SCIENCE: CHEMISTRY

SUB-TASKING OF CURRICULUM GUIDE

Ms. Isabel C. Palomar - SDO Navotas, Ms. Liza Alvarez - SDO Pasig, Dr. Corazon A. Javier - SDO Parañaque,
Ms. Rowena C. Lamera - SDO TAPAT, Ms. Emmeline V. Elseario - SDO Las Piñas
Grade GRADE 3
Science Discipline/Component MATTER

At the end of Grade 3, learners can describe the functions of the different parts of the body and things that make up the
surroundings --- rocks and soil, plants and animals, the Sun, Moon and stars. They can also classify these things as so
liquid or gas. They can describe how objects move and what makes them move. They can also identify sources and
Grade Level Standard
describe uses of light, heat, sound, and electricity.
Learners can describe changes in the conditions of their surroundings. These would lead learners to become more curio
about their surroundings, appreciate nature, and practice health and safety measures.

PROPERTIES OF MATTER. When learners observe different objects and materials, they become aware of their diff
characteristics such as shape, weight, definiteness of volume and ease of flow. Using characteristics, objects and mater
Domain can be grouped into solids, liquids or gases.
CHANGES THAT MATTER UNDERGO. Using the characteristics observed among solids, liquids, and gases, lear
investigate ways in which solid turns into liquid, solid into gas, liquid into gas, and liquid into solid, as affected by
temperature.
The learners should be able to…
Performance Standard 1. group common objects found at home and in school according to solids, liquids and gas
2. investigate the different changes in materials as affected by temperature
The learners demonstrate understanding of…
Content Standard 1. ways of sorting materials and describing them as solid, liquid or gas based on observable properties
2. effects of temperature on materials
Performance Task

CONTENT LEARNING COMPETENCIES CODE

1. Properties 1. Describe different objects based on their properties S3 MT-Ia-b-1

1.1 Characteristics of Solid, 1.1 Name objects found at home and in school S3 MT-Ia-b-1.1
Liquid and gas 1.2 List observable characteristics (shape, size, texture, S3 MT-Ia-b-1.2
weight, taste, volume)
 1.3 Describe objects according to shape S3 MT-Ia-b-1.3
1.4 Describe objects according to size S3 MT-Ia-b-1.4
1.5 Describe objects according to texture S3 MT-Ia-b-1.5
1.6 Describe objects according to weight S3 MT-Ia-b-1.6
1.7 Name and describe common liquids found at home S3 MT-Ia-b-1.7
or in school (water, bottled liquid/soysauce
beverages, etc.)
1.8 Describe common liquids according to taste (water, S3 MT-Ia-b-1.8
bottled drink, soy sauce, vinegar, etc.)
1.9 Describe common liquids according to odor or smell S3 MT-Ia-b-1.9
(water, bottled drink, juices. Vinegar, perfume,
cologne, alcohol)
1.10 Identify and describe the shape of common gases S3 MT-Ia-b-1.10
(e.g. Oxygen, CO2, Helium)
Summative Assessment on S3 MT-Ia-b-1
2. Classify objects and materials as solid or liquid S3 MT-Ic-d-2
2.1 Classify common solids as soft and hard (e.g. cotton, S3 MT-Ic-d-2.1
cloth, towel, wood, stone, etc.)
2.2 Classify common solids as smooth and rough (paper, S3 MT-Ic-d-2.2
glass, table, cartolina, etc.)
2.3 Classify common solids as heavy and light (cotton, S3 MT-Ic-d-2.3
cake, rock, wood, etc.)
2.4 Classify common liquids as fragrant, odorless or S3 MT-Ic-d-2.4
with foul odor (water, vinegar, perfume, oil, alcohol,
shampoo, etc.)
2.5 Classify common liquids according to ease of flow S3 MT-Ic-d-2.5
as thick or thin (water, vinegar, shampoo, soy sauce,
oil, lotion, syrup, etc.)
2.6 Classify common liquids according to its use (water S3 MT-Ic-d-2.6
for drinking, cooking, cleaning, etc.)

