructing a taught in 4 days)
model.
25 Explain how heat transfer and energy transformation 2 Days Prior to teaching this competency,
make heat engines work (S9FE-IVg-45) (Note: Science is taught give inputs and exercises first on:
Day 1: four times a week in (JHS) in Differentiate between heat and
Infer that heat transfer can be used to do work and that temperature at the molecular level
work involves the release of heat. S8FE -Ig – 29 (G8, Q1)
good for ½ week it means
Day 2: that this MELC should be
Explain why machines are never 100-percent efficient; taught in 2
days)
Content Standard: The learners demonstrate an understanding of the generation, transmission, and distribution of electrical energy
from power plants (hydroelectric, geothermal, wind, and nuclear).
26 Explain how electrical energy is generated, transmitted, 2 Days
and distributed (S9FE-IVh-j-46) (Note: Science is taught
Day 3-4: four times a week in (JHS) in
Trace the energy transformation in electrical power
plants.
good for ½ week it means
taught in 2
days)
26 Explain how electrical energy is generated, transmitted, 4 Days
and distributed (S9FE-IVh-j-46) (Note: Science is taught four
Day 1: times a week (JHS) in this
Explain how electrical energy reaches the consumer. case since MELC 26 is good
Day 2: for 1 week it means that this
Distinguish between electrical power generation, MELC should be taught in 4
distribution, and transmission. days)
Day 3:
Differentiate a step-up from a step-down transformer.
Day 4:
Cite ways to minimize power loss in the generation,
transmission, and distribution of electrical energy.
SCIENCE 10
Content Standard: The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake
epicenters, and mountain ranges.
1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions; and
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and
volcanic eruptions.
1 Describe and relate the distribution of active volcanoes, 12 Days Prior to teaching this competency,
earthquake epicenters, and major mountain belts to (Note: Science is taught four specifically Days 8 and 9, give inputs
Plate Tectonic Theory times a week in (JHS) in this and exercises first on:
(S10ES – Ia-j-36.1) case since MELC 1 is good
Day 1: Describe the Earth's lithosphere and differentiate for 3 weeks it means that this Day 8
oceanic and continental crust. MELC should be taught in 12 Describe active and inactive faults in
Day 2-3: days) the Philippines (G8, Q2)
● Infer that the Earth’s lithosphere is divided into
plates.
● Identify the major lithospheric plates. Day 9
Day 4: Recall the characteristics of seismic waves in Identify volcanoes in the Philippines
terms of speed. which are sources of geothermal
Day 5-7: Explain and locate the earthquake epicenter energy (G9, Q3)
using the triangulation method.
Day 8: Plot the active volcanoes, earthquake epicenters,

and major mountain belts on a world map. (If world map
is available)
Identify the location of active volcanoes, earthquake

epicenters, and major mountain belts on a world map. (If
world map is not available)
Day 9-10:
● Describe the distribution of active volcanoes,
earthquake epicenters, and major mountain
belts.
● Determine the scientific basis for dividing
the lithospheric plates.
● Infer the relationship of tectonic plates,
earthquake epicenters, and active
volcanoes.
Day 11: Relate the distribution of active volcanoes,
earthquake epicenters, and major mountain belts to
Plate Tectonic Theory.
Day 12: Present a disaster mitigation plan on
earthquakes, tsunamis, and volcanic eruptions.
2 Describe the different types of plate boundaries 4 Days Prior to teaching this competency,
(S10ES – Ia-j-36.2) (Note: Science is taught specifically Days 15 and 16, give
Day 1: Identify and describe the movement of the four times a week in (JHS) in inputs and discussions first on:
different types of plate boundaries. this case since MELC 2 is
Day 2: Identify the type of plate boundary associated good for 1 week it means Day 3
with each major lithospheric plate. that this MELC should be Define and describe the three types
Day 3: Determine the type of stress associated with plate taught in 4 days) of faults and relate them with the
boundaries. types of stress. (G8, Q2)
Day 4: Illustrate and describe the movement of the Day 4

