BUDGET OF WORK FOR SCIENCE 2020-2021
Content Content Standards Performance Standards
1. Scientific Investigations: Demonstrate an understanding Perform in groups in a guided
Ways of Acquiring of scientific ways of acquiring
Knowledge and Solving knowledge and solving
Problems problems
Demonstrate an understanding
2. Elements and Compounds of classifying substances as
elements or compounds
Demonstrate understanding of
3. Diversity of Materials in the
some important properties of
Environment
solutions
Content Content Standards
Demonstrate an understanding
1. Microscopy of the parts and functions of the
compound microscope
Learning Competencies
investigation involving
community-based problems
using locally available materials
Make a chart, poster, or
multimedia presentation of
common elements showing
their names and symbols
Prepare different
concentrations of mixtures
according to uses and
availability of materials
Performance Standards
Code Enabling / Bridging Skills Enrichment Skills Week Number
FIRST QUARTER - Matter
1.1. Identify issues and problems
needed in the scientific investigation
1.2. State the scientific problem based
1. Describe the components of a on the identified situation 1.5. Make conclusions based from the
S7MT-Ia-1 1
scientific investigation 1.3. Formulate possible solution / given findings
hypothesis to solve the problem
1.4. Describe the relationship between
variables
2.3. Perform experimentations that
2.1. Discuss the general characteristics
show the characteristics of elements
of elements and compounds
2. Recognize that substances are and compounds
S7MT-Ig-h-5 2-3
classified into elements and compounds 2.2. Describe the periodic table
2.4. Name elements and compounds
according to group, period, family and
that are essential to life
trends
3.1. Differentiate mixtures from
substances based from different
properties
3.2. Examine differences between
3. Distinguish mixtures from substances
S7MT-Ie-f-4 homogeneous from heterogeneous 4-5
based on a set of properties
mixtures based on observable
characteristics
3.3. Distinguish substances from
mixtures
4.1. Differentiate solute from solvent
through a wide variety of examples
4.2. Compare and contrast properties of
saturated and unsaturated solutions
4. Investigate properties of unsaturated 4.5. Name solutions that improve the
S7MT-Ic-2 6
or saturated solutions 4.3. Test the properties of saturated and health and wellness of the community
unsaturated solutions through
experimentation
4.4. Name solutions that are commonly
used in the house holds
5.1. Differentiate concentrated from
dilute solution
5. Express concentrations of solutions
5.2. Tell the difference between percent
quantitatively by preparing different 5.4. Solve given problems involving
S7MT-Id-3 by volume and percent by mass based 7
concentrations of mixtures according to concentration of solutions
on concentration of solutions
uses and availability of materials
5.3. Identify factors affecting how fast a
solid dissolves in solution
BUDGET OF WORK FOR SCIENCE 2020-2021
Learning Competencies Code Enabling / Bridging Skills Enrichment Skills Week Number
SECOND QUARTER - Living Things and their Environment
1.1. State the function of a microscope
1.2. Name the parts of a microscope
1. Identify parts of the microscope and
S7LT-IIa-1 1.3. Manipulate the parts of the 1
their functions
microscope
1.4. Tell the functions of each part of
the microscope
2.1. Prepare different specimens for
viewing
2.2. Set up the mounted specimens
2. Focus specimens using the
S7LT-IIb-2 2.3. View the specimen using the LPO 2
compound microscope
and HPO

Demonstrate an understanding
2. Levels of Biological
of the different levels of
Organization
biological organization
Demonstrate an understanding
3. Animal and Plant Cells of the difference between
animal and plant cells
Demonstrate an understanding
4. Heredity: Inheritance and
of reproduction being both
Variation
asexual or sexual
Demonstrate an understanding
of organisms interacting with
5. Ecosystems
each other and with their
environment to survive
Content Content Standards
compound microscope
3. Describe the different levels of
biological organization from cell to
biosphere
Employ appropriate techniques
using the compound
microscope to gather data
about very small objects
4. Differentiate plant and animal cells
according to the presence or absence
of certain organelles
5. Explain why the cell is considered the
basic structural and functional unit of all
organisms
6. Differentiate asexual from sexual
reproduction in terms of: (1) number of
individuals involved, and (2) similarities
of offspring to parents
7. Differentiate biotic from abiotic
components of an ecosystem
Conduct a collaborative action
to preserve the ecosystem in
the locality
8. Describe the different ecological
relationships found in an ecosystem
9. Predict the effect of changes in
abiotic factors on the ecosystem
BUDGET OF WORK FOR SCIENCE 2020-2021
Performance Standards Learning Competencies Code
THIRD QUARTER - Force, Motion, and Energy
S7LT-IIb-2 2
2.4. View the specimens using the
different magnification of eyepiece
3.1. Define cells
3.2. Determine the different levels of
organization
S7LT-IIc-3 3
3.3. Illustrate the levels of organization
from cell to biosphere
4.1. Illustrate a plant cell and an animal
cell
4.2. Label the organelles found in an
animal and a plant cell
4.3. List the different organelles found in
a plant cell and an animal cell
S7LT-IId-4
4.4. Recognize the cell organelles found
only in plant cell and in animal cell
4
4.5. Predict if the cell is a plant cell or
an animal cell based on the presence or
absence of certain organelles
5.1. Describe the structure and function
of a cell
S7LT-IIe-5 5.2. Cite the importance of a cell
5.3. Tell that all organisms are made up
of cells
6.1. Define and describe sexual
reproduction
6.2. Define and describe asexual
S7LT-IIg-7 5
reproduction
6.3. Differentiate sexual from asexual
reproduction
7.1. Describe an ecosystem
7.2. Name the components of an
ecosystem
7.3. Describe biotic factors and give
examples in an ecosystem
S7LT-IIh-9
7.4. Describe abiotic factors and give
examples in an ecosystem
7.5. Discuss how biotic factors differ
from abiotic factors
8.1. Describe the interactions of biotic
and abiotic factors in an ecosystem
6
8.2. Determine the type of ecological
relationships that exist among these
components / factors in an ecosystem
8.3. Define symbiotic relationships and
S7LT-IIh-10
non-symbiotic relationships
8.4. Give examples of symbiotic
relationships and non-symbiotic
relationships
8.5. Relate the ecological relationships
to the survival of organisms
9.1. Predict the effect of changes in
S7LT-IIj-12 7
abiotic factors on the ecosystem
Enabling / Bridging Skills Enrichment Skills Week Number
 1.1. Identify the position and direction of
1.1.1. Describe the motion of an object
an object with respect to a point of
in terms of distance and displacement
reference
1.2.1. Infer from the position-time graph
1.2. Construct a position-time graph of a
the difference between distance and
body
displacement

1.3. Describe the position and direction

of an object in terms of speed

1. Describe the motion of an object in 1.4. Describe the motion of an object

terms of distance or displacement, S7FE-IIIa-1 using distance-time graph 1-2
speed or velocity, and acceleration
Demonstrate an understanding 1.5. Describe the position and direction
1. Motion in One Dimension
of motion in one dimension of an object in terms of velocity

1.6. Describe the motion of an object

using displacement-time graph

1.7. Describe the position and direction

of an object in terms of acceleration

1.8. Describe the motion of an object

Conduct a forum on mitigation using velocity-time graph
and disaster risk reduction
2.1. Analyze the motion strips of paper
2. Create and interpret visual 2.1.1. Describe acceleration
with dots
representation of the motion of objects S7FE-IIIb-3 3
such as tape charts and motion graphs 2.2. Interpret the motion of objects with
the change in velocity
3.1. Describe how waves are formed
Demonstrate an understanding 3.2. Identify the parts of a wave
2. Waves that waves are carriers of 3. Infer that waves carry energy S7FE-IIIc-4
3.3. Explain how waves carry energy
energy
3.4. Cite the importance of waves
4.1. Demonstrate how sound is
produced 4.6. Trace by concept diagramming how
sound is produced from the human
4.2. Identify the factors that affect the voice box
pitch and loudness of sound produced 4
4. Describe the characteristics of sound
Demonstrate an understanding 4.3. Describe the characteristics of
3. Sound using the concept of wavelength, S7LT-IIId-7
of the characteristics of sound sound
velocity, and amplitude
4.4. Compare the sound produced by 4.7. Explain how pitch, loudness, and
the sounding box with the sound quality of sound vary from one person
produced by the guitar to another
4.5. Identify the factors affecting the
speed of sound

