Science: Brgy. Tampo, Botolan, Zambales

STA. MONICA PAROCHIAL INSTITUTE OF BOTOLAN, INC.
Brgy. Tampo, Botolan, Zambales
SCIENCE
CURRICULUM MAP
SCHOOL YEAR 2023-2024
Grade Level: 8 Quarter: Second

Unit Title: Earthquakes
Content Standard: The learners demonstrate an understanding of the relationship between faults and earthquakes to promote disaster preparedness.
Performance Standard: The learners shall be able to participate in decision-making on where to build structures based on knowledge of the location of
active faults in the community, make an emergency plan, and prepare an emergency kit for use at home and in school to ensure
disaster preparedness.
Formation Standard: The learners shall become responsible and effective members of the community.
(Core values: Social responsibility) (Bible Verse: Luke 21:11)
Transfer Goal: Students will be able to independently use their learning to participate in decision-making on where to build structures based on
knowledge of the location of active faults in the community, make an emergency plan, and prepare an emergency kit for use at
home and in school to ensure disaster preparedness.
Performance Task: As an Emergency Management Specialist trained overseas, you were hired by the Philippine government to develop capacity-
building activities at the barangay and municipality level to include orientation on earthquake and tsunami concepts,
familiarization of tsunami hazard maps, and preparation of tsunami evacuation plans.
Your first assignment is to conduct training in Zambales. The participants for the training include LGU members, the Barangay
Council, the Coast Guard, and the Philippine army from coastal municipalities in Zambales. You are to design a simple yet
comprehensive and easy-to-understand training tool that focuses on disaster preparedness, risk reduction, response, and recovery
plans for tsunamis. The training tool may be created using any of the following formats.
 Brochure
 Video presentation of a collection of photos and videos from actual tsunamis that happened in different countries,
including pre-tsunami and post-tsunami information, events and activities
 Infographic in PDF using Canva (www.canva.com)
Your product will be evaluated based on:

• Content
• Planning and Organization
*Based on August 2016 DepEd K-12 Curriculum Guide Page 1 of 13

SCIENCE
CURRICULUM MAP
• Creativity
• Impact
(21st Century Skills: Critical Thinking, Creativity, Collaboration, Communication, Computer ICT Literacy, Care for the
Environment)
(Subject Area Integration: TLE, English, Araling Panlipunan)

Enduring Understanding: Essential Question:
Participation in activities by which humans prepare for earthquakes How should we prepare for earthquakes and tsunamis?
and tsunamis to ensure safety and reduce damage are shaped by their
awareness of the relationship between faults and earthquakes.
Week No.:1-3 Learning Competencies Learning Assessment Learning Activities Resources
Earthquakes and Faults A.1. *Define earthquake A.1 Multiple Choice A.1 Frayer Model A.1 Exploring Life through
and faults. Science
 Active and inactive (Remembering) https://sceinfo.usc.educ.com
faults
 How movements A.2 *Describe the five A.2 Multiple Choice A.2 Fish Bone
along faults generate active faults in the A.2 Science Links
earthquakes Philippines (Central https://eqseis.geosc.psu.educ.com
 How earthquakes Philippine Fault, Marikina
generate tsunamis Valley Fault, Western
 Earthquake focus and Philippine Fault, Eastern
epicenter Philippine Fault, and
 Earthquake intensity Southern of Mindanao
and magnitude Fault). (Understanding)
 Earthquake
preparedness A.3 Explain how A.3 Constructed A.3 Concept Map
movements along faults Response A.3 Science Links
generate earthquakes using
SCIENCE
CURRICULUM MAP
 How earthquake models or illustrations.

waves provide (Understanding)
information about the
interior of the Earth A.4 *Differentiate A.4 Compare and A.4 Double Entry Journal A. 4 Exploring Life Through Science
the epicenter of an Contrast
earthquake from its focus,
intensity of an earthquake
from its magnitude, active
and inactive faults.
(Analyzing)
A.5 Explain A.5 Constructed A.5 Video Presentation A.5 Science Links
how underwater Response with Discussion https://itic.ioc-unesco.org.com
earthquakes generate https://earthweb.ess.washington.educ.com
tsunamis. (Analyzing)
A.6 Explain how A.6 Constructed A.6 Video Presentation A.6

earthquake waves provide Response with guided questions https://www.bgs.ac.uk/discoveringGeology/
information about the Hazards/earthquake/structureofEarth.html
interior of the earth.
(Analyzing)
A.7 *Develop a timeline of A.7 Constructed A.7 Timeline Mapping A. 7 Science Links
earthquakes and tsunamis Response
occurrences that happen
recently from a variety of
sources in the locality.
(Applying)

