SCIENCE - DBOW - G7 To G10 Final

Day 2: Describe the planets according to their (Note: Science is taught five
observable characteristics (size, color, etc). times a week (ELEM) in this

Day 3: Describe the planets according to their distance case since MELC15 is good
from the Sun. for 1 week it means that this
Day 4: Describe the planets according to their MELC should be taught in 5
composition. days)
Day 5: Compare the Earth with other planets which
makes it livable.
16 Construct a model of the solar system showing the 5 Days
relative sizes of the planets and their relative distances (Note: Science is taught five
from the Sun (S6ES-IVi-j-7) times a week (ELEM) in this
Day 1: Compare the sizes of the planets in the solar case since MELC16 is good
system. for 1 week it means that this
Day 2: Compare the relative distances of the planets MELC should be taught in 5
from the sun and other planets. days)
Day 3: Illustrate the planets in the solar system focusing
on their colors, relative sizes, and distances from the Sun.
Day 4-5: Construct a model of the solar system showing
the relative sizes of the planets and their relative
distances from the Sun (S6ES-IVi-j-7)
SCIENCE 7
QUARTER 1: MATTER
Content Standard: Scientific ways of acquiring knowledge and solving problems.
Performance Standard: Perform in groups in guided investigations involving community-based problems using locally available
materials.
# MELC Number of days taught Remarks
1 Describe the components of a scientific investigation. 4 Days
(S7MT-Ia-1) (Note: Science is taught four
Day 1: Identify and describe the components of a times a week (JHS) in this
scientific investigation based on evidence. case since MELC1 is good for
Day 2: Differentiate qualitative from quantitative 1 week it means that this
observation and identify the independent, dependent, MELC should be taught in 4
and controlled variables. days)
Day 3: Formulate a hypothesis, collect, organize, and
interpret data about the investigation.
Day 4: Conduct a simple investigation involving
community-based problems by using locally available
materials. (Guided investigation related to MELC 2)
Content Standard: Classifying substances as elements or compounds.
Performance Standard: Make a chart, poster, or multimedia presentation of common elements showing their names, symbols, and
uses.
2 Recognize that substances are classified into elements 8 Days
and compounds. (S7MT-Ig-h-5) (Note: Science is taught five
Day 1: Differentiate elements from compounds based times a week (JHS) in this
on their composition and properties. case since MELC2 is good for
Day 2: Describe briefly the history and basis of naming 2 weeks it means that this
elements. MELC should be taught in 8
Day 3: Classify elements into metal, nonmetal, & days)
metalloids according to their properties.
Day 4: Classify compounds into acid, base & salt based
on their properties.
Day 5-6: Identify and describe important elements and
compounds that are useful to humans, the
environment, and industry.
Day 7: Identify elements and compounds from food
labels and other products available at home, market,
and in the community.
Day 8: Create a presentation of common elements
showing their names, symbols, and uses.
Content Standard: Properties of substances that distinguish them from mixtures.
Performance Standard: Investigate the properties of mixtures of varying concentrations using available materials in the community for
specific purposes.
3 Distinguish mixtures from substances based on a set of 8 Days Prior to teaching this competency,
properties. (S7MT-Ie-f-4) (Note: Science is taught five consider revisiting the following
Day 1 -2: Distinguish mixtures from substances times a week (JHS) in this MELCs:
according to their composition and properties. case since MELC3 is good for
Day 3-4: Classify given materials as substances or 2 weeks it means that this Describe the appearance and uses
mixtures (include chemical formula of substances with MELC should be taught in 8 of homogeneous and
their common names and chemical names of materials days) heterogeneous mixtures.
found at home or in the community)
Day 5-6: Determine unknown samples as substances or Give inputs and exercises first on:
mixtures based on the given descriptions/ statements. Classify mixtures into homogeneous
Day 7-8: Show the importance of mixtures and and heterogeneous.
substances.
Describe the characteristics of the
homogeneous and heterogeneous
mixture (G6, Q1)
Content Standard: Some important properties of solutions.