different types of plate boundaries. Illustrate how movements along faults
generate earthquakes. (G8, Q2)
3 Explain the different processes that occur along the plate 8 Days
boundaries (S10ES – Ia-j-36.3) (Note: Science is taught four
Day 1: Identify and describe the different processes that times a week in (JHS) in this
occur along the plate boundaries. case since MELC 3 is good
Day 2: Explain what happens when oceanic crust for 2 weeks it means that this
and continental crust collide and identify the different MELC should be taught in 8
geologic features associated with them. days)
Day 3: Explain what happens when two oceanic plates
collide and identify
the different geologic features associated with it.
Day 4: Explain what happens when two continental
plate boundaries collide and identify the different
geologic features associated with it.
Day 5: Explain the processes that occur along divergent
boundaries and identify the different geologic features
associated with it.
Day 6: Explain the processes that occur along transform
fault boundaries.
Day 7-8: Suggest ways on how to contribute to
government efforts in reducing damage due to
earthquakes, tsunamis, and volcanic eruptions.
4 Describe the possible causes of plate movement 4 Days

(S10ES – Ia-j-36.5) (Note: Science is taught
Day 1: Discuss seafloor spreading. four times a week in (JHS) in
Day 2: Relate the convection current with the plate this case since MELC 4 is
movement. good for 1 week it means
Day 3: Discuss how ridge push and slab pull cause plate that this MELC should be
movement. taught in 4 days)
Day 4: Explain the causes of plate movement based on
Seafloor Spreading Theory.
5 Enumerate the lines of evidence that support plate 4 Days
movement (S10ES – Ia-j-36.6) (Note: Science is taught
Day 1-2: Cite evidence of Wegener’s Continental Drift four times a week in (JHS) in
Theory. this case since MELC 5 is
Day 3: Explain how magnetic stripes on the seafloor good for 1 week it means
provide evidence for seafloor spreading. that this MELC should be
Day 4: Explain Plate Tectonic Theory as a unifying theory. taught in 4 days)
Content Standard: The learners demonstrate an understanding of the different regions of the electromagnetic spectrum.
6 Compare the relative wavelengths of different forms of 4 Days
electromagnetic waves. (S10-FE-IIa-b47) (Note: Science is taught four
Day 1: times a week in this case
a) Trace the development of electromagnetic since MELC 6 is good for 1
wave theory. week it means that this
b) Discuss the properties of EM waves. MELC should be taught in 4
Day 2: Describe the transmission and propagation of days)
electromagnetic waves.
Day 3: Compare the relative wavelengths, frequencies,
and energies of the different regions of EM waves.
Day 4: Solve problems involving wavelength, frequency,
and energy of EM waves.
7 Cite examples of practical applications of the different 8 Days
regions of EM waves, such as the use of radio waves in (Note: Science is taught
telecommunications (S10-FE-IIc-d-48) four times a week in this
Day 1-2: Explain how radio waves are generated, case since MELC 7 is good
transmitted, and received in television and radio for 2 weeks it means that this
communication. MELC should be taught in 8
Day 3: Discuss how microwaves are used in cooking, days)
RADAR, and satellite communications.
Day 4: Explain how infrared waves are used in electronic
appliances, night vision goggles, medical diagnosis, and
communication.
Day 5: Discuss how lasers and fiber optics have
improved telecommunication.
Day 6: Discuss the practical application of UV radiation
in identifying counterfeit bills, and other applications.
Day 7: Discuss the application of x-ray on medical
diagnosis and engineering.
Day 8: Discuss the medical and industrial uses of gamma
rays.
8 Explain the effects of EM radiation on living things and 4 Days
the environment (S10-FE-IIe-f-49) (Note: Science is taught four
Day 1: Classify EM waves as ionizing and non-ionizing times a week in this case
radiation using the energy levels. since MELC 8 is good for one
Day 2: Explain the effects of EM waves applications on 1 week it means that this
living things and the environment. MELC should be taught in 4
Day 3: Evaluate the risks and benefits derived from the days)
applications of EM waves.
Day 4: Explain the principle of EM radiation safety and its
importance in society.
Content Standard: The learners demonstrate an understanding of the images formed by the different types of mirrors and lenses.
9 Predict the qualitative characteristics (orientation, type, 12 Days
and magnification) of images formed by plane and (Note: Science is taught
curved mirrors and lenses. (S10-FE-Iig-50) four times a week in this
Day 1: Investigate the reflection properties of light using case since MELC 9 is good
plane mirrors. for 3 weeks it means that this
Day 2: Distinguish between converging and diverging MELC should be taught in 12
mirrors days)
Day 3-4: Apply ray diagramming technique in describing
images formed by mirrors.
Day 5-6: Derive and use the mirror equation in predicting
the characteristics and position of an image formed by
mirrors.
Day 7: Investigate the refraction properties of light
using concave and convex lenses.
Day 8: Distinguish between converging and diverging
lenses.
Day 9-10: Apply ray diagramming technique in
describing images formed by lenses.
Day 11-12: Derive and use the lens equation in
predicting the characteristics and position of an image
formed by lenses.
10 Identify ways in which the properties of mirrors and 4 Days
lenses determine their use in optical instruments (e.g., (Note: Science is taught
cameras and binoculars) (S10-FE-Iih-52) four times a week in this
Day 1-2: Explain the use of mirrors and lenses in cameras case since MELC 10 is good
and microscopes. (Use a lens set-up that represents a for 1 week, it means that this
microscope/camera) MELC should be taught in 4
Day 3-4: Explain the use of mirrors and lenses in days)
telescopes and binoculars. (Use a lens set-up that will
represent a telescope/binocular)
Content Standard: The learners demonstrate an understanding of the relationship between electricity and magnetism in electric
