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: 9 Quarter: Third

Unit Title: Volcanoes
Content Standard: The learners demonstrate an understanding of volcanoes found in the Philippines to ensure safety and disaster preparedness.
Performance Standard: The learners shall be able to participate in activities that reduce risks and lessen the effects of volcanic eruption to ensure safety
and disaster preparedness in the community.
Formation Standard: The learners shall become responsible and effective members of the community.
(Core values: Social Responsibility) (Bible Verse: Micah 1:4)
Transfer Goal: Students will be able to independently participate in making informed decisions to lessen the effects on the lives of human beings
and identify permanent danger zones around active volcanoes within Zambales.
Performance Task: Mt. Pinatubo is a composite volcano located along the boundaries of Pampanga, Tarlac, and Zambales. It spans a 40 km diameter
with an elevation of 1485 km. Historical accounts reveal only two volcanic activities of Mt. Pinatubo- a Plinian eruption in 1991
and a phreatic eruption with dome formation in 1992. The volcano was known to produce pyroclastic flows, ash fall, lahars, and
secondary explosions. These hazards prompted the Philippine Institute of Volcanology and Seismology (PHIVOLCS) to declare
the 10 km radius from the summit as the permanent danger zone of the volcano.
Since after 1992 eruption, Aetas have started to return to living in their old houses around the volcano. Few are even settled very
near or within the permanent danger zone.
The recent monitoring data in the vicinity of the volcano suggests seismic activity. An increase in the volcanic gas release,
particularly sulfur dioxide and steam, was also detected. Because of these findings, PHIVOLCS has started to call on your team,
known as a community mobilizer, to start planning, organizing, and conducting extensive public dialogue with the locals,
majority of which are Aetas, on the potential hazard of Mt. Pinatubo and the precautionary measures to assure them and their
safety and reduce the possible damages and losses that they can incur from an eruption. Your team will present all the possible
threats and damages of an eruption, the volcano danger zone, where to seek government advisories and evacuation areas, and the
safety precautions, before, during, and after an eruption. To enhance the visual understanding of the different information to be
discussed, the team may use visual aids during the dialogue.
*Based on August 2016 DepEd K-12 Curriculum Guide Page 1 of 13

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Your product will be evaluated based on:

 Knowledge of the Subject
 Content
 Organization
 Presentation
(21st Century Skills: Critical Thinking, Creativity, Collaboration, Communication, Computer ICT Literacy, Care for the
Environment)
(Subject Area Integration: English, Araling Panlipunan)

Enduring Understanding: Essential Question:
The ways by which humans prepare for volcanic eruptions How should we prepare for any volcanic eruptions?
to ensure safety and reduce damage are shaped by their
awareness of the volcanoes found in the Philippines.
Week No.:1-3 Learning Learning Learning Activities Resources
Competencies Assessment
A. Volcanoes A.1 Describe the A.1 Multiple Choice A.1 Concept Mapping A.1
six types of Science Links
 Type of volcanoes volcanoes in terms http://www.youtube.com/ watch?
 Volcanic Eruption of shape, size and v=Xs4yNL1M8Gg
 Energy from volcanoes eruption status.
(Remembering)
A.2 *Describe A.2 Constructed A.2 Laboratory A.2 Science Links

how volcanoes are Response investigation http://www.youtube.com/ watch?
formed. v=Xs4yNL1M8Gg
(Understanding)

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A.3 Differentiate A.3 Compare and A.3 Net Explorations A.3 http://ellerbrush.nmu.edu/classes/cs255w03/
between active and Contrast cs255w03/cs255students/IFogle/p4/facts.html
inactive volcanoes.
(Understanding)
A.4 *Predict the A.4 Multiple Choice A.4 Picture Analysis and A.4 Science Links
signs of impending Guided Discussion
volcanic eruption.
(Understanding)
A.5 *Explain what A.5 Constructed A.5 Article Analysis with A.5 Science Links
happens when Response graphic organizers
volcanoes erupt in
the community.
(Analyzing)
A.6 *Compare and A.6 Constructed A.6 Open Discussion/ A.6 http://ellerbruch.nmu.edu/classes/cs255w03/
contrast the Response Documentary Film cs255students/IFogl/p4facts.html
characteristics and Viewing
behavior of six
types of volcanoes.
(Analyzing)
A.7 Explain how A.7 Constructed A.7 Laboratory A.7 http://education.nationalgeographic.com/

energy from Response Investigation and Guided
volcanoes may be Discussion
tapped for human Scaffold for Transfer
use. (Applying)