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

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

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

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

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

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

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

Earth
Infer the pattern in the changes in

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

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

week (4 days) from the
original 2-week instructional
time since the competency
can be covered in a shorter
time. This is also to allot more
time for the 3 preceding
MECS which were originally
fused to 1 week.
8 Explain the advantages and disadvantages of series and 4 Days Prior to teaching this competency,
parallel connections in homes (S8FE -li – 31) (Note: Science is taught four give inputs and exercises first on:
Day 1: Illustrate series and parallel connections times a week (JHS) in this
through schematic diagrams. case since MELC 8 and 9 is Determine the effects of changing
Day 2: Differentiate series and parallel connections in good for 1 week it means the number or type of components in
terms of voltage, current, and resistance. that this MELC should be a circuit (S5FE-IIIg-7) (G5, Q3)
Day 3: Explain the advantages and disadvantages of taught in 4 days)
series and parallel connections in homes Draw a simple circuit diagram using
9 Day 4: common electrical symbols
Explain the functions of circuit breakers, fuses, earthing,
double insulation, and other safety devices in the home Differentiate complete from the
(S8FE -li – 33) incomplete circuit and open from a
closed circuit
Differentiate between a series circuit

and a parallel circuit
Design an experiment on a series

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

periodic trends to enrich learning.
Content Standard: The learners demonstrate understanding of …
1. the digestive system and its interaction with the circulatory, respiratory, and excretory systems in providing the body with
nutrients for energy.
2. diseases that result from nutrient deficiency and ingestion of harmful substances, and their prevention and treatment.
Performance Standard: The learners should be able to present an analysis of the data gathered on disease resulting from nutrient
deficiency.
20 Explain ingestion, absorption, assimilation, and excretion 4 Days
(S8LT-lVa-13) (Note: Science is taught four
Day 1: Describe the functions of each organ of the times a week (JHS) in this
digestive system and trace the pathway of food through case since MELC 20 is good
the digestive tract. for 1 week it means that this
Day 2: Discuss how digestive organs work together to MELC should be taught in 4
carry out digestion of food and assimilation of nutrient. days)
Day 3: Illustrate how ingestion, absorption, assimilation,
and excretion take place in the interaction of
Digestive System with the circulatory, respiratory, and
excretory systems.
Day 4: Enumerate the different diseases of the
the digestive system resulting from nutrient deficiency
and ingestion of harmful substances, their prevention,
and treatment.
1. how cells divide to produce new cells.
2. how meiosis is one of the processes producing genetic variations of the Mendelian Pattern of Inheritance.
Performance Standard: The learners should be able to report on the importance of variation in plant and animal breeding.
21 Compare mitosis and meiosis, and their role in the cell 4 Days
division cycle (S8LT-lVd-16) (Note: Science is taught four Prior to teaching this competency,
Day 1: Describe the stages of the cell cycle. times a week (JHS) in this discuss the parts of plant and animal
Describe the changes that occur during each stage of case since MELCs 21 and 22 cells that perform important
mitosis. are good for 1 week it functions in the cell division.
Day 2: Describe the changes that occur in each stage of means that these MELCs (Grade 7 -Q2)
meiosis. should be taught in 4 days)
Day 3: Compare mitosis and meiosis.
22 Day 4: Explain the significance of meiosis in maintaining
the chromosome number (S8LT-lVe-17)
23 Predict phenotypic expressions of traits following simple 4 Days
patterns of inheritance (S8LT-lVe-18) (Note: Science is taught four
