387

5 the latitude of an area to the amount

of energy the area receives
6 tilt of the Earth and the seasons

the occurrence of eclipses Explain how solar and lunar eclipses Week 6
occur using models

Grade Level: Grade 8

Subject: Science

Quarter Content Standard Performance Standard

The learners demonstrate
understanding of...
1st Newton’s three laws of
motion
Most Essential Learning Competencies Duration
K to 12 CG Code
The learners should be
able to...
develop a written plan Investigate the relationship between the Week 1 S8FE-Ia-15
and implement a amount of force applied and the mass of
“Newton’s Olympics” the object to the amount of change in
the object’s motion
Week 2 S8FE-Ia-16

Infer that when a body exerts a force on

another, an equal amount of force is
exerted back on it

work using constant force,
power, gravitational potential
energy, kinetic energy, and
elastic potential energy
the propagation of sound
through solid, liquid, and gas
some properties and
characteristics of visible
light
heat and temperature, and
the effects of heat on the
body
current- voltage-resistance
relationship, electric power,
electric energy, and home
circuitry
2nd the relationship between
faults and earthquakes
388
Week 2-3
Identify and explain the factors that affect
potential and kinetic energy
Week 4
Investigates the effect of temperature to
the speed of sound
discuss phenomena such Week 4 S8FE-If-27
as blue sky, rainbow, and
red sunset using the Explain the hierarchy of colors in relation
concept of wavelength to the energy of visible light
and frequency of visible
light
Week 4 S8FE-Ig-29
Differentiate between heat and
temperature at the molecular level
Infer the relationship between current Week 5-6
and voltage
Explain the advantages and disadvantages Week 7 S8FE-li-31
of series and parallel connections in
homes
Explain the functions of circuit breakers, Week 7 S8FE-li-33
fuses, earthing, double insulation, and
other safety devices in the home
1. participate in decision Using models or illustrations, explain how Week 1 S8ES-IIa-14
making on where to movements along faults generate
build structures based on earthquakes
knowledge of the Differentiate the Week 1-2 S8ES-IIa-15
location of active faults
 389

in the community 1 epicenter of an earthquake from its

focus;

2. make an emergency 2 intensity of an earthquake from its

plan and prepare an magnitude;
emergency kit for use at 3 active and inactive faults
home and in school Explain how earthquake waves provide Week 3 S8ES-IIc-17
information about the interior of the
earth
the formation of typhoons 1. demonstrate Explain how typhoon develops and how it Week 4-5
and their movement withinprecautionary measures is affected by landmasses and bodies of
the PAR before, during, and after a water
typhoon, including following Week 5 S8ES-IIf-21
advisories, storm signals,
and calls for evacuation
given by government
agencies in charge

2. participate in activities Trace the path of typhoons that enter the

that lessen the risks brought Philippine Area of Responsibility (PAR)
by typhoons using a map and tracking data

characteristics of comets, discuss whether or not Week 6 S8ES-IIg-22

meteors, and asteroids
beliefs and practices
Compare and contrast comets, meteors,
about comets and
and asteroids
meteors have scientific
basis
 390

3rd the particle nature of matter
as basis for explaining
properties, physical
changes, and structure of
substances and mixtures
present how water Week 1-2
behaves in its different
states within the water
Explain the properties of solids, liquids,
cycle
and gases based on the particle nature of
S8MT-IIIa-b-8
matter;

Explain physical changes in terms of the Week 3-4

arrangement and motion of atoms and S8MT-IIIc-d-9
molecules;
the identity of a substance Determine the number of protons, Week 5-6 S8MT-IIIe-f-10
according to its atomic neutrons, and electrons in a particular
structure atom;
 391

the periodic table of Week 7-8

elements as an organizing
tool to determine the
chemical properties of
elements
S8MT-IIIi-j-12
Use the periodic table to predict the
chemical behavior of an element.

4th 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
present an analysis of Week 1 S8LT-IVa-13
the data gathered on
diseases resulting from
nutrient deficiency Explain ingestion, absorption,
assimilation, and excretion

ingestion of harmful
substances, and their
prevention and treatment
1. how cells divide to report on the Compare mitosis and meiosis, and their Week 2 S8LT-IVd-16
produce new cells importance of variation role in the cell-division cycle
2. meiosis as one of in plant and animal Explain the significance of meiosis in Week 2 S8LT-IVe-17
the processes producing breeding maintaining the chromosome number
genetic variations of the
Predict phenotypic expressions of traits Week 3 S8LT-IVf-18
Mendelian
following simple patterns of inheritance
Pattern of Inheritance

1. the concept of a species
2. the species as being
further classified into a
hierarchical taxonomic
system
the one-way flow of energy
and the cycling of materials
in an ecosystem
Grade Level: Grade 9
Subject: Science
Quarter Content Standard
The learners demonstrate
understanding of...
1st 1. how the different
structures of the
392
report (e.g., through a Explain the concept of a species Week 4 S8LT-IVg-19
travelogue) on the Classify organisms using the hierarchical Week 4 S8LT-IVh-20
activities that taxonomic system
communities engage in Week 5 S8LT-IVh-21
to protect and conserve Explain the advantage of high
endangered and biodiversity in maintaining the stability of
economically important an ecosystem
species
make a poster Describe the transfer of energy through Week 5 S8LT-IVi-22
comparing food choices the trophic levels
based on the trophic Analyze the roles of organisms in the Week 6 S8LT-IVi-23
levels’ cycling of materials
Explain how materials cycle in an Week 6 S8LT-IVi-24
ecosystem
Suggest ways to minimize human impact Week 7 S8LT-IVj-25
on the environment
Performance Standard
Most Essential Learning Competencies Duration
The learners should be
able to...
conduct an information Explain how the respiratory and Week 1-2 S9LT-la-b-26
dissemination activity on circulatory systems work together to