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A.8 *Assess the A.8 Constructed A.8 Documentary Film A.8 Science Links http://www.youtube.co/watch?
disaster Response on the eruption of Mt. =6GAXVSMwVYG
preparedness of Pinatubo with guide
Zambalenos in question http://science.larc.nasa.gov/research_pinatubo_sagello
terms of Mt. bs.php
Pinatubo eruption.
(Evaluating)
A.9 *Design an A.9 Constructed A.9 Drills/ Symposiums A.9 Science Links
emergency Response http://science.larc.nasa.gov/research_pinatubo.php
preparedness plan
before, during,
and after a
volcanic
eruption including
following
advisories
regarding alert
levels. (Creating)

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Unit Title: Climate
Content Standard: The learners demonstrate an understanding of factors that affect climate, and the effects of changing climate and how to adapt the
effect of changing climates of the global climate phenomenon.
Performance Standard: The learners shall be able to engage in activities that reduce risks and lessen the effects of climate change within the area to ensure
sustainability.
Formation Standard: The learners shall become responsible and effective members of the community.
(Core values: Social responsibility) (Bible Verse: Psalm 147:15-20)
Transfer Goal: Students will be able to independently participate in activities that reduce risk and lessen effects of climate change to ensure
sustainability.
Performance Task: There have been recent occurrences of extreme flooding in different parts of the Philippines. Such phenomena are attributed to
climate change. Fortunately for your region, such flooding has not yet occurred. However, being a low-lying area, your region is
quite susceptible to such calamity. As a control measure, the regional disaster office has tasked the involvement of everyone in
the region to help reduce the risks and/or mitigate the evident effects of climate change in the locality.
As environmental advocates, you will organize a small-scale project, such as cleaning drives and tree planting activities, at a
strategic area in your community. You will have to coordinate with the local government and other agencies, and seek an official
approval and/or permission to conduct the project. Part of your task is to encourage the people in the community to participate in
the project.
The best project will be adopted to the other communities of the region. Its success will be based on its purpose, implementation,
teamwork and impact.
Environment)

Enduring Understanding: Essential Question?
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The understanding on the factors that affect climate and How do we adapt to the effects of climate change?
effects of changing climate influence the adaptation of
humans through engaging in activities that will help
mitigate
the effects and reduce the risks of climate change.
Week No.:4-6 Learning Learning Learning Activities Resources
B. Climate B.1 *Describe the B.1 Constructed B.1 Concept Map B.1 Science Links
five climate Response http://www.diffen.com
 Factors that affect classification
climate system.
 Global climate (Remembering)
phenomenon
B.2 *Describe B.2 Constructed B.2 Video Presentation B.2 Exploring the Realism of Science
certain climatic Response and Guided Questions http://oceanservice.noaaa.gov/facts/ninonina.html
phenomena that
occur on a global
level.
(Understanding)
B.3 Explain how B.3 Constructed B.3 Brainstorming B.3 Science Links
five factors affect Response http://www.slideshare.net/RhajtheWonder/Factors-
climate on a affecting-climate
certain area.
(Analyzing)
B.4 *Justify how B.4 Constructed B.4 Debate B.4 Science Links
human activities Response http://climatechange.denr.gov.ph/index.php?option=com
contribute to _content&view=article&id=147:climate-change-

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climate change adaptation-best-practice-in-the-

and how these philippines&catid=8:press-releases
will lessen.
(Evaluating)
B.5 *Propose B.5 Constructed B.5 Situation Analysis B.5 Science Links
activities that Response http://climatechange.denr.gov.ph/index.php?option=com
reduce risk and _content&view=article&id=147:climate-change-
lessen effects of adaptation-best-practice-in-the-
climate change in philippines&catid=8:press-releases
a local
community.
(Creating)