2. Changes that Materials Undergo
Summative Assessment on S3 MT-Ic-d-2
3. Describe ways on the proper use and handling of S3 MT-Ie-g-3
solids, liquids and gases found at home and in school
3.1 Identify common solids use in the kitchen ( spoon, S3 MT-Ie-g-3.1
fork, bolo, slicer, knife, measuring cups, etc.)
3.2 Describe the uses of common solids found at home S3 MT-Ie-g-3.2
and in school
3.3 Identify proper ways on the proper use of sharp S3 MT-Ie-g-3.3
objects found at home and in the school
3.4 Describe proper ways in handling sharp objects S3 MT-Ie-g-3.4
found at home and in school
3.5 Identify harmful liquids and gases found at home, S3 MT-Ie-g-3.5
in school and In the community
3.6 Describe ways on the proper use of harmful liquids S3 MT-Ie-g-3.6
and gases found at home and in school (insecticides,
pesticides, toilet cleaner, etc.)
3.7 Identify solid materials found at home , in school and S3 MT-Ie-g-3.7
in the community that produces or absorbs heat
(e.g. flat iron, fan, kettle, rice cooker, stove, etc.)
3.8 Describe ways on the proper use of solid and gas S3 MT-Ie-g-3.8
materials(e.g. LPG, butane cooker, cigarette butane
lighters) that produce/absorb heat
3.9 Answer the checklist on the proper use and handling S3 MT-Ie-g-3.9
of objects/materials correctly
Summative Assessment on S3 MT-Ie-g-3
4. Describe changes in materials based on the effect S3 MT-Ih-j-4
of temperature
4.1 Define change operationally and identify materials S3 MT-Ih-j-4.1
that undergo change
4.2 Describe the materials before and after allowing to
 stand at room temperature
4.2.1 alcohol and acetone (liquid to gas) S3 MT-Ih-j-4.2.1
4.2.2 moth balls and air freshener (solid to gas) S3 MT-Ih-j-4.2.2
4.3 Describe materials before and after heating
4.3.1 candles and crayons (solid to liquid) S3 MT-Ih-j-4.3.1
4.3.2 water and oil (liquid to gas) S3 MT-Ih-j-4.3.2
4.4 Describe materials before and after freezing
4.4.1 water, ice cany and juice (liquid to solid) S3 MT-Ih-j-4.4.1
4.5 Detect changes in some solids when heated S3 MT-Ih-j-4.5
4.6 Examine the changes in some liquids when frozen S3 MT-Ih-j-4.6
4.7 Predict the differrent changes on materials as S3 MT-Ih-j-4.7
affected by temperature
Summative Assessment on S3 MT-Ih-j-4
Quarterly Summative Test
SUBTOTAL
and things that make up their
classify these things as solid,
lso identify sources and