Day 1: Describe the Mendelian Principles by analyzing times a week (JHS) in this
Mendel’s experiment on garden peas. case since MELC 23 is good
Day 2: Identify the genotypic and phenotypic ratios for 1 week it means that this
of offspring in the standard monohybrid cross. MELC should be taught in 4
Day 3: Solve problems involving Mendelian Genetics days)
using Monohybrid Cross.
Day 4: Solve problems involving Mendelian Genetics
using Dihybrid Cross.
1. the concept of a species
2. the species as being further classified into a hierarchical taxonomic system
Performance Standard: The learners should be able to report (e.g., through a travelogue) on the activities that communities engage
in to protect, and conserve endangered and economically important species.
24 Explain the concept of a species (S8LT-lVg-19) 4 Days Prior to teaching this competency,
Day 1: Describe the concept of species (Note: Science is taught four explain how the different organ
Identify the levels of biodiversity as the basis for classifying times a week (JHS) in this systems work together specifically,
organisms. case since MELCs 24 and 25 (Invertebrates)
25 Classify organisms using the hierarchical taxonomic are good for 1 week it Classify and describe the
system (S8LT-lVg-20) means that these MELCs characteristics of the following
Day 2: Identify the different levels in the hierarchical should be taught in 4 days) groups of invertebrates: -worms,
taxonomic system. shellfish, and snail
Day 3-4: Classify organisms using the hierarchical Give examples of vertebrates and
taxonomic system, give examples in each kingdom and invertebrates that are commonly
state their economic importance. seen in the community.
Enumerate the ways of caring and
protecting these animals.
(Grade 6-Q2)
26 Explain the advantage of the high biodiversity in 2 Days Prior to teaching this competency,
maintaining the stability of an ecosystem (S8LT-lVg-21) (Note: Science is taught four briefly discuss the effects of the
Day 1: Describe the advantages of high biodiversity. times a week (JHS) in this environment on the life cycle of
case since the MELC 26 is organisms among living things.
good for 1/2 week it means (Grade 6- Q2)
Day 2: Differentiate high and low biodiversity.
that these MELCs should be
taught in 4 days)
Content Standard: The learners demonstrate understanding of the one–way flow of energy and the cycling of materials in an
ecosystem.
Performance Standard: The learners should be able to Make a poster comparing food choices based on the trophic levels.
27 Describe the transfer of energy through the trophic levels 2 Days Prior to teaching this competency,
(S8LT-lVg-22) (Note: Science is taught four describe the role of organisms in an
Day 3-4: Construct an energy pyramid and explain how times a week (JHS) in this ecosystem, with emphasis on the
the energy transfer takes place in each trophic level. case since the MELC 27 is predator-prey relationship and
good for 1/2 week it means intraspecific and interspecific
that these MELCs should be competition.
taught in 4 days) (Grade 7 -Q2)
28 Analyze the roles of organisms in the cycling of materials 4 Days Prior to teaching these
(S8LT-lVg-23) (Note: Science is taught four competencies, discuss the concepts
Day 1: Identify the different organisms involved in the times a week (JHS) in this about biotic and abiotic factors and
cycling of materials in the ecosystem. case since the MELC 28 and their important roles in the
Examine the roles of each organism in the cycling of 29 is good for 1 week it ecosystem. (Grade 7-Q2)
materials. means that this MELC should
be taught in 4 days) Predict the effect of changes in
29 Explain how materials cycle in an ecosystem (S8LT-lVg- abiotic factors on the ecosystem
24) (Grade 7-Q2)
Describe the cycling of materials in the following
biogeochemical cycles:
Day 2: The Water cycle and Oxygen-Carbon Cycle.
Day 3-4: The Phosphorus Cycle and Nitrogen Cycle.
30 Suggest ways to minimize human impact on the 4 Days Prior to teaching this competency,
environment (S8LT-lVg-25) (Note: Science is taught four discuss/recall the concepts about
Day 1-2: Explain how human activities affect the times a week (JHS) in this the need to protect and conserve
Environment. case since MELC 30 is good the tropical rainforests, coral reefs,
Day 3-4: Propose solutions on how to help lessen the for 1 week it means that this and mangrove swamps. (Grade 6-