SCIENCE
CURRICULUM MAP

SCIENCE
CURRICULUM MAP
A.8 *Assess the disaster A.8 Constructed A.8 Drills/Symposiums A.8 Science Links
preparedness of Response
Zambalenos in terms of
earthquakes and tsunamis.
(Evaluating)
A.9 *Create an emergency A.9 Constructed A.9 Emergency plan A.9 Science Links
plan. (Creating) Response Analysis

SCIENCE
CURRICULUM MAP

Unit Title: Understanding Typhoons
Content Standard: The learners demonstrate an understanding of the formation of typhoons and their movement within the PAR.
Performance Standard: The learners shall be able to demonstrate precautionary measures before, during, and after a typhoon, including following
advisories, storm signals, and calls for evacuation given by government agencies in charge, and participate in activities that
lessen the risks brought by typhoon to ensure safety.
Formation Standard: The learners shall become responsible and effective members of the community.
(Core values: Social responsibility) (Bible Verse: Psalm 107:28-31)
Transfer Goal: Students will be able to independently use their learning to create and develop informative material showing precautionary
measures before, during, and after a typhoon, including following advisories, storm signals, and calls for evacuation given by
government agencies in charge to ensure safety.
Performance Task: As a member of NDRRMC of Zambales, is currently campaigning the whole province the importance of being ready and
safe times of disasters like typhoons, tsunamis and others. As part of the campaign, you are launching a symposium and
brochure making that show ways on how every Filipino family can prepare before, during, and after typhoon happen.
You are task is to prepare any of the following:
 Video presentation on the event of disasters before, during, and after so that they will be equipped with knowledge
and skills.
 Brochure
Your product/performance will be assessed according to the following criteria:

 Accuracy of Content
 Relevance
 Mechanics
 Lay out
Enduring Understanding: Essential Question:
The precautionary measures before, during, and after a typhoon, including How should we prepare for the occurrence of typhoons?
following advisories, storm signals, and calls for evacuation given by

SCIENCE
CURRICULUM MAP
government agencies in charge, and participate in activities that lessen the

risks brought by typhoon are shaped by their awareness in the formation
of typhoons and their movement within the PAR.
B. Understanding Typhoons B.1. *Define typhoons. B.1 Multiple Choice B.1Think-Pair-Share B.1 Exploring Life Through
 How typhoons develop (Remembering) Science
 Why the Philippines is
prone to typhoons B.2. Explain how typhoons B.2 Constructed Response B.2 Brainstorming and B.2 Exploring Life Through
 How landforms and develop. (Understanding) Laboratory Investigation Science
bodies of water affect
typhoons within the B.3. *Describe the factors B.3 Constructed Response B.3 Concept Map B.3 Exploring Life Through
Philippine Area of affecting typhoons. Science
Responsibility (PAR (Understanding)
B.4. Infer why the B.4 Constructed Response B.4 Graphic Organizer B.4 Exploring Life Through
Philippines is prone to Science
typhoons. (Analyzing)
B.5. Explain how B.5 Constructed Response B.5 Article Analysis B.5 Exploring Life Through
landmasses and bodies of Science
water affect typhoons.
(Understanding)
B.6. *Identify the path of B.6 Constructed Response B.6 Map Reading B.6 Map, worksheet
typhoons that enter the
Philippine Area of
Responsibility (PAR) using
a map and tracking data.
(Applying)

SCIENCE
CURRICULUM MAP

SCIENCE
CURRICULUM MAP
B.7. *Explain the B.7 Constructed Response B.7 Interview Conduct B.7 Articles and video clips
precautionary measures in Survey, Video Analysis
lessening the risk brought
by typhoons in
different
municipalities of Zambales.
(Evaluating)
B.8 Constructed Response B.8 Evacuation plan B.8 Sample Evacuation Plan
B.8. *Create and evacuation analysis
plan. (Creating)

SCIENCE
CURRICULUM MAP

Unit Title: Other Members of the Solar System
Content Standard: The learners demonstrate an understanding characteristic of comets, meteors, and asteroids.
Performance Standard: The learners shall be able to discuss whether or not beliefs and practices about comets and meteors have scientific basis.
Formation Standard: The learners shall become responsible citizens of the community.
(Core Values: Social Responsibility)
Transfer Goal: Students will be able to independently use their learning to create informative material that will discuss whether or not beliefs
and practices about comets and meteors have scientific basis.
Performance Task: As a member of astronomer in Zambales, your task is to let the people understand the appearance of different minor members
of the solar system, that it does not bring bad according to their beliefs but it belongs to our system.
You are to create any of the following:

 Infomercial describing their occurrences on earth
 3-minutes video presentation
Your product/performance will be assessed according to the following criteria:

 Accuracy of Content
 Relevance
 Mechanics
 Lay out
(21st Century Skills: Critical Thinking, Creativity, Collaboration, Communication, Computer ICT Literacy, Care for the
Environment)
(Subject Area Integration: TLE, English, AralingPanlipunan)

Enduring Understanding: The understanding characteristic of comets, Enduring Understanding:

SCIENCE
CURRICULUM MAP
meteors, and asteroids affects whether or not the practices and beliefs with How do the scientific bases of other members of the solar system affect our
regard to constellations and astrology have a scientific basis. beliefs
and practices?

SCIENCE
CURRICULUM MAP
C. Other members of t h e C.1 *Describe the different C.1 Multiple Choice C.1 Graphic Organizer C.1 Science Links
Solar System theories on the origin of the
 Comets solar system.
 Meteors (Remembering)
 Asteroids
C.2 Describe the C.2 Essay C.2 Think-Pair-Share C.2 Science Links
appearance of comets,
meteors, and asteroids.
(Understanding)
C.3 Comparing and C.3 Venn Diagram C.3 Science Links
C.3 *Compare and contrast contrast
comets, meteors, and
asteroids.
(Understanding)
C.4 Constructed Response C.4 Dating of appearance of C.4 Science Links
C.4 *Construct a profile of meteors and comets
comets, meteors, and
asteroids based on the
recorded data. (Applying)
C.5 Constructed Response C.5 Computation on the C.5 Science Links
C.5 Infer the appearance of appearance of comets
comets based on recorded and other heavenly
data of previous bodies
appearances. (Analyzing)

SCIENCE
CURRICULUM MAP
C.6 *Justify whether or not C.6 Essay C.6 Interview on local folks C.6 Articles
beliefs and practices about
comets and meteors have a
scientific basis. (Evaluating)
C.7 Explain how the regular C.7 Constructed Response C.7 Discussion C.7 Articles
occurrence of comets,
meteors, and asteroids
affect their beliefs and
practices. (Analyzing)
C.8. Present an analysis of C.8 Constructed Response C.8 Data Analysis C.8 Sample data
whether or not beliefs and
practices about comets and
meteors have a scientific
basis. (Creating)

Science: Brgy. Tampo, Botolan, Zambales

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Science: Brgy. Tampo, Botolan, Zambales

Uploaded by

Copyright:

Available Formats

STA. MONICA PAROCHIAL INSTITUTE OF BOTOLAN, INC.

Brgy. Tampo, Botolan, Zambales

Grade Level: 8 Quarter: Second

Your product will be evaluated based on:

*Based on August 2016 DepEd K-12 Curriculum Guide Page 1 of 13

(Subject Area Integration: TLE, English, Araling Panlipunan)

 How earthquake models or illustrations.

A.6 Explain how A.6 Constructed A.6 Video Presentation A.6

*Based on August 2016 DepEd K-12 Curriculum Guide Page 3 of 13

*Based on August 2016 DepEd K-12 Curriculum Guide Page 4 of 13

*Based on August 2016 DepEd K-12 Curriculum Guide Page 5 of 13

Grade Level: 8 Quarter: Second

Your product/performance will be assessed according to the following criteria:

*Based on August 2016 DepEd K-12 Curriculum Guide Page 6 of 13

government agencies in charge, and participate in activities that lessen the

*Based on August 2016 DepEd K-12 Curriculum Guide Page 7 of 13

*Based on August 2016 DepEd K-12 Curriculum Guide Page 8 of 13

*Based on August 2016 DepEd K-12 Curriculum Guide Page 9 of 13

Grade Level: 8 Quarter: Second

You are to create any of the following:

Your product/performance will be assessed according to the following criteria:

(Subject Area Integration: TLE, English, AralingPanlipunan)

*Based on August 2016 DepEd K-12 Curriculum Guide Page 10 of 13

*Based on August 2016 DepEd K-12 Curriculum Guide Page 11 of 13

*Based on August 2016 DepEd K-12 Curriculum Guide Page 12 of 13

*Based on August 2016 DepEd K-12 Curriculum Guide Page 13 of 13

You might also like