rners to become more curious

become aware of their different

teristics, objects and materials

ids, liquids, and gases, learners

to solid, as affected by

properties

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Grade
Science Discipline/Component
Grade Level Standard
Domain
Performance Standard
Content Standard
Performance Task
GRADE 4
MATTER
At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with
materials or when force is applied on them. They can identify materials that do not decay and use this knowledge to
minimize waste at home, school, and in the community.
Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain goo
health. They can classify plants and animals according to where they live and observe interactions among living things
their environment. They can infer that plants and animals have traits that help them survive in their environment.
Learners can investigate the effects of push or pull on the size, shape, and movement of an object.
Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities
They learned about what makes up weather and apply their knowledge of weather conditions in making decisions for t
day. They can infer the importance of the Sun to life on Earth
PROPERTIES OF MATTER. Aside from being grouped into solids, liquids, or gases, materials may also be groupe
according to their ability to absorb water, ability to float or sink, and whether they decay or not
CHANGES THAT MATTER UNDERGO. Changes in some characteristics of solid materials can be observed when
these are bent, hammered, pressed, and cut.
After investigating the changes in some observable characteristics of materials due to temperature in Grade 3, learners
now inquire about changes observed when a solid is mixed with a liquid or when a liquid is mixed with another liquid.
Learners learn that some changes in the characteristics of a product such as food or medicine may affect its quality. On
way of finding out is by reading and interpreting product labels. This information helps them decide when these produ
become harmful.
The learners should be able to…
1. Recognize and practice proper handling of products
2. Evaluate whether chnages in materials that are useful on harmful to one's environment.
1. The learners demonstrate understanding of grouping different materials based on their properties.
2. The learners demonstrate understanding of changes that materials undergo when exposed to certain
conditions.
The learners should be able to recognize and practice proper handling of materials/products.
 CONTENT
1. Properties
1.1 Properties used to group
and store materials
1.2 Importance of interpreting
product labels
1.3 Proper disposal of waste
2. Changes that Materials
LEARNING COMPETENCIES CODE
1. Classify materials based on the ability to absorb water, float, S4 MT-Ia-1
sink, undergo decay;
1.1 Describe and classify materials based on the ability to absorb S4 MT-Ia-1.1
water
1.2 Using Venn diagram, compare the characteristics of materials S4 MT-Ia-1.2
which do not absorb water and materials which absorb water
1.3 Identify and describe materials that float and sink S4 MT-Ia-1.3
1.4 Design a game which will facilitate classification of materials S4 MT-Ia-1.4
based on its ability to float or sink
1.5 Define decay of materials and describe materials that S4 MT-Ia-1.5
undergo change
2. Identify the effects of decaying materials on one’s health and S4 MT-Ib-2
safety
2.1 Identify the materials that undergo decay S4 MT-Ib-2.1
2.2 Describe the diseases /sickness that may result from S4 MT-Ib-2.2
exposure to decaying materials
2.3 Inspect/Check the biodegrable waste bins/containers for S4 MT-Ib-2.3
presence of materials that will not decay
2.4 Describe the diseases that may result from exposure to S4 MT-Ib-2.4
decaying materials
3. Importance of Reading Product Labels
3.1 Locate important product labels and decide when S4 MT-Ib-2.5
these products become harmful (expiration dates
and important seals/symbols)
Summative Assessment on S4 MT-Ia-1, S4 MT-Ib-2, S4 MT-Ib-2.5
4. Changes in Solid Materials S4 MT-Ie-f-5
 Undergo 4.1 Identify and describe ways of changing solid materials S4 MT-Ie-f-5.1
2.1 Changes that are useful in terms of size, shape, texture, etc.
2.2 Changes that are harmful 4.2 Describe what happens to solid materials when bent S4 MT-Ie-f-5.2
4.3 Describe what happens to solid materials when pressed S4 MT-Ie-f-5.3
4.4 Differentiate changes in materials when bent or pressed S4 MT-Ie-f-5.4
4.5 Describe what happens to solid materials when hammered S4 MT-Ie-f-5.5
4.6 Describe what happens to solid materials when cut S4 MT-Ie-f-5.6
4.7 Differentiate chnages in materials when hammered or cut S4 MT-Ie-f-5.7
4.8 Demonstrate how materials may undergo change by bending, S4 MT-Ie-f-5.8
pressing, hammering and cutting
4.9 Group materials based on its ability to be bent, pressed, S4 MT-Ie-f-5.9
hammered and cut
4.10 Make an artwork using bent, pressed, hammered, and cut S4 MT-Ie-f-5.10
materials
Summative Assessment on S4 MT-Ie-f-5
5. Changes in properties of the materials when exposed to S4 MT-Ig-h-6
different materials
5.1 Infer changes in the properties of solid materials S4 MT-Ig-h-6.1
5.2 Describe what happens to materials when heated S4 MT-Ig-h-6.2
5.3 Describe what happens to materials when cooled S4 MT-Ig-h-6.3
6. Changes in the properties of materials when mixed with other
materials
6.1 Describe what happens to the solid materials when mixed S4 MT-Ig-h-6.4
with other solid materials
6.2 Identify the effect of mixing two solid materials S4 MT-Ig-h-6.5
6.3 Describe what happens to solid materials when mixed with S4 MT-Ig-h-6.6
liquid materials
6.4 Identify the effect of mixing solid and liquid materials S4 MT-Ig-h-6.7
6.5 Describe what happens when two liquid materials are S4 MT-Ig-h-6.8
mixed
 6.6 Describe the changes in the different materials in the S4 MT-Ig-h-6.9
different materials when exposed to different temperature
6.7 Prepare a fruit - veggie juice out of locally available fruits S4 MT-Ig-h-6.10
and vegetables
Summative Assessment on S4 MT-Ig-h-6
7. Changes in materials that are useful or harmful to one's environment S4 MT-Ii -j-7
7.1 Identify changes in the materials that are useful to the S4 MT-Ii -j-7.1
environment
7.2 Identify the changes in the materials that are harmful to the S4 MT-Ii -j-7.2
environment
7.3 Determine whether the changes in the materials is harmful or S4 MT-Ii -j-7.3
useful in the environment
7.4 Describe the harmful effects of the changes in the materials to S4 MT-Ii -j-7.4
the environment
7.5 Describe beneficial effects of the changes in the materials S4 MT-Ii -j-7.5
7.6 Suggest ways of preventing/minimizing the harmful effects of S4 MT-Ii -j-7.6
the changes in the materials to the environment
7.7 Suggest ways to improve the useful effects of the changes in S4 MT-Ii -j-7.7
materials
7.8 Make a graphic organizer on the beneficial effects of the changes S4 MT-Ii -j-7.8
in the materials
7.9 Prepare a table showing the list of medicines/foods found S4 MT-Ii -j-7.9
at home, in school or in the community with the required
storage temperature
7.9 Cite ways on how food and medicine are affected by changes in S4 MT-Ii -j-7.10
temperature
Summative Assessment on S4 MT-Ii -j-7
Quarterly Summative Test
SUBTOTAL
materials when mixed with other
and use this knowledge to help