effects of different environmental problems (Problem- MELC should be taught in 4 Q2)
Based Learning). days)
SCIENCE 9
Content Standard: The learners demonstrate understanding of
1. how the different structures of the circulatory and respiratory systems work together to transport oxygen-rich blood and nutrients
to the different parts of the body.
2. the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems.
Performance Standard: The learners should be able to conduct an information dissemination activity on effective ways of taking
care of the respiratory and circulatory systems based on data gathered from the school or local health workers.
1 Explain how the respiratory and circulatory systems work 8 Days
together to transport nutrients, gases, and other (Note: Science is taught four
molecules to and from the different parts of the body times a week (JHS) in this
(S9LT-Ia-b-26) case since the MELC is good
Day 1: for 2 weeks it means that
1. Identify the key parts and function of the MELC1 should be taught in 8
respiratory system. days)
2. Explain how the lungs work.
Day 2: Describe how the movement of the diaphragm
helps the air go in and out of the lungs.
Day 3: Identify the components of the circulatory
System.
Day 4:
1. Explain how blood is pumped by the heart.
2. Explain the different types of circulation.
Day 5: Explain the mechanism of how the
respiratory and circulatory systems work together.
2 Infer how one’s lifestyle can affect the functioning of
respiratory and circulatory systems (S9LT-Ic-27)
Day 6:
1. Explain the negative effects of cigarette
Smoking.
2. Infer how to detect and prevent diseases in
the circulatory system and respiratory system.
Day 7: Infer how one’s lifestyle can affect the
functioning of respiratory and circulatory systems.
Day 8: Conduct an information dissemination
activity on effective ways of taking care of the
respiratory and circulatory systems.
Content Standard: The learners demonstrate understanding of how genetic information is organized in genes on chromosomes and
the different patterns of inheritance.
3 Explain the different patterns of non-Mendelian 8 Days Prior to teaching this competency,
inheritance (S9LT-Id-29) (Note: Science is taught 4 specifically Day 3, give inputs and
Day 1: Identify the components of the DNA molecule. times a week (JHS) in this exercises first on:
Day 2: case since MELC3 is good for
1. Describe the structure of genes and 2 weeks it means that this Predict phenotypic expressions of
Chromosomes. MELC should be taught in 8 traits following simple patterns of
2. Determine the location of genes in days) inheritance and;
Chromosomes.
Day 3: Explain the incomplete dominance pattern Solve problems involving Mendelian
of inheritance. Genetics using Monohybrid Cross
Day 4: Explain the codominance pattern of (Grade 8, Quarter 4 – Week 3)
Inheritance.
Day 5: Determine all possible combinations of
genes for a specific blood type.
Day 6:
1. Determine the probability of having a male or
female gender.
2. Explain the sex- influenced trait.
Day 7-8: Explain the sex-linked trait.
Content Standard: The learners demonstrate understanding how changes in the environment may affect species extinction.
Performance Standard: The learners should be able to make a multimedia presentation of a timeline of extinction of representative
microorganisms, plants, and animals.
4 Relate species extinction to the failure of populations of 4 Days Prior to teaching this competency,
organisms to adapt to abrupt changes in the (Note: Science is taught four specifically Day 1, give inputs and
environment (S9LT-Ig-j-31) times a week (JHS) in this exercises first on:
Day 1: Measure species distribution using case since MELC4 is good for
the mathematical way of expressing the richness and 1 week it means that this Explain the concept of a species
distribution of species in a community. MELC should be taught in 4 (Grade 8, Quarter 4 – Week 4)
Day 2: Determine the pattern of population distribution. days)
Day 3: Explain the probable causes of species extinction
and the local and global environmental issues that
contributed to species extinction.
Day 4: Make a multimedia presentation of a timeline of
extinction of representative microorganisms, plants, and
animals.
Note: Consider the modality of the learners to meet the