5.1. Identify the different sources of light

5.2. Determine the power of the sources

of light
5.3. Relate the brightness or intensity of
Demonstrate an understanding 5. Explain color and intensity of light in light with the distance from the source
4. Light S7LT-IIIf-10 5
of the characteristics of light terms of its wave characteristics of light
5.4. Construct a spectrum wheel
5.5. Explore the characteristics of light
such as energy, frequency, and
wavelength

6.1. Describe heat transfer by 6.1.1. Give situations which show how
conduction heat is being transferred by conduction

6.2. Define convection

Suggest proper lighting in
various activities 6.3. Observe and describe convection
of heat through liquids
6.4.1. Compare the abilities of two
Demonstrate an understanding 6. Infer the conditions necessary for different surfaces to absorb or reflect
5. Heat S7LT-IIIh-i-12 6.4. Define radiation 6
of how heat is transferred heat transfer to occur radiation from the sun or from a lighted
electric bulb
 6.5.1. Explain how methods of heat
6.5. Identify situations that involve the
transfer are affected by different
different methods of heat transfer
materials

6.6. Describe the conditions necessary 6.6.1. Trace the direction in which heat
for heat transfer to take place is transferred

7.1. Identify the different types of

Demonstrate an understanding charges
7. Describe the different types of
6. Electricity of charges and the different S7LT-IIIj-13 7
charging processes 7.2. Describe how objects can be
charging processes
charged

BUDGET OF WORK FOR SCIENCE 2020-2021

Content Content Standards Performance Standards Learning Competencies Code Enabling / Bridging Skills Enrichment Skills Week Number
FOURTH QUARTER - Earth and Space
1.1. Locate the lines of latitude with
special names
1.2. Construct a coordinated system 1.2.1. Use the coordinated system
model of locating places model to locate places on Earth
1. Demonstrate how places on Earth
S7ES-IVa-1 1.3. Locate places on Earth in a flat 1
may be located using a coordinate
map and globe indicating location of
system
coordinated system
1.4. Correlate the relationship of the
latitude of a place and the climate it
Demonstrate an understanding experiences
1. The Philippine of the relation of geographical 2.1. Analyze the advantage of the 2.1.1. Cite examples derived from Earth
Environment location of the Philippines to its location of the Philippines in relation to materials which are considered used to
environment its resources the society
2.2. Cite ways of conserving and
protecting the Earth's resources
2. Cite and explain ways of using
S7ES-IVc-4 2.3. Explain the advantages and 2.3.1. Compare at least three 2
Earth's resources sustainably
disadvantages of energy resources in alternative energy sources on the basis
the Philippines of cost and impact on the environment

2.4.1. Cite ways to reduce the negative

2.4. Discuss some human activities that
effects of human activites on natural
destroy natural resources
resources
3.1. Identify the main source of energy
on Earth
3.2. Show by diagramming the layers of
the atmosphere

3.3. Draw the percentage distribution of

gases present on air / the atmosphere

3.4. Identify the occurrence that lead to

3. Discuss how energy from the sun increase in percentage of carbon 3.8. Construct a consequence mapping
interacts with the layers of the S7ES-IVd-5 dioxide in the atmosphere of the cause and effect of greenhouse
atmosphere gases and global warming
3.5. Discuss how energy from the sun
interacts with the layers of the
atmosphere
3.6. Gather information about Earth's
atmosphere based on a graph
3.7. Explain the factors that contribute
to the increase of carbon dioxide in the
Demonstrate an understanding Analyze the advantage of the air
2. Interactions in the
of the different phenomena that location of the Philippines in 4.1. Describe sea breeze and land 3
Atmosphere
occur in the atmosphere relation to the climate, weather, breeze in terms of their occurrence
and seasons 4.2. Explain how sea breeze and land
breeze occur 4.11. Infer the importance of the
occurrence of monsoons to human
4.3. Situate an example showing the activities
occurrence of the breezes
4.4. Compare which warms and cools
faster - sand or water
4. Account for the occurrence of land

Demonstrate an understanding
of the relationship of the
3. Seasons in the Philippines
seasons and the position of the
sun in the sky
Demonstrate an understanding
4. Eclipses
of th occurrence of eclipses
4. Account for the occurrence of land
and sea breezes, monsoons, and
intertropical convergence zone (ITCZ)
5. Using models, relate: (1) the tilt of the
Earth to the length of daytime; (2) the
length of daytime to the amount of
energy received; (3) the position of
Earth in its orbit to the height of the Sun
in the sky; (4) the height of the Sun in
the stku to the amount of energy
received; (5) the latitude of an area to
the amounf of energy the area receives;
(6) tilt of the Earth and the seasons
6. Explain how solar and lunar eclipses
occur using models
4.5. Differentiate northeast monsoon
S7ES-IVf-7 from southeast monsoon
4.12. Interpret a map to determine the
4.6. Illustrate 'habagat' brings lots of rain
direction of wind movement
4.7. Give examples of how monsoons
(amihan and habagat) affect people
4.8. Describe ITCZ
4.9. Locate in a map and explain as to 4.13. Explain why it is cold around
why there is an ITCZ December to February and warm
4.10. Infer the occurrence that lead to around July
ITCZ in the air
5.1. Using models, relate the tilt of the
Earth to the length of daytime
5.2. Using models, relate the length of
daytime to the amount of energy
received
5.3. Using models, relate the position of
the Earth in its orbit to the height of the
S7ES-IVh-9 sun in the sky 4-5
5.4. Using models, relate the height of
the sun in the sky to the amount of
energy received
5.5. Using models, relate the latitude of
an area to the amount of energy the
area receives
6.1. Explain how shadows are formed
6.2. Demonstrate how shadows are
formed
6.3.1. Using a Venn diagram, give the
S7ES-IVj-11 similarities and differences of total and 6
6.3. Using a Venn diagram, give the partial solar eclipse
similarities and differences of solar and
lunar eclipses 6.3.2. Using a Venn diagram, give the
similarities and differences of total and
partial lunar eclipse

Content Content Standards
Demonstrate an understanding
1. Laws of Motion of Newton's three laws of
motion
Demonstrate an understanding
of work using constant force,
2. Work, Power, and Energy power, gravitational energy
potential energy, kinetic energy,
and elastic potential energy
Demonstrate an understanding
3. Sound of the propagation of sound
through solid, liquid, and gas
Demonstrate an understanding
4. Light of some properties and
characteristics of visible light
Demonstrate an understanding
5. Heat of heat and temperature, and
the effects of heat on the body
BUDGET OF WORK FOR SCIENCE 2020-2021
Performance Standards Learning Competencies
FIRST QUARTER - Force, Motion, and Energy
1. Investigate the relationship between
the amount of force applied and the
mass of the object to the amount of
change in the object's motion
Develop a written plan and
implement a "Newton's
Olympics"
2. Infer that when a body exerts a force
on another, an equal amount of force is
exerted back on it
3. Identify and explain the factors that
affect potential and kinetic energy
4. Investigate the effect of temperature
to the speed of sound
Discuss phenomena such as
blue sky, rainbow, and red
5. Explain the hierarchy of colors in
sunset using the concept of
relation to the energy of visible light
wavelength and frequency of
visible light
6. Differentiate between heat and
temperature at the molecular level
Code Enabling / Bridging Skills Enrichment Skills Week Number
1.1. Identify and explain the forces
acting on an object at rest
1.2. Explain why objects stay at rest
S8FE-Ia-15 1.3. Investigate the relationship 1
between the amount of force and the
mass of the object to the amount of
change in the object's motion
2.1. Describe the conditions when two
forces are balanced
S8FE-Ia-16 2.2. Explain the effect of balanced 2
forces on the state of motion of an
object
3.1. Identify situations in which work is
done and in which no work is done
3.2. Describe the energy changes when
energy is transferred from one body to
another
3.3. Describe how work is related to
power and energy
3.4. Compute for your power output in
walking or running up a flight of stairs
S8FE-Ic-d-23 2-3
3.5. Relate the speed and position of an
object to the amount of energy
possessed by a body
3.6. Calculate the change in kinetic
energy and/or potential energy of a
body
3.7. Relate potential energy to work
4.1. Infer that sound is transmitted in air
through vibrations of air particles
4.2. Distinguish the different
characteristics of sound waves
4.3. Determine the frequency and
S8FE-Ie-25
wavelength of sound wave
4.4. Compute the wave speed based on
the frequency and wavelength
4.5. Distinguish which material
transmits sound the best
5.1. Infer that energy of the colors of
light increases as one goes towards the
right side of the color spectrum
S8FE-If-27
5.2. Infer that red light has the least
energy and violet has the most energy
6.1. Distinguish between heat and
temperature
4
6.2. Describe the hotness or coldness
of an object in terms of its temperature
6.3. Compare the changes in the
temperature of water to determine the
relationship between the amount of heat
transferred and the resulting
temperature change
6.4. Explain the scattering of the dye in
S8FE-Ig-29
water at different temperature
6.5. Describe the relation of the
temperature of the water to the
scattering of the dye