motors and generators
11 Explain the operation of a simple electric motor and 4 Days
generator (S10-FE-IIj-54) (Note: Science is taught
Day 1: Explain the working principle of a simple electric four times a week in this
motor. case since MELC 11 is good
for 1
Day 2-3: Explain how electromagnetic induction is week, it means that this
applied to electric generators. MELC should be taught in 4
Day 4: Differentiate electric motor from an electric days)
generator.
1. how of organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems.
2. how these feedback mechanisms help the organism homeostasis to reproduce and survive.
12 Explain the role of hormones involved in the female and 4 Days
male reproductive systems (S10LT-lllb-34) (Note: Science is taught
Day 1: Identify the different hormones involved in the four times a week (JHS) in
male reproductive system. this case since MELC 12 is
Day 2: Identify the different hormones involved in the good for 1 week it means
female reproductive system. that this MELC should be
Day 3: Differentiate the role/function of hormones taught in 4 days)
involved in the male and female reproductive system.
Day 4: Explain the effect of hormone secretion in the
development of an organism.
13 Describe the feedback mechanisms involved in 4 Days Prior to teaching this competency,
regulating processes in the female reproductive system (Note: Science is taught the teacher should:
(e.g., menstrual cycle) (S10LT-lllc-35) four times a week (JHS) in 1. identify and describe the parts and
Day 1: Describe the important events of the menstrual this case since MELC 13 is functions of the male and female
cycle. good for 1 week it means reproductive system (G5, W2)
Day 2: Explain the roles of different hormones in the that this MELC should be
control of the menstrual cycle. taught in 4 days)
Day 3-4: Explain feedback mechanism and how it works
in our body.
14 Describe how the nervous system coordinates and 4 Days
regulates these feedback mechanisms to maintain (Note: Science is taught
homeostasis (S10LT-lllc-36) four times a week (JHS) in
Day 1: Describe the divisions and subdivisions of the this case since MELC 14 is
nervous system. good for 1 week it means
Day 2: Distinguish the major functions of the nervous that this MELC should be
system: sensation, integration, and response. taught in 4 days)
Day 3-4: Describe how the nervous system coordinates
and regulates these feedback mechanisms to maintain
homeostasis.
1. the information stored in DNA as being used to make proteins
2. how changes in DNA molecule may cause changes in its product
3. mutations that occur in sex cells as being heritable
15 Explain how protein is made using information from DNA 4 Days Prior to teaching this competency,
( S10LT-llld-37) (Note: Science is taught the teacher should identify the
Day 1: Explain how DNA replicates itself and the four times a week (JHS) in components of DNA molecules,
complementary structure of DNA and RNA. this case since MELC 15 is describe and determine the structure
Day 2: Explain the role of DNA and RNA in protein good for 1 week it means of genes and chromosomes (G9, W3-
synthesis and the events of transcription and translation. that this MELC should be 4)
16 Explain how mutations may cause changes in the taught in 4 days)
structure and function of a protein (S10LT-llle-38)
Day 3:
a. Explain what is mutation.
b. Discuss the different kinds of DNA mutation.
Day 4:
a. Explain how the different kinds of mutation can cause
changes in the resulting amino acids and.3 the structure
and function of a protein and how mutation may
affect
the growth and development of organisms.
Content Standard: The learners demonstrate understanding of how evolution through natural selection can result in biodiversity.
Performance Standard: The learners should be able to write an essay on the importance of adaptation as a mechanism for the
survival of a species.
17 Explain how fossil records, comparative anatomy, and 4 Days
genetic information provide evidence for evolution (Note: Science is taught
(S10LT-lllf-39) four times a week (JHS) in
Day 1: Explain how fossil records provide evidence for this case since MELC 17 is
evolution. good for 1 week it means
Day 2: Explain how rock formation, geologic time scale, that this MELC should be
and carbon-14 dating can be used in determining the taught in
age of fossils. 4 days)
Day 3-4: Explain how comparative anatomy and
genetic information provides evidence for evolution.
18 Explain the occurrence of evolution (S10LT-lllg-40) 4 Days Prior to teaching this competency,
Day 1: Explain the occurrence of evolution according to (Note: Science is taught the teacher should describe the
Lamarck’s ideas. four times a week (JHS) in concept of species by identifying
Day 2: Explain the occurrence of evolution according to this case since MELC 18 is the levels of biodiversity (G8, W6).
Darwin’s ideas. good for 1 week it means
Day 3: Explain the occurrence of evolution by that this MELC should be
comparing the ideas of Lamarck and Darwin. taught in 4 days)
Day 4: Explain the importance of adaptation as a
mechanism for the survival of a species through an
essay.
Content Standard: The learners demonstrate understanding of the influence of biodiversity on the stability of ecosystems; an
ecosystem as being capable of supporting a limited number of organisms.
19 Explain how species diversity increases the probability of 4 Days Prior to teaching this competency,
adaptation and survival of organisms in changing (Note: Science is taught the teacher should explain energy
environments (S10LT-lllh-41) four times a week (JHS) in transfer in trophic levels (G8, W5),
Day 1: this case since MELC 19 is advantages of biodiversity (G9, W5),
Explain the flow of energy in an ecosystem and how good for 1 week it means and probable causes of extinction
biodiversity increases the probability of adaptation and that this MELC should be (G8, W5).
survival of organisms in changing environment. taught in 4 days)
Day 2:
Explain how biodiversity is related to stability and how
biodiversity affects stability in an ecosystem.
20 Day 3-4: Explain the relationship between population