ctice ways to maintain good

ctions among living things and
in their environment.
object.
e of water in daily activities.
s in making decisions for the

aterials may also be grouped

not
erials can be observed when

rature in Grade 3, learners can

mixed with another liquid.
e may affect its quality. One
m decide when these products

operties.
d to certain
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Grade
Science Discipline/Component
Grade Level Standard
Domain
Performance Standard
Content Standard
Performance Task
GRADE 5
MATTER
At the end of Grade 5, learners can decide whether materials are safe and useful by investigating about some of thei
properties. They can infer that new materials may form when there are changes in properties due to certain conditio
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes th
accompany puberty. They can compare different modes of reproduction among plant and animal groups and conduct an
investigation on pollination. They have become aware of the importance of estuaries and intertidal zones and help in th
preservation.
Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that differen
materials react differently with heat, light, and sound. They can relate these abilities of materials to their specific uses.
Learners can describe the changes that earth materials undergo. They can make emergency plans with their families in
preparation for typhoons. They can observe patterns in the natural events by observing the appearance of the Moon.
PROPERTIES OF MATTER. After learning how to read and interpret product labels, learners can critically decide
whether these materials are harmful or not. They can also describe ways in which they can use their knowledge of solid
and liquids in making useful materials and products.
CHANGES THAT MATTER UNDERGO. In Grade 4, learners investigated changes in materials that take place at
certain conditions, such as applying force, mixing materials, and changing the temperature. In Grade 5, they investigat
changes that take place under the following conditions: presence or lack of oxygen (in air), and applying heat. They lea
that some of these conditions can result in a new product. Knowing these conditions enable them to apply the “5R met
(recycling, reducing, reusing, recovering and repairing) at home and in school.
The learner uses local, recyclable solid and/or liquid materials in making useful products
The learners demonstrate understanding of…
1. properties of materials to determine whether they are useful or harmful
1. properties of materials to determine whether they are useful or harmful;
2. materials undergo changes due to oxygen and heat
1. Prepare a slogan/poster to disseminate information in the usefulness of materials
2. Recycling of waste materials into useful products
3. Compose a song/poem/rap on the importance of proper waste management
 CONTENT LEARNING COMPETENCIES CODE

1. Properties 1. Use the properties of materials whether they are useful or harmful S5MT-Ia-b-1
1.1 Useful and Harmful 1.1 Classify materials found in the environment according to use S5MT-Ia-b-1.1
Materials in personal body care products, cleanning afents, medicines
1.2 Classify materials found in the environment according to use S5MT-Ia-b-1.2
in farm chemicals and reagents food
1.3 Identify useful materials at home, in school and in the S5MT-Ia-b-1.3
community
1.4 Identify harmful materials at home, in school and in the S5MT-Ia-b-1.4
community
1.5 Classify useful and harmful materials at home, in school and S5MT-Ia-b-1.5
in the community
1.6 Identify the properties of materials that determine their uses S5MT-Ia-b-1.6
harmful efects
1.7 Explain how different materials become useful to the S5MT-Ia-b-1.7
community
1.8 Explain how different materials become harmful to the S5MT-Ia-b-1.8
community
1.9 Create a slogan to disseminate information in the use of useful S5MT-Ia-b-1.9
and harmful materials
Summative Assessment on S5MT-Ia-b-1
2. Changes that Materials 2. Investigate changes that take place under the following conditions: S5MT-Ic-d-2
Undergo presence or lack of oxygen (in air) and in applying heat
2. 1 Describe physical and chemical change operationally S5MT-Ic-d-2.1
2.2 Identify the characteristics of physical and chemical change S5MT-Ic-d-2.2
2.3 Differentiate physical change from chemical change S5MT-Ic-d-2.3
2.4 Investigate changes that happen in the presence of oxygen S5MT-Ic-d-2.4
2.5 Investigate changes that happen in the absence of oxygen S5MT-Ic-d-2.5
 2.6 Investigate changes that happen in the application of heat S5MT-Ic-d-2.6
2.7 Identify evidences affecting chemical change: S5MT-Ic-d-2.7
a. Presence of oxygen;
b. Absence of oxygen;
c. Application of heat.
2.8 Describe different changes brought by nature (e.g. global warming, S5MT-Ic-d-2.8
pollution, etc.), humans and other living organisms (e.g. kaingin
system, inceneration, etc.)
2.9 List/Enumerate practices in preventing changes that pose harm/ S5MT-Ic-d-2.9
hazard in the environment and living organisms
Summative Assessment on S5MT-Ic-d-2
3. Recognize the importance of recycyle, reduce, reuse, recover and S5MT-Ie-g-3
repair in waste materials
3.1 Identify the 5R's components of proper waste management S5MT-Ie-g-3.1
3.2 List the effects of improper wastes disposal S5MT-Ie-g-3.2
3.3 Describe ways on how to reduce waste materials S5MT-Ie-g-3.3
3.4 Identify ways on how to reuse waste materials S5MT-Ie-g-3.4
3.5 Describe ways on how to repair possible waste materials S5MT-Ie-g-3.5
3.6 Describe ways on on how materials can be recovered from S5MT-Ie-g-3.6
possible waste materials
3.7 Identify ways on how to recycle waste materials S5MT-Ie-g-3.7
3.8 Describe the benefits of using 5R's of waste management S5MT-Ie-g-3.8
on living and non-living things
3.9 Prepare a campaign material on proper waste disposal S5MT-Ie-g-3.9
in school or in the community (e.g. poster, slogan, etc.)
Summative Assessment on S5MT-Ie-g-3
4. Design a product out of local and recyclable materials in making useful S5MT-Ih-i-4
products
4.1 Recycling of old magazines/newspapers/yellowpaper/etc. S5MT-Ih-i-4.1
4.2 Recycling plastic bottles/containers S5MT-Ih-i-4.2
 4.3 Recycling plastic straws S5MT-Ih-i-4.3
4.4 Recycling discarded slippers/rubbers S5MT-Ih-i-4.4
4.5 Recycling other waste maste materials (e.g. candy/snack packages) S5MT-Ih-i-4.5
4.6 Compose a song/poem/rap on the importance of proper waste S5MT-Ih-i-4.6
disposal
Summative Assessment on S5MT-Ih-i-4
Quarterly Summative Test
SUBTOTAL
 igating about some of their
rties due to certain conditions.
after describing changes that
imal groups and conduct an
ertidal zones and help in their