Demonstrate an understanding
of current-voltage-resistance
6. Electricity relationship, electric power,
electric energy, and home
circuitry
Content Content Standards
structures based on knowledge
of the location of active faults in
7. Infer the relationship between current
and voltage
8. Explain the advantages and
disadvantages of series and parallel
connections in homes
9. Explain the functions of circuit
breakers, fuses, earthing, double
insulation, and other safety devices in
the home
BUDGET OF WORK FOR SCIENCE 2020-2021
Performance Standards Learning Competencies Code
SECOND QUARTER - Earth and Space
Using models or illustrations, explain
how movements along faults generate
earthquakes
1. Participate in decision
making on where to build
the community
6.6. Determine experimentally how
temperature affects the thermal
expansion of some objects
6.7. Explain the effect of temperature
change on phase changes
6.8. Compare the heat capacities of the
given liquid samples
7.1. Measure the electric current and
voltage in a circuit using an ammeter
and a voltmeter, respectively
S8FE-Ih-30 5-6
7.2. Determine the relationship between
(a) electric current and voltage; (b)
electric current and resistance
7.3. State Ohm's Law and solve
problems involving Ohm's Law
8.1. Construct a series circuit and a
parallel circuit
8.2. Differentiate series circuit from
parallel circuit
S8FE-Ii-31
8.3. Solve problems involving series
and parallel circuits
8.4. Explain why household wiring and
appliances are usually connected in 7
parallel
9.1. Describe a fuse and a circuit
breaker and identify their functions in a
circuit
S8FE-Ij-33
9.2. Describe earthing and double
insulation and identify their functions in
a circuit
Enabling / Bridging Skills Enrichment Skills Week Number
1.1. Describe an earthquake
1.2. Explain the relationship between
earthquake and fault
1.3. Infer the occurrence of earthquake
based on the location and crustal
movement
1.4. Describe the appearance of faults
S8ES-IIa-14 1.5. Explain how a fault forms 1
1.6. Explain how movements along
faults generate earthquakes
1.7. Demonstrate how movement along
faults affect the surroundings
1.8. Explain how faults generate
earthquakes
1.9. Explain why not all movement
along faults produces earthquakes
2.1. Differentiate between focus and
epicenter
2.2. Demonstrate how movement along
faults affect the surroundings
2.3. Identify what PHIVOLCS mean
2.4. Enumerate PHIVOLCS Earthquake
Intensity Scale

earthquake from its focus; (b) intensity
Demonstrate an understanding
of an earthquake from its magnitude; (c)
1. Earthquakes and Faults of the relationship between
faults and earthquakes
2. Make an emergency plan
and prepare an emergency kit
for use at home and in school
provide information about the interior of
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
Demonstrate an understanding
of the formation of typhoons
2. Understanding Typhoons
and their movement within the
PAR
2.5. Enumerate the three types of faults
and the three types of stress
2.6. Explain the effect of bending of
rocks along faults
2.7. Relate fault movement and
earthquakes 2.15. Make an emergency plan and
Differentiate the (a) epicenter of an 2.8. Enumerate the active faults and demonstrate precautionary measures
trenches in the Philippines before, during, and after a typhoon,
S8FE-IIa-15 1-2
including following advisories, and calls
active and inactive faults 2.9. Explain the importance to be for evaluation given by government
knowledgeable about the different agencies in charge
locations of active faults and trenches
2.10. Name the fault lines in the
Philippines
2.11. Identify the most geologically
active faults in the Philippines
2.12. List the different landforms
produced when an earthquake happens
2.13. Differentiate intensity from
magnitude
2.14. Identify the description of intensity
scale
3.1. State the earthquake hazards
3.2. Describe and give examples of
each earthquake hazard
3.3. Explain the precautionary
measures to do when an earthquake
occurs
3.4. Enumerate the things to prepare
when emergency happens
3. Explain how earthquake waves 3.5. Enumerate the causes of tsunami
S8ES-IIc-17 3
the Earth 3.6. Explain what's inside the Earth
3.7. Define seismic waves
3.8. Explain the impact of tsunami on
human life
3.9. Explain how tsunamis are
generated
3.10. Infer why tsunamis do not always
occur even when there is an earthquake
4.1. Demonstrate how typhoons are
formed in the ocean
4.2. Review how a tropical storm
develops
4.3. Trace the path of a typhoon from
the ocean where it originates as it
passes to the Philippines
4.4. Design a house appropriate to
4. Explain how a typhoon develops and different regions of the Philippines
how it is affected by landmasses and 4-5
bodies of water 4.5. Read a map, given the latitude and
longitude of a tropical cyclone, and tell if
it has entered the Philippine Area of
Responsibility
4.6. Explain what is meant when a
typhoon has entered the Philippine Area
of Responsibility
4.7. Explain why we need to give a local
name to a typhoon
 and their movement within the
PAR
Demonstrate an understanding Discuss whether or not beliefs
3. Other Members of the
of the characteristics of comets, and practices about comets and
Solar System
meteors, and asteroids
Content Content Standards
Demonstrate an understanding
of the particle nature of matter
Present how water behaves in
as basis for explaining
1. Particle Nature of Matter
properties, physical changes,
and structure of substances
and mixtures
Demonstrate an understanding
2. Atomic Structure of the identity of a substance
according to its atomic structure
Demonstrate an understanding
of the periodic table of elements
3. Periodic Table (PT) of
as an organizing tool to
Elements
determine the chemical
properties of elements
Content Content Standards
Demonstrate an understanding
2. Participate in activities that
lessen the risks brought by
typhoons
meteors have scientific basis
Performance Standards
1. Explain the properties of solids,
liquids, and gases based on the particle S8MT-IIIa-b-8
its different states within the
water cycle
2. Explain physical changes in terms of
the arrangement and motion of atoms S8MT-IIIc-d-9
3. Determine the number of protons,
neutrons, and electrons in a particular S8MT-IIIe-f-10
Performance Standards
5. Trace the path of typhoons that enter
the Philippine Area of Responsibility
(PAR) using a map and tracking data
6. Compare and contrast comets,
meteors, and asteroids
BUDGET OF WORK FOR SCIENCE 2020-2021
Learning Competencies Code
THIRD QUARTER - Matter
nature of matter
and molecules
atom
4. Use the periodic table to predict the
chemical behavior of an element
BUDGET OF WORK FOR SCIENCE 2020-2021
Learning Competencies Code
FOURTH QUARTER - Living Things and their Environment
5.1. Make an emergency plan and
demonstrate precautionary measures
before, during, and after a typhoon,
including following advisories, and calls
for evaluation given by government
agencies in charge
5.5. Create a poster showing how one
S8ES-IIf-21 can be prepared before, during, and 5
5.2. Identify if your location is in the after a typhoon
path of a tropical cyclone, given the
latitude and longitude position
5.3. Explain why PAGASA regularly
monitors when a tropical cyclone is
within PAR
5.4. Identify the parts of a typhoon
6.1. Explain the characteristics of
comets, meteors, and asteroids
S8ES-IIg-22 6
6.2. Describe asteroids
6.3. Identify how asteroids are named
and classified
Enabling / Bridging Skills Enrichment Skills Week Number
1.1. Describe the properties of solids,
liquids, and gases
1.2. Differentiate mass from volume 1.4. Trace the history of atoms 1-2
using assigned activity
1.3. Compare atoms from molecules
2.1. Illustrate and explain how particles
of matter move
2.3. Create a model of the three states
3-4
2.2. Explain the changes different states of matter using recyclable materials
of matter undergo
3.1. Describe the charges of
subparticles of atoms
3.4. Create and explain the early
3.2. Compare the masses of the
models of atoms (Thompson,
subatomic particles of matter
Rutherford)
3.3. Tell the importance of the nucleus
of an atom
3.6. Identify the atomic and mass 5-6
numbers of elements using the periodic
table
3.5. Discuss the nuclear model of atoms
3.7. Describe isotopes
and relate it to nuclear energy
3.8. Compute for the number of sub-
atomic particles of an element using its
atomic and mass numbers
4.2. Count the numbers of valence 4.1. Draw and identify the energy levels
S8MT-IIIj-12 7-8
electrons of each element using the block system of elements
Enabling / Bridging Skills Enrichment Skills Week Number
1.1. Value the importance of organ
systems in the body
1.2. Name the organs making up the
digestive system and how it works in
the system