performance standards.
Content Standard: The learners demonstrate understanding of the structure and function of plant parts and organelles involved in
photosynthesis and the structures and function of mitochondrion as the main organelle involved in respiration.
Performance Standard: The learners should be able to design and conduct an investigation to provide evidence that plants can
manufacture their own food.
5 Differentiate basic features and importance of
photosynthesis and respiration (S9LT-Ig-j-31)
Day 1: Relate the internal and external plant parts 8 Days Prior to teaching this competency,
(chloroplasts, pigments, stomata, etc.) to their functions. (Note: Science is taught four specifically Day 1 and 5, give inputs
Day 2: Differentiate Light-Dependent and times a week (JHS) in this and exercises first on:
Light Independent Reaction in terms of the case since MELC 5 is good
raw materials, processes, and end product. for 2 weeks it means that this
Day 3: Describe the parts of the mitochondrion and MELC should be taught in 8 Differentiate plant and animal cells
explain how cells release energy from food. days) according to the presence or
Day 4-5: Describe and explain the stages of absence of certain organelles
cellular respiration - Glycolysis, Krebs Cycle, and Electron (Grade 7, Quarter 2 – Week 4)
Transport Chain.
Day 6: Differentiate photosynthesis and respiration
in terms of cell structures involved raw materials, end-
product, and energy requirement.
Day 7-8: Design and conduct an investigation that will
show that plants are capable of making Food.
Note: You can extend the allotted number of days for