ners recognize that different

rials to their specific uses.
plans with their families in
ppearance of the Moon.

rners can critically decide

use their knowledge of solids

materials that take place at

In Grade 5, they investigate
and applying heat. They learn
them to apply the “5R method”
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Grade
Science Discipline/Component
Grade Level Standard
Domain
Performance Standard
Content Standard
Performance Task
GRADE 6
MATTER
At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these
materials may be recovered using different separation techniques. They can prepare useful mixtures such as food,
drinks and herbal medicines.
Learners understand how the different organ systems of the human body work together. They can classify plants based
reproductive structures, and animals based on the presence or lack of backbone. They can design and conduct an
investigation on plant propagation. They can describe larger ecosystems such as rainforests, coral reefs, and mangrove
swamps.
Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, so
electricity, and motion studied earlier are forms of energy and these undergo transformation.
Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they
occur. They can infer that the weather follows a pattern in the course of a year. They have learned about the solar syste
with emphasis on the motions of the Earth as prerequisite to the study of seasons in another grade level.
PROPERTIES OF MATTER. In Grade 4, the learners have observed the changes when mixing a solid in a liquid or
liquid in another liquid.
From these investigations, learners can now describe the appearance of mixtures as uniform or non-uniform and classif
them as homogeneous or heterogeneous mixtures.
CHANGES THAT MATTER UNDERGO. Based on the characteristics of the components of a heterogeneous mixtu
learners investigate ways of separating these components from the mixture. They will infer that the characteristics of e
of the components remain the same even when the component is part of the mixture.
The learners should be able to…
1. prepare beneficial and useful mixtures such as drinks, food, and herbal medicines.
2. separate desired materials from common and local products.
The learners demonstrate understanding of…
1. the different types of mixtures and their characteristics
2. the different techniques to separate mixtures
1. Prepare beneficial and useful mixtures such as drinks,food, and herbal medicines.
2. Prepare a process flow on how each component of a mixture will be separated from its mixture (teacher prepared
mixture)
 CONTENT LEARNING COMPETENCIES CODE