growth and carrying capacity (S10LT-llli-42)
QUARTER 4: MATTER
Content Standard: The learners demonstrate an understanding of how gases behave based on the motion and relative distances
between gas particles.
21 Investigate the relationship between: 8 Days
1. volume and pressure at a constant temperature of a (Note: Science is taught
gas; four times a week (JHS) in
this
2. volume and temperature at a constant pressure of case since MELC 21 is good
gas; and for 2 weeks it means that this
3. explain these relationships using the MELC should be taught in 8
kinetic molecular theory. days)
(S9MT-IIj-20)
Day 1-2: Cite and describe each Kinetic Molecular
Theory assumption and cite instances wherein KMT is
observed in life experiences.
Day 3: Plot data and infer the volume-pressure
relationship at the constant temperature of a gas.
Day 4: Cite examples/situations where Boyle’s Law is
observed.
Day 5: Calculate for each unknown on volume and
pressure relationship at a constant temperature of a gas.
Day 6: Plot data and infer the volume-temperature
relationship at the constant pressure of a gas.
Day 7: Cite examples/situations where Charles’ Law is
observed.
Day 8: Calculate for each unknown on volume and
temperature relationship at a constant pressure of a gas.
Content Standard: The learners demonstrate understanding of the structure of biomolecules, which are made up mostly of a limited
number of elements, such as carbon, hydrogen, oxygen, and nitrogen.
22 Recognize the major categories of biomolecules such as 8 Days Prior to teaching this competency,
carbohydrates, lipids, proteins, and nucleic acids. (Note: Science is taught four check whether the students were
(S10MT-IVc-d-22) times a week (JHS) in this able to master the following Grade 9
Day 1: Describe carbohydrates and their classification case since MELC 22 is good MELCs:
(monosaccharide, disaccharide, and polysaccharide). for 2 weeks it means that this ● Explain how the structure of
Day 2: Describe lipid and differentiate the two classes of MELC should be taught in 8 the carbon atom affects the
lipids (simple and complex). days) type of bonds it forms; (S9MT-
Day 3: Discuss the structure, uses, and function of nucleic IIg-h-17)
acids.
Day 4: Discuss the structure, uses, and function of
proteins. ● Recognize the general classes
Day 5: Identify biomolecules based on the result of and uses of organic
physical and chemical tests or based on their function. compounds; (S9MT-IIh-18)
Day 6: Differentiate the general structure of the different
types of biomolecules. especially the lesson on drawing
Day 7-8: Identify the different biomolecules present on condensed (and skeletal) structures
food labels and cite their effect on our health if its of organic compounds, as these
amount is lesser or greater than the recommended are
value. the skills that are needed in studying
biomolecules.
Content Standard: The learners demonstrate understanding of the chemical reactions associated with biological and industrial
processes affecting life and the environment.
Performance Standard: The learners should be able to use any form of media, present chemical reactions involved in biological and
industrial processes affecting life and the environment.
23 Apply the principles of conservation of mass to chemical 8 Days The lesson on balancing chemical
reactions. (S10MT-IV-g-23) (Note: Science is taught four equations is enough to meet this
Day 1-2: Identify the name of a chemical formula. times a week (JHS) in this MELC but stoichiometry is the lesson
Day 3: Write the formula of a compounds. case since MELC 23 is good that can clearly show the
Day 4: Demonstrate and explain the "Law of for 2 weeks it means that this conservation of mass in chemical
Conservation of Mass" by using common chemical MELC should be taught in 8 reactions. If the teacher wants to get
reactions around us. days) deeper into this lesson, consider
Day 5-7: Balance given chemical equations. revisiting the following MELCs to see
Day 8: Identity, describe, and cite instances of the if the students are ready for the
different types of chemical reactions. lesson:
Use the mole concept to express the