the conduct of the investigation.
QUARTER 2: MATTER
Content Standard: The learners demonstrate understanding of
1. the development of atomic models that led to the description of the behavior of electrons within atoms
2. how atoms combine with other atoms by transferring or sharing electrons
3. forces that hold metals together
6 Explain how the Quantum Mechanical Model of the 4 Days
atom describes the energies and positions of the (Note: Science is taught four
electrons times a week (JHS) in this
Day 1: Illustrate the development of atomic models and case since MELC 6 is good
predict the probable location of electron/s in an atom for 1 week, it means that this
(include in the discussion the electron cloud & MELC should be taught in 4
Heisenberg's Uncertainty Principle). days)
Day 2: Describe electron configuration and write the Prior to teaching this competency,
correct electron configuration of given elements. specifically
Day 2 give inputs and exercises first
on:
Determine the number of electrons,

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

renewable sources of energy. (G7,
Q4)
Day 3: Create a diagram showing how geothermal
energy is tapped from a source to a power plant.
Day 4: Discuss how geothermal energy is tapped from a
source to a power plant.
Day 5: Explain how geothermal energy is transformed Prior to teaching this competency,
into electrical energy. specifically Day 5, give inputs and
discussions first on:
Identify the different types of Heat

transfer and how heat energy is
transformed into a different kind of
energy (G6, Q3)
Day 6-7: Illustrate how electrical energy from a
geothermal plant can be utilized for human use.
Day 8: Identify the advantages and disadvantages of
using geothermal energy.
Content Standard: The learners demonstrate understanding of the factors that affect climate, and the effects of changing climate,
and how to adapt accordingly.
Performance Standard: The learners should be able to participate in activities that reduce risks and lessen the effects of climate
change.
16 Explain how different factors affect the climate of an 4 Days
area (S9ES-IIIe-29) (Note: Science is taught four
Day 1: Describe the climate and the factors that affect times a week (JHS) in this
it. case since MELC 16 is good
Day 2: Relate altitude and land topography with for 1 week it means that this
climate. MELC should be taught in 4
Day 3: Explain how ocean surface and circulation days)
directly affect the pattern of climate around the world.
Day 4: Discuss other physical factors that affect the
climate of an area such as: latitude, atmospheric
circulation.
17 Describe certain climatic phenomena that occur on a 8 Days
global level (S9ES-IIIf-30) (Note: Science is taught four
Day 1: Relate climate to meteorological phenomena times a week (JHS) in this
that occur in the Philippines. case since MELC 17 is good
Day 2: Describe climatic phenomena that occur on a for 2 weeks it means that this
global level. MELC should be taught in 8
Day 3: Explain the impact of increased carbon dioxide days)
on global mean temperature.
Day 4: Differentiate greenhouse effect from global
warming.
Day 5: Identify the sources of greenhouse gases and
relate them to climate change.
Day 6: Differentiate El Niño and La Niña phenomena.
Day 7: Explain the effects of El Nino and La Nina
phenomena on global climate.
Day 8: Enumerate activities that reduce risks and lessen
effects of climate change.
Content Standard: The learners demonstrate an understanding of the relationship between the visible constellations in the sky and
Earth’s position along its orbit.
Performance Standard: The learners should be able to discuss whether or not popular beliefs and practices with regard to
constellations and astrology have a scientific basis.
18 Show which constellations may be observed at different 8 Days
times of the year using models (S9ES-IIIj-34) (Note: Science is taught four
times a week (JHS) in this
case since MELC18 is good
Day 1-2: Describe and identify some constellations for 2 weeks it means that this
observed in the northern and southern hemisphere. MELC should be taught in 8
Day 3: Locate some star clusters and identify some bright days)
stars in the constellations.
Day 4: Describe the position of a constellation in the Prior to teaching this competency,
course of the night. specifically Day 4, give inputs and
discussions first on:
Demonstrate rotation and revolution
of Earth (G6, Q4)
Day 5-6: Identify and explain why constellations are Day 5, give inputs and discussions first
visible at different times of the year. on:
Identify constellations seen in the