1. Properties 1. Describe the appearance and uses uniform and non-uniform mixtures S6MT-Ia-c-1
1.1 Mixture and their 1.1 Describe the appearance of the combination of: S6MT-Ia-c-1.1
Characteristics a. Solid and solid;
b. Solid and liquid;
c. Liquid and liquid.
1.2 Describe the appearance of uniform (homogeneous) mixtures S6MT-Ia-c-1.1
1.3 Describe the appearance of non-uniform (heterogeneous) mixtures S6MT-Ia-c-1.2
1.4 Classify mixtures into uniform (homogeneous) and non-uniform S6MT-Ia-c-1.3
(heterogeneous)
1.5 Describe the characteristics of uniform and non-uniform mixture S6MT-Ia-c-1.4
1.6 Identify common household solutions and their uses S6MT-Ia-c-1.5
1.7 Define and identify the solute and the solvent in a solution S6MT-Ia-c-1.6
1.8 Infer through simole experiments the conditions (e.g. size of S6MT-Ia-c-1.7
particles, stirring of mixture, temperature) that affects the
formation of a mixture
1.9 Describe suspension as a non-uniform mixture S6MT-Ia-c-1.8
1.10 Identify common suspensions and their uses S6MT-Ia-c-1.9
1.11 Infer that colloid is a non-uniform mixture S6MT-Ia-c-1.10
1.12 identify common household colloids and their uses S6MT-Ia-c-1.11
1.13 Prepare beneficial and useful mixtures such as drinks,food, and S6MT-Ia-c-1.12
herbal medicines
Summative Assessment on S6MT-Ia-c-1
2. Enumerate techniques in separating mixtures such as decantation, S6MT-Id-f-2
evaporation, filtering, sieving and using magnet
2.1 Enumerate and describe techniques in separating mixtures S6MT-Id-f-2.1
(approximate of 10 separation techniques)
2.2 Investigate the proces of separating mixture through decantation S6MT-Id-f-2.2
2.3 Investigate the process of separating mixture through evaporation S6MT-Id-f-2.3
 2.4 Investigate the process of separating mixture through filtration S6MT-Id-f-2.4
2.5 Investigate the process of separating mixture through sieving S6MT-Id-f-2.5
and use of magnet
2.6 Investigate the process of separating mixture through picking S6MT-Id-f-2.6
and scooping
2.7 Investigate the process of separating mixture through flotation S6MT-Id-f-2.7
2.8 Investigate the process of separating mixture through simple S6MT-Id-f-2.8
distillation
2.9 Investigate the process of separating mixture through simple S6MT-Id-f-2.9
chromatography
2.10 Describe the uses and imporatnce of the different methods of S6MT-Id-f-2.10
separating mixtures in our daily lives
2.11 Prepare a process flow on how each component of a mixture will be S6MT-Id-f-2.11
separated from its mixture (teacher prepared mixture)
Summative Assessment on S6MT-Id-f-2
3. Tell the benefits of separating mixtures from products in community S6MT-Ig-j-3
3.1 Cite instances wherein decantation as the process of separating S6MT-Ig-j-3.1
mixtures is used to produce products which are bneeficial to the
community
3.2 Cite instances wherein evaporation as the process of separating S6MT-Ig-j-3.2
mixtures is used to produce products which are beneficial to the
community
3.3 Cite instances wherein filtration as the process of separating S6MT-Ig-j-3.3
mixtures is used to produce products which are beneficial to the
community
3.4 Cite instances wherein sieving is used in the process of separating S6MT-Ig-j-3.4
mixtures is used to produce products which are beneficial to the
community
3.5 Cite instances wherein magnet is used in the process of separating S6MT-Ig-j-3.5
mixtures is used to produce products which are beneficial to the
 community
3.6 Recover useful materials from waste products using the appropriate S6MT-Ig-j-3.6
separation technique/s
3.7 Prepare a process flow showing the steps necessary in the recovery S6MT-Ig-j-3.7
of useful materials
3.8 Present the output and the process flow in the recovery of useful S6MT-Ig-j-3.7
materials
Summative Assessment on S6MT-Ig-j-3
Quarterly Summative Test
SUBTOTAL
 m new ones thus these
ul mixtures such as food,

y can classify plants based on

esign and conduct an
coral reefs, and mangrove

found out that heat, light, sound,

.
trate what to do when they
arned about the solar system,
grade level.

mixing a solid in a liquid or a

or non-uniform and classify

s of a heterogeneous mixture,
that the characteristics of each

mixture (teacher prepared

NO. OF DAYS
TAUGHT

1
1
1

1
1
1
2

1
1
1
1
1

1
1
1
1

1
1

1
3

1
2
46
Grade
Science Discipline/Component

Grade Level Standard

Domain

Performance Standard

Content Standard

Performance Task

CONTENT

I. Doing Scientific Investigations

1. Ways of acquiring know-
ledge and solving problems

2. Diversity of Materials in
the Environment
2.1 Solutions

2.2 Substances and Mixtures

2.3 Elements and Compounds

2.4 Acids and Bases

2.5 Metals and Non-metals

GRADE 7
MATTER
At the end of Grade 7, learners can distinguish mixtures from substances through semi-guided investigations
realize the importance of air testing when conducting investigations. After studying how organ systems work
in plants and animals in the lower grade levels, learners can use a microscope when observing very small organism
structures. They recognize that living things are organized into different levels: Cells, tissues, organs, organ system
organisms. These organisms comprise populations and communities, which interact with non-living things in ecos
Learners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, ch
equations. They can describe how various forms of energy travel through different mediums. Learners describe w
up the Philippines as a whole and the resources found in the archipelago. They can explain the occurrence of bree
monsoons, and ITCZ, and how these weather systems affect people. They can explain why seasons change and de
how eclipses occur.