Demonstrate an understanding
of the digestive system and its
1. Structure and Functions:
interaction with the circulatory,
Focus on the Digestive
respiratory, and excretory
System
systems in providing the body
with nutrients for energy
Demonstrate an understanding
of (1) how cells divide to
produce new cells; (2) meiosis
2. Heredity: Inheritance and
as one of the processes
Variation of Traits
producing genetic variations of
the Menelian Pattern of
Inheritance
travelogue) on the activities that
Demonstrate an understanding
3. Biodiversity
of the concept of a species
endangered and economically
Present an analysis of the data
1. Explain ingestion, absorption,
gathered on diseases resulting
assimilation, and excretion
from nutrient deficiency
2. Compare mitosis and meiosis, and
their role in the cell-division cycle
Report on the importance of
variation in plant and animal
breeding
3. Explain the significance of meiosis
and their role in the cell-division cycle
4. Predict the phenotypic expressions of
traits following simple patterns of
inheritance
5. Explain the concepts of a species
Report (e.g. through a
communities engage in to
6. Classify organisms using hierarchical
protect and conserve
taxonomic system
important species
1.3. Name the organs of the respiratory
and circulatory systems that interact
with the digestive system
1.4. List the steps in the digestion of
foods
S8LT-IVa-13 1
1.5. Explain what happens during each
step
1.6. Trace the pathway of foods during
digestion
1.7. Explain what happens to the food
during ingestion
1.8. Explain how foods is absorbed in
the body
1.9. Explain how food is assimilated in
the body
2.1. Recognize the importance of cell
division cycle
2.2. Outline the stage processes in the
cell division cycle
2.3. Explain the four-stage process of
the cell division cycle
2.4. Describe mitosis and explain its
stages
S8LT-IVd-16 2.5. Define meiosis and explain its
stages
2.6. Analyze the salient features of
mitosis and meiosis 2
2.7. Point out the similarities between
mitosis and meiosis
2.8. Describe the importance/role of
mitosis and meiosis during the cell
division cycle
3.1. Define chromosome
3.2. Discuss the importance of
chromosome number in organisms
S8LT-IVe-17
3.3. Relate the importance of meiosis in
maintaining the chromosome number of
organisms
4.1. Express appreciation of uniqueness
in one's physical appearance
4.2. State Mendelian Genetics
4.3. Discuss simple patterns of
inheritance / Mendelian Genetics
S8LT-IVf-18 3
4.4. Define genotypes and phenotypes
4.5. Solve for the genotypic ratio
4.6. Predict the phenotypic ratiod based
from the genotypic ratio
4.7. Report on the importance of
variation in organisms
5.1. Internalize on the uniqueness of
human being
5.2. Define species
S8LT-IVg-19
5.3. List some species in the community
5.4. Discuss the concept of species
6.1. Exhibit appreciation of the different
hierarchy of organisms
6.2. Define hierarchical taxonomic 4
system
6.3. Categorize species according to
their level of hierarchical taxonomic
S8LT-IVh-20
system
3. Biodiversity
of the concept of a species
endangered and economically
Demonstrate an understanding
of the one-way flow of energy
4. Ecosystem
and the cycling of materials in
an ecosystem
6. Classify organisms using hierarchical
protect and conserve
taxonomic system
important species
7. Explain the advantage fof high
biodiversity in maintaining the stability of S8LT-IVh-21
an ecosystem
8. Describe the transfer of energy
through the trophic levels
9. Analyze the roles of organisms in the
cycling of materials
Make a poster comparing food
choices based on the trophic
levels
10. Explain how materials cycle in an
ecosystem
11. Suggest ways to minimize human
impact on the environment
S8LT-IVh-20
6.4. Distinguish organisms according to
taxonomic characters
6.5. Classify economically important
species using the hierarchical
taxonomic system
7.1. Appreciate high biodiversity
7.2. Cite the advantages of high
biodiversity in an ecosystem
7.3. Narrate the economic advantage of
high biodiversity
8.1. Describe the trophic levels in an
ecosystem 5
8.2. Identify the organisms that belong
to each level
S8LT-IVi-22
8.3. Explain how energy is transferred
in each trophic level
8.4. Illustrate an ideal food choice
based on the trophic level
9.1. Give the importance of bacteria and
fungi in an ecosystem
9.2. Discuss the roles of these
S8LT-IVi-23 microorganisms in the cycling of
materials
9.3. Justify the role of these organisms
in the cycling of materials
10.1. Display the proper use of water at
home
10.2. Determine the different cycling of
6
materials in an ecosystem
10.3. Illustrate water cycle
10.4. Cite the importance of water cycle
S8LT-IVi-24
10.5. Create a diagram showing the
oxygen-carbon cycle
10.6. Discuss the oxygen-carbon cycle
based on the diagram
10.7. State the nitrogen cycle
10.8. Discuss the nitrogen cycle
11.1. List the activities that humans do
to the environment
S8LT-IVj-25 7
11.2. Explain how these activities will
make an impact to the environment

Content Content Standards
1. Demonstrate an
understanding of how different
structures of the circulatory and
respiratory systems work
together to transport oxygen-
rich blood and nutrients to the
different parts of the body
1. Respiratory and
Circulatory Systems Working
with the other Organ Systems
2. Demonstrate an
understanding of the
prevention, detection, and
treatment of diseases affecting
the respiratory and circulatory
systems
1. Demonstrate an
understanding of how genetic
information is organized in
genes on chromosomes
2. Heredity: Inheritance and
Variation
2. Demonstrate an
understanding of the different
patterns of inheritance
Demonstrate an understanding Make a multimedia presentation
of how changes in the
3. Biodiversity and Evolution
environment may affect species representative microorganisms,
extinction
BUDGET OF WORK FOR SCIENCE 2020-2021
Performance Standards Learning Competencies Code
FIRST QUARTER - Living Things and their Environment
1. Explain how the respiratory and
circulatory systems work together to
transport nutrients, gases, and other
molecules to and from the different
parts of the body
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
2. Infer how one's lifestyle can affect the
functioning of respiratory and circulatory
systems
3. Explain the different patterns of Non-
Mendelian inheritance
4. Relate species extinction to the
of a timeline of extinction of failure of populations of organisms to
adapt to abrupt changes in the
plants, and animals environment
Enabling / Bridging Skills Enrichment Skills Week Number
1.1. Name, describe, and give the
function of the parts of the respiratory
system
1.2. Explain how the organs of the
respiratory system work together to
transport nutrients, gases, and other
molecules to and from the different
parts of the body
1.3. Explain how the organs of the
circulatory system work together to
S9LT-Ia-b-26 transport nutrients, gases, and other 1-2
molecules to and from the different
parts of the body
1.4. Illustrate how the respiratory
system and circulatory system work
together to transport nutrients, gases,
and other molecules to and from the
different parts of the body
1.5. Discuss the coordinated function of
the respiratory and the circulatory
systems
2.1. Collect data on the diseases
recorded from school or local health
workers
2.2. Name the common diseases
related to respiratory and circulatory
systems
2.3. Explain how to detect and treat 2.1.1. Conduct an interview to school or
these diseases
local health workers about diseases
S9LT-Ic-27 2
2.4. Suggest ways on how to prevent related to respiratory and circulatory
the respiratory and circulatory diseases systems
through healthy lifestyle
2.5. Conduct an information
dissemination activity on effective ways
of taking care of the respiratory and
circulatory systems through healthy
lifestyle
3.1. Compare Mendelian from Non-
Mendelian genetics
3.2. Give examples of plant or animal
that shows incomplete dominance
3.3. Explain incomplete dominance
3.4. Give examples of traits in humans
that are sex-linked
S9LT-Id-29 3-4
3.5. Explain sex-linked traits
3.6. Give examples of traits in humans
that are inherited through multiple
allelism
3.7. Explain the concept of inheritance
through multiple allelism
4.1. Give examples of animals that lived
millions of years ago but do no exist
now
4.2. Define extinction and cite possible
reasons why these animals become
extinct
4.3. Discuss theories related to
extinction
S9LT-Ie-f-30 5
4.4.Trace the timeline of extinction of
representative microorganisms, plants,
and animals
4.5. Make a multimedia presentation or
any creative presentation of the timeline
of extinction of representative
microorganisms