Philippines (G5, Q4)
Day 7: Illustrate constellations that may be observed at
different times of the year in the Philippine sky.
Day 8: Determine whether popular beliefs and practices
about constellations and astrology have a scientific basis
or none.
Content Standard: The learners demonstrate understanding of projectile motion, impulse and momentum, and conservation of linear
momentum.
Performance Standard: The learner shall be able to propose ways to enhance sports related to projectile motion.
19 Describe the horizontal and vertical motions of a 4 Days
projectile (S9FE-IVa34) (Note: Science is taught four
Differentiate uniform motion and uniformly accelerated case since MELC 19 is good
motion. for 1 week it means that this
Day 2: MELC should be taught in 4
Solve problems related to uniform motion and uniformly days)
accelerated motion.
Day 3:
Describe projectile motion qualitatively.
Label a diagram illustrating projectile motion by

indicating the range, height, trajectory, initial horizontal
velocity, and initial vertical velocity.
Day 4:
Describe projectile motion quantitatively
20 Investigate the relationship between the angle of release 4 Days
and the height and range of the projectile (S9FE-IVa-35) (Note: Science is taught four
Demonstrate what happens to the height and range of case since MELC 20 is good
the projectile at different angles of release. for 1 week it means that this
Infer from examples that the angle of release affects the days)
height and range of a projectile.
Day 3:
Infer that complementary angle of release result in the
same range but different height for a projectile.
Day 4:
Propose ways to enhance sports related to projectile
motion.
21 Relate impulse and momentum to the collision of objects 4 Days
(e.g., vehicular collision) (9FE-IVb-36) (Note: Science is taught four
Define impulse and momentum. case since MELC 21 and 22 is
Day 2: good for 1 week it means
Distinguish between elastic and inelastic collisions. that this MELCs should be
22 Infer that the total momentum before and after a taught in 4 days)
collision is equal (S9FE-IVb-37)
Day 3-4:
Apply the law of conservation of momentum to real-life
situations.
Content Standard: The learner demonstrates the understanding of Conservation of Mechanical Energy.
Performance Standard: Create a device that shows conservation of mechanical energy.
23 Perform activities to demonstrate the conservation of 4 Days
mechanical energy (S9FE-IVd-40) (Note: Science is taught four
Day 1-2: times a week (JHS) in this
Analyze the conversion of potential to kinetic energy and case since MELC 23 is good
vice versa to given situations (e.g. pendulum, roller for 1 week it means that this
coaster, ascending and descending the stairs). MELC should be taught in 4
Day 3: days)
Apply the law of conservation of mechanical energy to
real-life situations.
Day 4:
Create a device that shows conservation of mechanical
energy.
Content Standard: The learner demonstrates an understanding of the relationship among heat, work, and efficiency.
Performance Standard: Analyze how power plants generate and transmit electrical energy.
24 Construct a model to demonstrate that heat can do work 4 Days Prior to teaching this competency,
(S9FE-IVe-42) (Note: Science is taught four give inputs and exercises first on:
Day 1-2: times a week (JHS) in this Demonstrate how sound, heat, light,
Explain how heat causes the internal energy of a system case since MELC 24 is good and electricity can be transformed
to change. for 1 week it means that this S6FE-IIId-f-2 (G6, Q3)
Day 3-4: MELC should be taught in 4
Demonstrate that heat can do work by constructing a days)
model.
25 Explain how heat transfer and energy transformation 2 Days Prior to teaching this competency,
make heat engines work (S9FE-IVg-45) (Note: Science is taught four give inputs and exercises first on:
Day 1: times a week in (JHS) in this Differentiate between heat and
Infer that heat transfer can be used to do work and that temperature at the molecular level
work involves the release of heat. S8FE -Ig – 29 (G8, Q1)
for ½ week it means that this
Explain why machines are never 100-percent efficient; days)
Content Standard: The learners demonstrate an understanding of the generation, transmission, and distribution of electrical energy
from power plants (hydroelectric, geothermal, wind, and nuclear).
26 Explain how electrical energy is generated, transmitted, 2 Days
and distributed (S9FE-IVh-j-46) (Note: Science is taught four
Day 3-4: times a week in (JHS) in this
Trace the energy transformation in electrical power
plants.
for ½ week it means that this
MELC should be taught in 2
days)
26 Explain how electrical energy is generated, transmitted, 4 Days
and distributed (S9FE-IVh-j-46) (Note: Science is taught four
Explain how electrical energy reaches the consumer. case since MELC 26 is good
Day 2: for 1 week it means that this
Distinguish between electrical power generation, MELC should be taught in 4
distribution, and transmission. days)
Day 3:
Differentiate a step-up from a step-down transformer.
Day 4:
Cite ways to minimize power loss in the generation,
transmission, and distribution of electrical energy.
SCIENCE 10
Content Standard: The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake
epicenters, and mountain ranges.
1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions; and
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and
volcanic eruptions.
1 Describe and relate the distribution of active volcanoes, 12 Days Prior to teaching this competency,
earthquake epicenters, and major mountain belts to (Note: Science is taught four specifically Days 8 and 9, give inputs
Plate Tectonic Theory times a week in (JHS) in this and exercises first on:
(S10ES – Ia-j-36.1) case since MELC 1 is good
Day 1: Describe the Earth's lithosphere and differentiate for 3 weeks it means that this Day 8
oceanic and continental crust. MELC should be taught in 12 Describe active and inactive faults in
Day 2-3: days) the Philippines (G8, Q2)
භ Infer that the Earth’s lithosphere is divided into
plates.
භ Identify the major lithospheric plates. Day 9
Day 4: Recall the characteristics of seismic waves in Identify volcanoes in the Philippines
terms of speed. which are sources of geothermal
Day 5-7: Explain and locate the earthquake epicenter energy (G9, Q3)
using the triangulation method.
Day 8: Plot the active volcanoes, earthquake epicenters,