PROPERTIES AND STRUCTURE OF MATTER. In Grade 6, learners learned how to distinguish homogenou
heterogeneous mixtures. In Grade 7, learners investigate properties of solutions that are homogeneous mixtures. T
how to express concentrations of solutions qualitatively and quantitatively. They distinguish mixtures from substa
based on a set of properties.

CHANGES THAT MATTER UNDERGO. Learners recognize that materials combine in various ways and thro
different processes, contributing to the wide variety of materials. Given this diversity, they recognize the importan
classification system. They become familiar with elements and compounds, metals and non-metals, and acids and
Further,learners demonstrate the homogenous mixtures can be separated using various techniques.
The learners shall be able to:
1. perform in groups in guided investigations involving communitybased problems using locally available materi
2. prepare different concentrations of mixtures according to uses and availability of materials
3. investigate the properties of mixtures of varying concentrations using available materials in the community for
purposes
4. make a chart, poster, or multimedia presentation of common elements showing their names, symbols, and uses
5. properly interpret product labels of acidic and basic mixture, and practice safe ways of handling acids and base
protective clothing and safety gear
4. classifying substances as elements or compounds
5. the common properties of acidic and basic mixtures
6. properties of metals and nonmetals
The learners demonstrate an understanding of:
1. scientific ways of acquiring knowledge and solving problems
2. some important properties of solutions
3. the properties of substances that distinguish them from mixtures
4. classifying substances as elements or compounds
5. the common properties of acidic and basic mixtures
6. properties of metals and nonmetals
The learners shall be able to:
1. perform accurate measurements
2. formulate hypothesis, collect, organize and interpret data about the investigation
3. investigate the properties of mixtures of varying concentrations using available materials in the community for
purposes
4. make a chart, poster, or multimedia presentation of common elements showing their names, symbols, and uses
5. properly interpret product labels of acidic and basic mixture, and practice safe ways of handling acids and base
protective clothing and safety gear