mass of substances; (S9MT-IIi-19)
24 Explain how the factors affecting rates of chemical 8 Days
reactions are applied in food preservation and materials (Note: Science is taught
production, control of fire, pollution, and corrosion. four times a week (JHS) in
(S10MT-IVh-j-24) this case since MELC 24 is
Day 1: Explain how chemical reactions occur using the good for 2 weeks it means
Collision Theory. that this MELC should be
Day 2: Investigate how temperature affects the rate of taught in 8 days)
the chemical reaction.
Day 3: Describe how the nature of reactants affects the
rate of reaction.
Day 4: Discuss how the physical state of reacting
materials affects the rate of the chemical reaction.
Day 5: Discuss how the concentration of reacting
materials affects the rate of chemical reaction.
Day 6: Explain how the presence of a catalyst affects
the rate of chemical reactions.
Day 7: Perform simple activity on the different factors
affecting the rate of reaction.
Day 8: Identify and suggest ways to control different
chemical reactions in the community/environment using
any form of media.

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MELCs Definitive

Why is there a need to unpack the MELCs in Science?

How to Use this DBOW

Grad QUARTE QUARTE QUARTE QUARTE TOTAL NUMBER

Science teachers should:

Mr. Russel Samson

Dr. Bradley Loo

22 Describe the changes in the position and length of 5 Days

4 Describe the parts of the reproductive system and their 5 Days

QUARTER 3: FORCE, MOTION, AND ENERGY

Describe the different

Discuss safety precautions during

Describe how the natural objects

Describe how the natural objects

# MELC Number of days taught Remarks

Content Standard: Some important properties of solutions.

- Describe the different modes

For Day 3, it is recommended for

The teacher can give simple

The teacher can give simple

Content Standard: The learners demonstrate an understanding of waves as a carrier of energy.

Content Standard: The learners demonstrate an understanding of how heat is transferred.

Revolution of the Moon around the

Infer the pattern in the changes in

Phases of the Moon

Infer the pattern in the changes in

Differentiate between a series circuit

Design an experiment on a series

Note: If time permits, you can extend the discussion of

Note: Consider the modality of the learners to meet the

Note: You can extend the allotted number of days for

Determine the number of electrons,

Identify renewable and non-

Identify the different types of

Identify constellations seen in

Label a diagram illustrating projectile motion by

Day 8: Plot the active volcanoes, earthquake epicenters,

Identify the location of active volcanoes, earthquake

Day 4: Illustrate and describe the movement of the Day 4

4 Describe the possible causes of plate movement 4 Days

20 Day 3-4: Explain the relationship between population

Use the mole concept to express the

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