Demonstrate an understanding
of the structure and function of
4. Ecosystem
plant parts and organelles
involved in photosynthesis
Content Content Standards
Demonstrate an understanding
of the development of atomic
1. Electronic Structure of
models that led to the
Matter
description of the behavior of
electrons within atoms
Demonstrate an understanding
of how atoms combine with
other atoms by transferring or
2. Chemical Bonding by sharing electrons
Demonstrate an understanding
of the forces that hold metals
together
Demonstrate an understanding
Design and conduct an
5. Differentiate basic features and
investigation to provide
importance of photosynthesis and
evidence that plants can
respiration
manufacture their own food
BUDGET OF WORK FOR SCIENCE 2020-2021
Performance Standards Learning Competencies Code
SECOND QUARTER - Matter
1. Explain how the Quantum
Mechanical Model of the atom
describes the energies and positions of
the electrons
2. Recognize different types of
compounds (ionic or covalent) based on
their properties such as melting point, S9MT-IIb-14
hardness, polarity, and electrical and
thermal conductivity
3. Explain how ions are formed
4. Explain how the structure of the
carbon atoms affects the type of bonds
it forms
5.1. Identify which part of the plant cell
where photosynthesis takes place
5.2. Explain why photosynthesis takes
place in the chloroplast
5.3. Identify the raw materials and
products / by-products of
photosynthesis
5.4. Enumerate the steps / phases in
photosynthesis
S9LT-Ig-j-31 5.5. Explain how photosynthesis occurs 6-7
5.6. Describe respiration in plants
5.7. Identify the structure involved in
respiration
5.8. Describe the cell's mitochondria
5.9. Explain why respiration takes place
in the mitochondria
5.10. Explain how respiration occurs in
plants
5.11. Design and conduct an
investigation to provide evidence that
plants can manufacture their own food
Enabling / Bridging Skills Enrichment Skills Week Number
1.1. Relate the colors emitted by metal
salts to the structure of the atom
1.2. Describe how it is likely to find the
electron in an atom by probability
1.3. Enumerate and explain quantum
numbers
S9MT-IIa-12 1.3. Write the electron configuration of 1
elements
1.4. Identify the pattern of filling the
ortbitals of elements
1.5. Explain Hund's rule of multiplicity
1.6. Explain Pauli's Exclusion principle
1.7. Describe Aufbau's rule
2.1. Identify the energy level of each
element
2.2. Compute for the number of
electrons in each atomic orbital thru
mathematical calculations
2.3. Draw and explain how bonding
happens using Lewis dot system
2
2.4. Compare and contrast ionic from
covalent bonding
2.5. Relate the metallic properties of
metals to covalent bonding
2.6. Distinguish polar from non-polar
covalent bonds
3.1. Describe ions
S9MT-IIe-f-16 3.3. Illustrate how ions are formed 3
3.2. Describe how ions are formed
4.1. Recognize common kinds or
organic substances and their uses
4.2. Identify the types of bonds that
form alkanes, alkenes, and alkynes
4.3. Relate the structures of alkanes,
alkenes, and alkynes to their properties
S9MT-IIg-17 4-5