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

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

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

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

growth and carrying capacity (S10LT-llli-42)
QUARTER 4: MATTER
Content Standard: The learners demonstrate an understanding of how gases behave based on the motion and relative distances
between gas particles.
21 Investigate the relationship between: 8 Days
1. volume and pressure at a constant temperature of a (Note: Science is taught four
gas; times a week (JHS) in this
2. volume and temperature at a constant pressure of case since MELC 21 is good
gas; and for 2 weeks it means that this
3. explain these relationships using the kinetic MELC should be taught in 8
molecular theory. days)
(S9MT-IIj-20)
Day 1-2: Cite and describe each Kinetic Molecular
Theory assumption and cite instances wherein KMT is
observed in life experiences.
Day 3: Plot data and infer the volume-pressure
relationship at the constant temperature of a gas.
Day 4: Cite examples/situations where Boyle’s Law is
observed.
Day 5: Calculate for each unknown on volume and
pressure relationship at a constant temperature of a gas.
Day 6: Plot data and infer the volume-temperature
relationship at the constant pressure of a gas.
Day 7: Cite examples/situations where Charles’ Law is
observed.
Day 8: Calculate for each unknown on volume and
temperature relationship at a constant pressure of a gas.
Content Standard: The learners demonstrate understanding of the structure of biomolecules, which are made up mostly of a limited
number of elements, such as carbon, hydrogen, oxygen, and nitrogen.
22 Recognize the major categories of biomolecules such as 8 Days Prior to teaching this competency,
carbohydrates, lipids, proteins, and nucleic acids. (Note: Science is taught four check whether the students were
(S10MT-IVc-d-22) times a week (JHS) in this able to master the following Grade 9
Day 1: Describe carbohydrates and their classification case since MELC 22 is good MELCs:
(monosaccharide, disaccharide, and polysaccharide). for 2 weeks it means that this භ Explain how the structure of
Day 2: Describe lipid and differentiate the two classes of MELC should be taught in 8 the carbon atom affects the
lipids (simple and complex). days) type of bonds it forms; (S9MT-
Day 3: Discuss the structure, uses, and function of nucleic IIg-h-17)
acids.
Day 4: Discuss the structure, uses, and function of
proteins. භ Recognize the general classes
Day 5: Identify biomolecules based on the result of and uses of organic
physical and chemical tests or based on their function. compounds; (S9MT-IIh-18)
Day 6: Differentiate the general structure of the different
types of biomolecules. especially the lesson on drawing
Day 7-8: Identify the different biomolecules present on condensed (and skeletal) structures
food labels and cite their effect on our health if its of organic compounds, as these are
amount is lesser or greater than the recommended the skills that are needed in studying
value. biomolecules.
Content Standard: The learners demonstrate understanding of the chemical reactions associated with biological and industrial
processes affecting life and the environment.
Performance Standard: The learners should be able to use any form of media, present chemical reactions involved in biological and
industrial processes affecting life and the environment.
23 Apply the principles of conservation of mass to chemical 8 Days The lesson on balancing chemical
reactions. (S10MT-IV-g-23) (Note: Science is taught four equations is enough to meet this
Day 1-2: Identify the name of a chemical formula. times a week (JHS) in this MELC but stoichiometry is the lesson
Day 3: Write the formula of a compounds. case since MELC 23 is good that can clearly show the
Day 4: Demonstrate and explain the "Law of for 2 weeks it means that this conservation of mass in chemical
Conservation of Mass" by using common chemical MELC should be taught in 8 reactions. If the teacher wants to get
reactions around us. days) deeper into this lesson, consider
Day 5-7: Balance given chemical equations. revisiting the following MELCs to see if
Day 8: Identity, describe, and cite instances of the the students are ready for the lesson:
different types of chemical reactions.
Use the mole concept to express the
mass of substances; (S9MT-IIi-19)
24 Explain how the factors affecting rates of chemical 8 Days

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

SCIENCE - DBOW - G7 To G10 Final

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SCIENCE - DBOW - G7 To G10 Final

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Day 2: Describe the planets according to their (Note: Science is taught five

observable characteristics (size, color, etc). times a week (ELEM) in this

Content Standard: Some important properties of solutions.

- Describe the different modes of

For Day 3, it is recommended for

The teacher can give simple

The teacher can give simple

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

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

Revolution of the Moon around the

Infer the pattern in the changes in

Phases of the Moon

Infer the pattern in the changes in

Note: MELC 7 was allotted 1

Differentiate between a series circuit

Design an experiment on a series

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

Note: Consider the modality of the learners to meet the

Note: You can extend the allotted number of days for

Determine the number of electrons,

Identify renewable and non-

Identify the different types of Heat

Identify constellations seen in the

Label a diagram illustrating projectile motion by

Day 8: Plot the active volcanoes, earthquake epicenters,

Identify the location of active volcanoes, earthquake

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

4 Describe the possible causes of plate movement 4 Days

20 Day 3-4: Explain the relationship between population

24 Explain how the factors affecting rates of chemical 8 Days

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