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Unit Title: Constellations
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 The learners shall be able to discuss whether or not popular beliefs and practices with regard to constellations and astrology have
Standard: scientific basis.
Formation Standard: The learners shall become advocates of truth.
(Core values: Crist Centered Effective) (Bible Verse: Psalm 8:3)
Transfer Goal: Students will be able to independently use their learning to analyze, verify and present, through science, common astrological beliefs
and practices of the community to promote awareness and critical thinking.
Performance Task: In celebration of the National Astronomy Week, the Astronomy Club plans to conduct a school-wide campaign to strengthen the
awareness of the students on astronomy. Part of the activities for the week is a 30-minute discussion and open forum on astronomy-
related beliefs and practices observed by students in the locality.
As members of the organization, you are tasked to conduct a survey to find out the beliefs and practices observed by the students in the
locality. You will present the results in the school forum and explain them in relation to astronomy. To develop the audience’s critical
thinking, you will challenge them first to support or refute each belief or practice, then affirm their answers and explain the science
behind it.
The success of the event will be evaluated based on the following: Content, Organization, Appropriateness, Justification and Impact.
Environment)

Enduring Understanding: Essential Question:
How do the scientific bases of constellations affect our beliefs and practices?

SCIENCE
CURRICULUM MAP
The understanding on the relationship between the visible

constellation in the sky and the earth’s position along its
orbit affect whether or not the practices and beliefs with
regard to constellations and astrology have scientific basis.
Week No.: 7-9 Learning Learning Learning Activities Resources
C. Constellations C.1 Describe the C.1 Multiple Choice C.1 Video Analysis and C.1 Science Links
characteristics of stars Guided Questions Exploring the Realism of Science
 Characteristics of based on the
stars characteristics of the
Sun. (Remembering)
 Arrangement of
stars in a group C.2 *Explain the
 Changing difference between C.2 Constructed C.2 Interactive C.2 Science Links
position of constellation and Response Discussion Teachers Wrap Around Edition
constellations asterism.
during the night (Understanding)
and at different
times of the year C.3 *Describe the C.3 Multiple Choice C.3 Brainstorming C. 3Exploring the Realism of
different arrangement of Science Spiral Science
 Beliefs and
stars in a group.
practices about (Understanding)
constellations and
astrology C.4 Infer the C.4 Constructed C.4 Concept Mapping C.4 PEAC Module
arrangement of stars in Response http://seasky.org
a group (constellation)
does not change.
(Analyzing)
C.5 Constructed C.5 Spiral science
C.5 Observe and infer Response Science Links
that the position of a
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constellation changes C.5 Laboratory

in the course of a Experiment and Guided
night. Questions
(Applying/Analyzing)
C.6 Constructed C.6 Conduct a survey C.6 http://youtube.com.
C.6 *Justify whether Response
or not
beliefs and
practices about
constellations and
astrology have
scientific basis.
(Evaluating) C.7 Constructed C.7 Situation Analysis C.7 Science Links http://www.youtube.com/watch?
Response v=TAFvN83NZAc
C.7 *Conduct a
scientific study on
whether or not beliefs
and practices in the
locality about comets
and meteors have
scientific
basis.(Creating)

Science: Brgy. Tampo, Botolan, Zambales

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STA. MONICA PAROCHIAL INSTITUTE OF BOTOLAN, INC.

Brgy. Tampo, Botolan, Zambales

Grade Level: 9 Quarter: Third

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

Your product will be evaluated based on:

(Subject Area Integration: English, Araling Panlipunan)

A.2 *Describe A.2 Constructed A.2 Laboratory A.2 Science Links

*Based on August 2016 DepEd K-12 Curriculum Guide Page 2 of 13

A.7 Explain how A.7 Constructed A.7 Laboratory A.7 http://education.nationalgeographic.com/

*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: 9 Quarter: Third

(Subject Area Integration: English, Araling Panlipunan)

*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

climate change adaptation-best-practice-in-the-

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

Grade Level: 9 Quarter: Third

(Subject Area Integration: English, Araling Panlipunan)

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

The understanding on the relationship between the visible

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

constellation changes C.5 Laboratory

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

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