Demonstrate an understanding
3. The Variety of Carbon of the type of bonds that carbon
Compounds forms that result in the diversity
of carbon compounds
Demonstrate an understanding
of the unit mole that
4. Mole Concept quantitatively measures the of two food products and decide
number of very small particles on the products' appropriate
of matter
Content Content Standards
Demonstrate an understanding
1. Volcanoes of volcanoes found in the
Philippines
Demonstrate an understanding
of the factors that affect climate,
4. Explain how the structure of the
carbon atoms affects the type of bonds
it forms
5. Recognize the general classes and
uses of organic compounds
6. Use the mole concept to express
mass of substances
Analyze the percentage
composition of different brands
percentage composition
7. Determine the percentage
composition of a compound given its
chemical formula and vice versa
BUDGET OF WORK FOR SCIENCE 2020-2021
Performance Standards Learning Competencies
THIRD QUARTER - Earth and Space
1. Describe the different types of
volcanoes and volcanic eruption
2. Explain what happens when
volcanoes erupt
3. Illustrate how energy from volcanoes
may be tapped for human use
4. Explain how different factors affect
Participate in activities that the climate of an area
S9MT-IIg-17 4-5
4.4. Identify similarities in the structures
of the different kinds of alcohols
4.5. Relate the structures of acetone
and formalin to the carbonyl compounds
where they belong
5.1. Identify the different classes of
hydrocarbons and their uses
5.4. Identify the kinds of organic
5.2. Identify the different classes of
S9MT-IIh-18 compounds that are useful in our daily 6
alcohols and their uses
lives
5.3. Identify the different classes of
aldehydes and ketones and their uses
6.1. Measure and record the mass of a
given object
6.2. Convert the mass of items to each
equivalent mass in grams and vice
versa using the equivalents taken from
the result of the activity
S9MT-IIi-19 7
6.3. Compute for the molar mass of
common substances
6.4. Apply the mole concept in
completing a given set of data
6.5. Prepare a concept map on the
mole concept
7.1. Compute for the percentage
composition of common house
chemicals 7.4. Calculate for the empirical formula
of common household chemicals
S9MT-IIj-20 7.2. Formulate an improvement of the 8
percentage composition of a product to
increase its quality
7.3. Use the mole concept to express 7.5. Calculate for the molecular formula
the mass of substances of common household chemicals
Code Enabling / Bridging Skills Enrichment Skills Week Number
1.1. Describe the basic features of
volcanoes 1.6. Construct a model of a volcano
1.2. Name the parts of the volcanoes
1.3. Identify the materials ejected from a 1.7. Compare a volcano from a
S9ES-IIIa-b-27 volcano as it erupts mountain 1
1.4. Describe the activity and eruption
of an active volcano 1.8. Describe the belt where active
1.5. Explain how the nature of magma volcanoes are commonly found
affects the nature of volcanic eruption
2.1. Illustrate the comparison of the
model with the flow of molten materials
during a volcanic eruption
2.2. Give a situation wherein one
volcano erupts and release high viscous
magma and one with less viscous
S9ES-IIIb-28 magma 2
2.3. Name the types of volcanoes
according to shape
2.4. Name the factors affecting the
steepness of the volcano and its lava
cone shape
3.1. Discuss the factors affecting
volcanic cone
3.2. Identify and explain the different
types of volcanic eruption 3.4. Identify and explain the advantages
S9ES-IIIc-d-29 3-4
and disadvantages of volcanic eruptions
3.3. Discuss some safety precautions /
measures on what to do before, during
and after volcanic eruptions
4.1. Identiy and explain how different
factors affect the climate of an area
S9ES-IIIe-30 5
 Demonstrate an understanding
of the factors that affect climate,
2. Climate and the effects of changing
climate and how to adapt
accordingly
4. Explain how different factors affect
S9ES-IIIe-30 4.2. Infer how latitude affects climate 5
Participate in activities that the climate of an area
4.3. Explain how mountains, hills, and
reduce risks and lessen the
ocean currents affect climate
effects of climate change
 2. Climate and the effects of changing
climate and how to adapt
accordingly
Demonstrate an understanding
Discuss whether or not popular
of the relationship between the
3. Constellations visible constellations in the sky
and Earth's position along its
astrology have scientific basis
orbit
Content Content Standards
Demonstrate an understanding
of projectile motion, impulse
1. Motion in Two Dimensions and momentum, and
conservation of linear
momentum
Demonstrate an understanding
2. Work, Power, and Energy of the conservation of
mechanical energy
Demonstrate an understanding
3. Heat, Work, and Efficiency of the relationship among heat,
work, and efficiency
generate and transmit electrical
reduce risks and lessen the
effects of climate change
6. Show which constellations may be
beliefs and practices with
observed at different times of the year
regard to constellations and
Performance Standards
Propose ways to enhance
sports related to projectile
motion
Create a device that shows
conservation of mechanical
energy
Analyze how power plants
energy
5. Describe certain climatic phenomena
that occur on a global level
using models
BUDGET OF WORK FOR SCIENCE 2020-2021
Learning Competencies Code
FOURTH QUARTER - Force, Motion, and Energy
1. Describe the horizontal and vertical
motions of a projectile
2. Investigate the relationship between
the angle of release and the height and
range of the projectile
3. Relate impulse and momentum to
collision of objects (e.g. vehicular
collision)
4. Infer that the total momentum before
and after collision is equal
5. Perform activities to demonstrate the
conservation of mechanical energy
6. Construct a model to demonstrate
that heat can do work
7. Explain how heat transfer and energy
S9FE-IVg-45
transformation make heat engines work
5.1. Illustrate and explain how ocean 5.2. Name the different ocean current/s
S9ES-IIIf-31 6-7
currents affect the climate of an area that carry warm water
6.1. Identify which constellations may 6.2. Locate in the constellary map the
S9ES-IIIj-35 be observed at different times of the constellations at different times of the 8-9
year using models year
Enabling / Bridging Skills Enrichment Skills Week Number
1.1. Define what projectile motion is
1.2. Record the time for the object to
travel at a given distance
1.3. Construct a graph showing the
results of the calculation 1.6. Solve problems involving projectile
S9FE-IVa-34 1
1.4. Calculate the maximum height motion
reached by the ball thrown vertically
upward
1.5. Describe the horizontal and vertical
motions of a projectile
2.1. Determine the effects of varying the
angle of release on the range of a
projectile
2.2. Calculate the maximum height,
time of flight, and/or the horizontal
S9FE-IVa-35 displacement of a projectile launched at 1-2
arbitrary angles
2.3. Compare and contrast a projectile
launched horizontally and la projectile
launched at arbitrary angles
3.1. Identify the factors that affect
momentum 3.3. Compute for the momentum of the
S9FE-IVb-36
3.2. Explain how each factor affects object in the given problems
momentum
4.1. Describe the total momentum
before and after collision 3
4.2. Determine that the total momentum 4.4. Solve problems on conservation of
S9FE-IVb-37
before and after collision is equal linear momentum
4.3. State the law of conservation of
linear momentum
5.1. Identify the positions where kinetic
energy or potential energy is at its
maximum or minimum
5.2. Explain the result of the
S9FE-IVd-40 4
demonstration using conservation of
energy
5.3. Trace the transformation of energy
in moving objects
6.1. Demonstrate how heat causes the
internal energy of the water to increase 6.3. Solve problems on the First Law of
S9FE-IVe-42 5
Thermodynamics
6.2. Relate heat, internal energy, and
work in an equation
7.1. Identify the energy transformation
that takes place in a geothermal power
plant
7.2. Explain how a geothermal power
6
plant works
7.3. Cite the advantages and
disadvantages of using geothermal
power plants
8.1. Explain how electricity is produced
 generate and transmit electrical
energy
8.2. Trace the path of electricity from
the generating station, transmission
station, and residential areas
Demonstrate an understanding
of the generation, transmission, 8.3. Differentiate between a step-up
and distribution of electrical 8. Explain how electrical energy is transformer and a step-down
4. Electricity and Magnetism S9FE-IVh-j-46 transformer 6-7
energy from power plants generated, transmitted, and distributed
(hydroelectric, geothermal,
wind, nuclear) to homes 8.4. Calculate the energy consumption
of a household electrical appliance

8.5. Compute for the cost of electrical

energy consumed by the appliances in
the household

]
 BUDGET OF WORK FOR SCIENCE 2020-2021
Content Content Standards Performance Standards Learning Competencies Code Enabling / Bridging Skills Enrichment Skills Week Number
FIRST QUARTER - Earth and Space
1.1.1. Locate the position of certain
1.1. Locate the distribution of active
vulnerable localities using the
volcanoes, earthquake epicenters, and
PHIVOLCS's seismic map and other
major mountain belts
national database system

1.2. Infer why it is important for us to

identify areas which are prone to
earthquakes and presence of volcanoes

1.3. Identify the belt in the world which

have many volcanoes and location of
earthquake phenomenon
1.4. Describe an earthquake
1.5. Explain the types of sources of an
earthquake occurrence
1.6. Locate the epicenter of an
1.6.1. Locate the epicenter of an
earthquake using the triangulation
earthquake using the wedge method
1. Describe and relate the distribution of method
active volcanoes, earthquake 1.7. Compute for the epicenter of an
S10ES-Ia-j-36.1 1-3
epicenters, and major mountain belts to earthquake
Plate Tectonics Theory 1.8. Describe the effect of an
earthquake based on its intensity,
focus, and epicenter

1.9. Relate the distribution of mountain

ranges with the distribution of
earthquake epicenters and volcanoes

1.10. Define seismic waves scientifically

1.11. Differentiate the different types of

seismic waves
1.12. Recognize the importance of
seismic waves in the study of the
Earth's interior
1.13. Discuss how scientists use 1.13.1. Describe the different land
earthquake waves to investigate the features and geologic activities as
interior of the Earth outcomes of plate tectonics
2.1.1. Differentiate the features, motion,
2.1. Name and describe the different
effect, and topography of each type of
types of plate boundaries
plate boundary
1. Demonstrate ways to ensure 2.2. Explain the occurrence of such
disaster preparedness during plate boundaries and its effect to
earthquakes, tsunamis, and surrounding and people
volcanic eruptions
2. Describe the different types of plate 2.3. Identify the location of the major
S10ES-Ia-j-36.2 4
boundaries plates in the world
2.4. Describe how each plate of the
continent emerged as such from the
type of boundaries
2.5. Discuss the movement of the 2.5.1. Make a simulation / model /
different boundaries according to the hands-on activity on the movement of
arrow different plate boundaries
3.1.1. Identify the different continental
3.1. Differentiate the divergent, and oceanic formations in the
convergent, and faulting boundaries in Philippines and in different parts of the
terms of motion world as products of plate boundary
motion
3.2. Explain the process that occur
along convergent boundaries using a
diagram
3.3. Identify the geological events that
could happen as well as the geologic 3.3.1. Illustrate the process and result of
features that will be formed when an the collision between an oceanic plate
oceanic plate collides with a continental and a continental plate
plate

3.4. Infer how two oceanic plates 3.4.1. Illustrate the process and result of
3. Explain the different processes that converge the collision between two oceanic plates
10ES-Ia-j-36.3 5-6
occur along the plate boundaries
 3. Explain the different processes that
10ES-Ia-j-36.3 5-6
occur along the plate boundaries
3.5. Explain the processes that occur 3.5.1. Illustrate the process and result of
between the collision of two continental the collision between two continental
plates plates

Demonstrate an understanding
of the relationship among the
1. Plate Tectonics locations of volcanoes,
earthquake epicenters, and
mountain ranges
 3.6. Explain the processes that occur
along divergent boundaries
Demonstrate an understanding
of the relationship among the 3.7. Describe the results of plates that 3.7.1. Illustrate the process and result of
1. Plate Tectonics locations of volcanoes, are moving apart plate that are moving apart
earthquake epicenters, and 3.8. Describe the effect of transform
mountain ranges fault boundaries on the Earth's crust
3.9. Describe a transform fault
boundary
3.10.1. Identify areas which are prone
3.10. Express the relationship between
to earthquakes so that necessary
an earthquake and a transform fault
precautions could be done if ever you're
boundary
living in one of those places
4.1. Explain the movement of the types
of boundaries
4.2. Differentiate and explain the three
types of plate boundaries
4.3. Explain the movement of the types
of boundaries using a model
4.4. Describe the mechanism of the
tectonic plate movements with the
different forces driving it
4.5. Relate hot spots with plate
tectonics
4.6. Identify the different forces that
4. Describe the possible causes of plate cause plates to move
S10ES-Ia-j-36.5 7
movement 4.7. Develop awareness on the effects
of plate movements
4.8. Explain how the surface
characteristics of the Earth changes
through time

4.9. Compare the theory of continental

drift and seafloor spreading

4.10. Identify the evidences of plate

movements
4.11. Explain the importance of the
4.11.1. Relate continental drift and
evidences in justifying the theories
seafloor spreading to plate tectonics
about plate movements
5.1.1. Discuss how the evidences of
5.1. Explain the lines of evidence that continental drift, seafloor spreading, and
support plate movement plate tectonics are used to support plate
motion
2. Suggest ways by which
he/she can contribute to 5.2. Describe and strengthen their
government efforts in reducing knowledge about continental drift theory
damage due to earthquakes, and its supporting evidences through
tsunamis, and volcanic the activity
eruptions
5.3. Explain the seafloor spreading
theory and its supporting evidences
through the activity
5.4. Simulate and describe the seafloor
spreading process

5.5. Identify the evidences of seafloor

spreading and continental drift theory

5.6. Realize the importance of the

seafloor spreading process relative to
5. Enumerate the lines of evidence that the continental drift theory
S10ES-Ia-j-36.6 8
support plate movement 5.7. Prove that the seafloor is spreading
through magnetic reversals and
isostasy

5.8. Analyze the magnetic polarity map

5.9. Introduce the idea of magnetic

reversal using the concepts of Earth's
magnetic field and magnetic compass

5.10. Describe how magnetic reversal

prove the idea of seafloor spreading

Content Content Standards
Demonstrate an understanding
1. Electromagnetic Spectrum of the different regions of the
electromagnetic spectrum
Demonstrate an understanding
of the images formed by the
2. Light
different types of mirrors and
lenses
BUDGET OF WORK FOR SCIENCE 2020-2021
Performance Standards Learning Competencies
SECOND QUARTER - Force, Motion, and Energy
1. Compare the relative wavelengths of
the different forms of electromagnetic
waves
2. Cite examples of the practical
applications of the different regions of
EM waves, such as the use of radio
waves in telecommunications
3. Explain the effects of EM radiation on
living things and the environment
4. Predict the qualitative characteristics
(orientation, type, and magnification) of
images formed by plane and curved
mirrors and lenses
5.11. Describe the Theory of Isostasy
5.12. Identify the essential materials
included in a survival kit
5.13. Appreciate the importance of
survival kit in cases of emergency like
during and after an earthquake
Code Enabling / Bridging Skills Enrichment Skills Week Number
1.1. Match the scientists with their
contributions to the development of the
electroamagnetic theory
1.2. Discuss the relative wavelengths of
1.2.1. Describe the characteristics and
the different forms of electromagnetic
properties of EM waves
waves
S10FE-IIa-b-47 1-2
1.3.1. Compare the relative
wavelengths, frequencies, and energies
1.3. Compare the relative wavelengths of the different forms of electromagnetic
of the different forms of electromagnetic waves (*E = hf)
waves
1.3.2. Solve word problems in getting
the wave speed
2.1. Identify materials that can block or
allow radio waves to pass through
2.2. Describe the characterisctics of 2.2.1. Perform an activity on which radio
radio waves waves are blocked or allowed
S10FE-IIc-d-48 2.3. Describe how radio waves are 3-4
generated, transmitted, and received
2.4. Name the parts of the radio
transmitter and receiver and the give
the functions of each part
3.1. Discover infrared waves and its
effect on living things and the
environment
3.2. Cite the applications of infrared 3.4. Discuss how UV rays, X-rays, and
S10FE-IIe-f-49 5
radiation gamma rays affect living organisms
3.3. Cite the applications of other EM
radiation on living things and the
environment
4.1. Determine the height, width, and
the distance from the mirror of the
images formed by plane mirrors
4.2. Compare the actual height, width,
and the distance of the object from the
mirror with that of the image formed by
a plane mirror
4.3. Show an understanding of reversal
effect in mirrors by writing laterally
reversed letters and words
4.4. Compare the angle of reflection
and the angle of incidence formed in
plane mirrors
S10FE-IIg-50 4.5. State one of the laws of reflection 6-7
4.6. Identify the relationship between 4.6.1. Conduct an activity to describe
the number of images formed and the the image formed using curved mirrors
angle between the two mirrors qualitatively
4.7. Use the gathered data to derive the
formula for determining the number of
images formed when two mirrors are
kept at a certain angle
4.8. Describe the location, size, and
orientation of the images formed by
curved mirrors
4.9. Describe the location, size, and
orientation of the images formed by
lenses
 5. Identify ways in which the properties
5.1. Construct improvised optical
of mirrors and lenses determine their 5.2. Demonstrate how mirrors and
S10FE-IIh-52 instruments using the different 8
use in optical instruments (e.g., lenses are used in optical instruments
properties of mirrors and lenses
cameras and binoculars)

6.1.1. Build a device which uses motors

6.1. Build a simple electric motor
or generators and discuss how it works

6.2. Explain the operation of a simple

electric motor
6.3. Explain the operation of a simple
electric generator
6.4. Enumerate the factors that can
increase induced voltage
Demonstrate an understanding 6.5. Explain the principle behind
of the relationship between 6. Explain the operation of a simple transformers
3. Electricity and Magnetism S10-FE-IIj-54 9
electricity and magnetism in electric motor and generator 6.6. Observe the deflection of a
electric motors and generators galvanometer needle when a magnet
moves inside a current-carrying coil
6.7. Identify and explain the factors that
affect the induced current through a
conductor
6.8. Identify the basic recording
equipment of a digital radio studio
6.9. Classify whether devices use
electricity and/or magnetism when used
in recording an audio

BUDGET OF WORK FOR SCIENCE 2020-2021

Content Content Standards Performance Standards Learning Competencies Code Enabling / Bridging Skills Enrichment Skills Week Number
THIRD QUARTER - Living Things and their Environment

1.1. List down the changes that males

and females experience during puberty

1.2. Cite the possible causes of such

changes
1. Demonstrate an
understanding of organisms as 1. Explain the role of hormones involved 1.3. Define hormones
having feedback mechanisms, in the female and male reproductive S10LT-IIIb-34 1.4. Identify and describe the parts of 1
which are coordinated by the systems the endocrine system
nervous and endocrine systems 1.5. State the functions of the parts of
the endocrine system
1.6.1. Create a hormonal chart on the
1.6. Explain how these parts and
list of hormones, its functions and
hormones are related to
related diseases
2.1.1. Identify common beliefs on
2.1. Cite what happens during
menstruation and scientific bases to
menstrual cycle
disprove such
2.2. Identify the hormones involved in
menstrual cycle
2.3. Describe the role of hormones in
the menstrual cycle
2. Describe the feedback mechanisms 2.4. Discuss how these hormones
1. Coordinated Functions of involved in regulating processes in the regulate the menstrual cycle
S10LT-IIIc-35 2
the Reproductive, Endocrine, female reproductive system (e.g.,
menstrual cycle) 2.5. Define feedback mechanism
and Nervous Systems
2.6. Identify the types of feedback
mechanism
2.7. Describe each type of feedback
mechanism in menstrual cycles
2. Demonstrate an
understanding of how such 2.8. Explain how the feedback
2.8.1. Discuss how feedback
feedback mechanisms help the mechanism regulates the menstrual
mechanisms work to attain homeostasis
organism maintain homeostasis cycle
to reproduce and survive 3.1. Name the different parts of the
nervous system (CNS and PNS)
3.2. Describe the parts of the nervous
system
3.3. State the functions of each part of
the nervous system
3. Describe how the nervous system
coordinates and regulates feedback S10LT-IIIc-36 3
mechanisms to maintain homeostasis
 3. Describe how the nervous system
3.4. Explain how these parts work for a
coordinates and regulates feedback S10LT-IIIc-36 3
coordinated function of the nervous
mechanisms to maintain homeostasis
system
3.5. Define homeostasis
3.6. Describe how the nervous system
coordinates and regulates these
feedback mechanisms to maintain
homeostasis
4.1. Define DNA and RNA
4.2. Identify the composition of DNA
and RNA
4.3. Describe and compare the
structure of DNA and RNA
4.4. Describe the functions of DNA and
RNA
4.5. Describe the process of DNA
replication
1. Demonstrate an 4.6. Explain what happens during DNA
understanding of the 4. Explain how protein is made using replication 4.11. List down important proteins made
S10LT-IIId-37
information stored in DNA as information from DNA by the body through protein synthesis
being used to make proteins 4.7. Describe the process of
transcription
4.8. Determine the correct sequence of
bases in mRNA using information from
2. Heredity: Inheritance and DNA
4
Variation
4.9. Describe the process of translation

4.10. Identify the amino acids coded for

by the mRNA codon using the genetic
code table
5.5. Identify the different diseases
2. Demonstrate an 5.1. Define mutation associated with gene and chromosomal
understanding of how changes mutations
in a DNA molecule may cause 5.6. Cite examples of disorders /
changes in its product 5.2. Illustrate the different kinds of
5. Explain how mutations may cause abnormalities observed in some
chromosomal aberrations
changes in the structure and funcion of S10LT-IIIe-38 humans
a protein 5.3. Differentiate the different kinds of 5.7. State the role of DNA in these
3. Demonstrate an genetic mutations disorders / abnormalities
understanding of mutations that
occur in sex cells as being 5.4. Explains how mutations cause 5.8. Differerentiate autosomal genetic
heritable changes in the structure and function of disorders from sex-related genetic
proteins disorder and give examples of each
6.1. Give examples of organisms that
show evolution
6.2. Define biological evolution
6. Explain the occurrence of evolution S10LT-IIIg-40 6.3. State the different theories of 6.3.1. Compare and contrast the 5
evolution different theories of evolution
6.4. Explain how each theory of
Demonstrate an understanding evolution can result in biodiversity
of how evolution through natural 7.3. Analyze an example of organism
3. Biodiversity and Evolution
selection can result in on how these evidences (fossil records,
biodiversity 7.1. Give examples of evidences of
comparative anatomy, genetic
7. Explain how fossil records, evolution
information) provide evidence for
comparative anatomy, and genetic evolution
S10LT-IIIf-39 6
information provide evidence for
evolution 7.2. Explain how these evidences (fossil
Write an essay on the records, comparative anatomy, genetic 7.4. Determine the implications of
importance of adaptation as a information) provide evidence for genetic similarity and genetic variability
mechanism for the survival of a evolution
species
8.1. Identify the reasons why organisms
8. Explain how species diversity were able to adapt in an environment
Demonstrate an understanding
increases the probability of adaptation
of the influence of biodiversity S10LT-IIIh-41
and survival of organisms in changing 8.2. Discuss how organisms are able to
on the stability of ecosystems
environments adapt based on the changes in their
environment
4. Ecosystems 9.1. Define population growth and 7
carrying capacity
Demonstrate an understanding 9.2. Enumerate the different factors
of an ecosystem as being 9. Explain the relationship between affecting population density 9.4. Cite historical records of population
S10LT-IIIi-42
capable of supporting a limited population growth and carrying capacity collapse after an overshoot in growth
number of organisms
 of an ecosystem as being 9. Explain the relationship between 9.4. Cite historical records of population
S10LT-IIIi-42
capable of supporting a limited population growth and carrying capacity collapse after an overshoot in growth
number of organisms 9.3. Differentiate density-independent
from density-dependent factors
affecting population

BUDGET OF WORK FOR SCIENCE 2020-2021

Content Content Standards Performance Standards Learning Competencies Code Enabling / Bridging Skills Enrichment Skills Week Number
FOURTH QUARTER - Matter

1.1. Describe the volume and pressure

of a gas at constant temperature

1.2. Describe the volume and

temperature of a gas at constant
pressure

1.3. Explain the relationships of V-P and

V-T using the Kinetic Molecular Theory

1.4. Familiarize with the different units

used for volume and pressure and
practice the conversion of units
1.5. Perform an experiment on Boyle's
Law or the relationship between the
volume and pressure of gases at
constant temperature

1. Investigate the relationship between: 1.6. Perform an experiment on Charles'

(1) volume and pressure of a gas at Law or the relationship between the
Demonstrate an understanding volume and temperature of gases at
constant temperature; (2) volume and
of how gases behave based on constant pressure
1. Gas Laws temperature of a gas at constant S10MT-IVa-b-21 1-2
the motion and relative
pressure; (3) explains these
distances between gas particles
relationships using the Kinetic Molecular
1.7. Perform an experiment on Gay-
Theory
Lussac's Law or the relationship
between the pressure and temperature
of gases at constant volume

1.8. Perform an experiment on

Combined Gas Law or the relationship
among the temperature, pressure, and
volume of gases at constant number of
moles
1.9.1. Solve problems involving Ideal
Gas Law
1.9. Analyze problems involving the
relationships of volume, pressure, and 1.9.2. Identify common applications of
temperature of gases gas laws observed in everyday life and
discuss the principle of gas law involved

1.10. Describe the Kinetic Molecular

Theory (KMT) and the properties and
behavior of gases
2.1. Detect the presence of
carbohydrates in food samples using
chemical tests 2.7. Identify the agents for the
denaturation of proteins
Demonstrate an understanding 2.2. Classify the given samples of
of the structure of biomolecules, carbohydrates according to kinds
2. Recognize the major categories of 2.3. Detect the presence of lipids in
which are made mostly of a
2. Biomolecules biomolecules such as carbohydrates, S10MT-IVc-d-22 food samples using a chemical test 2.8. Relate the denaturation of proteins 3-4
limited number of elements,
lipids, proteins, and nucleic acids to home or ordinary activities
such as carbon, hydrogen, 2.4. Determine the classes of lipids
oxygen, and nitrogen
2.5. Detect the presence of proteins in
food samples using a chemical test 2.9. Explain what happens to proteins
2.6. Relate indicator reactions to the upon denaturation
presence of organic nutrients

3.3. Identify chemical symbols used in 3.1. Write chemical formulas of seleced
writing chemical equations chemicals

3.4. Identify and differentiate between 3.2. Name the chemical formulas of
reactants and products selected chemicals

Demonstrate an understanding
of the chemical reactions
3. Chemical Reactions associated with biological and
industrial processes affecting
life and the environment
3. Apply the principle of conservation of
mass to chemical reactions
Using any form of media,
present chemical reactions
involved in biological and
industrial processes affecting
life and the environment
4. Explain how the factors affecting the
rates of chemical reactions are applied
in food preservation and materials
production, control of fire, pollution, and
corrosion
3.5. Write a chemical equation
3.6. Familiarize with the Law of 3.6.1. Illustrate the Law of Conservation
Conservation of Mass of Mass
S10MT-IVe-g-23 3.7. Apply the concept of the Law of 5-6
Conservation of Mass in balancing
chemical equations
3.8. Balance chemical equations using 3.8.1. Balance chemical equations
inspection method using algebraic method
3.9. Identify the types of chemical
reactions
3.10. Describe the mass of reactant
before the reaction to the mass of the
product after the reaction
3.11. Determine the number of atoms of
each element of reactants and products
in a chemical reaction
4.1. Identify the conditions to make
chemical reactions possible based on 4.7. Discuss how the factors of
collision theory chemical reaction rates affect common
applications in everyday scenario using
4.2. Determine the energy needed of chemical equations
the colliding molecules to start a
chemical reaction
4.3. Identify the factors that affect the
S10MT-Ivh-j-24 rate of chemical reactions 4.8. Identify the chemical reactions 7-8
involved in several technological /
4.4. Describe the effect of particle size environmental processes
or surface are on the reaction rate
4.5. Describe the effect of a catalyst
and concentration on the reaction rate 4.9. Analyze the effect of chemical
reactions on life and the environment
through visual representation
4.6. Describe the effect of temperature
on the reaction rate