LEARNING COMPETENCIES CODE

1. Describe the components of a scientific investigation; S7MT-Ia-b1

 1.1 Recognize that the design of an investigation should show fair S7MT-Ia-b1.1
testing
1.2 Identify the components of an investigation research problem, S7MT-Ia-b1.2
hypothesis, method for testing hypothesis and conclusions based
on evidence
1.3 Differentiate qualitative from quantitative observation S7MT-Ia-b1.3
1.4 Perform accurate measurements S7MT-Ia-b1.4
1.5 Differentiate observation from inference S7MT-Ia-b1.5
1.6 Formulate hypothesis, collect, organize and interpret data about S7MT-Ia-b1.6
the investigation
1.7 Identify the independent, dependent, and controlled variables S7MT-Ia-b1.7
1.8 Formulate conclusion/s based on data S7MT-Ia-b1.8
Summative Assessment on S7MT-Ia-b1
2. Investigate properties of unsaturated or saturated solutions; S7MT-Ic-2
2.1 Define solution operationally S7MT-Ic-2.1
2.2 Identify and describe the components of a solution S7MT-Ic-2.2
2.3 Describe the properties and characteristics of common solutions S7MT-Ic-2.3
2.4 Investigate the effect of the nature of solute and the solvent in a S7MT-Ic-2.4
solution (Solid, Liquid and Gaseous Solutions)
2.5 Investigate the properties of unsaturated, saturated and super- S7MT-Ic-2.5
saturated solutions
a. Perform an experiment on saturation of solution and differentiate S7MT-Ic-2.5.a
saturated, unsaturated and supersaturated solutions.
3. Express concentrations of solutions quantitatively by preparing S7MT-Id-3
different concentrations of mixtures according to uses and availability
of materials;
3.1 Enumerate and describe the types of solution according to S7MT-Id-3.1
the proportion of the solute and the solvent (Diluted & Concentrated)
3.2 Identify and describe the types of solution according to the amount S7MT-Id-3.2
of solute present in a given solvent (Concentration)
a. Calculate the percentage by weight of the given solutions S7MT-Id-3.2.a
b. Calculate the percentage by volume of the given solutions S7MT-Id-3.2.b
c. Explain the difference between percentage by weight of solution S7MT-Id-3.2.c
and by volume solution
Summative Assessment on S7MT-Ic-2, S7MT-Id-3
4. Distinguish mixtures from substances based on a set of properties; S7MT-Ie-f4
4.1 Distinguish mixtures from compounds according to its composition and S7MT-Ie-f4.1
properties (Use Venn diagram, Tabulation, Table organizer, etc.)
4.2 Classify given materials as substances or mixtures (include chemical S7MT-Ie-f4.2
formula of substances with their common names and chemical names
of materials found at home or in the community)
4.3 Determine unknown materials as substances mixtures based on the S7MT-Ie-f4.3
given descriptions/statements (ex. A material was burned and produced
two new materials. What is the nature of the material?)
5. Recognize that substances are classified into elements and compounds; S7MT-Ig-h-5
 5.1 Differentiate elements from compounds based on their composition S7MT-Ig-h-5.1
from the given chemical names and formulas of elements and
compounds
5.2 Describe briefly the history and basis of naming elements S7MT-Ig-h-5.2
5.3 Recognize important elements and compounds that are useful to humans S7MT-Ig-h-5.3
5.4 Prepare a slumbook type or the like in introducing one element and one S7MT-Ig-h-5.4
compound in the class (ex. Name: Gold; Nickname: Au; Date of Birth:
Year of discovery; Likes or Uses, etc.)
5.5 Identify elements and compounds from food labels and other products S7MT-Ig-h-5.5
available at home, market, and the community
Summative Assessment on S7MT-Ie-f4, S7MT-Ig-h-5
6. Investigate properties of acidic and basic mixtures using natural indicators; S7MT-Ii-6
6.1 Differentiate acidic from basic materials according to their properties S7MT-Ii-6.1
and behavior
6.2 Identify useful acidic and basic material found at home and the S7MT-Ii-6.2
community
6.3 Describe and cite examples of acid and base indicators and identify S7MT-Ii-6.3
ways of handling these acids and bases
6.4 Determine acidic and basic materials using prepared plant/flower/etc. S7MT-Ii-6.4
indicators
7. Describe some properties of metals and non-metals such as luster, S7MT-Ij-7
malleability, ductility, and conductivity.
7.1 Prepare a Venn diagram to describe properties of metals, nonmetals and S7MT-Ij-7.1
metalloids
7.2 Describe some properties of metals and nonmetals through simple S7MT-Ij-7.2
experimentation/demonstration
7.3 Determine ways to detect if a material is metal or nonmetal (Give S7MT-Ij-7.3
situations/conditions like a checklist or the like)
Summative Assessment on S7MT-Ii-6, S7MT-Ij-7
Quarterly Summative Test
SUBTOTAL
 guided investigations. They
w organ systems work together
ng very small organisms and
s, organs, organ systems, and
n-living things in ecosystems.
is in tables, graphs, charts, and
. Learners describe what makes
he occurrence of breezes,
seasons change and demonstrate

distinguish homogenous from

mogeneous mixtures. They learn
mixtures from substances

various ways and through

ecognize the importance of a
-metals, and acids and bases.
niques.

ocally available materials

als
in the community for specific
mes, symbols, and uses
andling acids and bases using

in the community for specific

mes, symbols, and uses
andling acids and bases using

NO. OF DAYS
TAUGHT
1

2
2
1
1

2
1
1

1
1
1
1

1
1
1

1
1

1
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1
2
45
Grade GRADE 8
Science Discipline/Component MATTER

At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion
They can differentiate the concept of work as used in science and in layman’s language. They know the factors that aff
the transfer of energy, such as temperature difference, and the type (solid, liquid, or gas) of the medium.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean wa
They recognize other members of the solar system.
Grade Level Standard
Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that ingredients
food and medical products are made up of these particles and are absorbed by the body in the form of ions.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deepe
into the process of digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. T
can participate in activities that protect and conserve economically important species used for food.

PROPERTIES AND STRUCTURE OF MATTER. Using models, learners learn that matter is made up of particles
smallest of which is the atom. These particles are too small to be seen through a microscope. The properties of materia
that they have observed in earlier grades can now be explained by the type of particles involved and the attraction betw
these particles.
Domain CHANGES THAT MATTER UNDERGO. Learners learn that particles are always in motion. They can now explain
the changes from solid to liquid, solid to gas, liquid to solid, and liquid to gas, involve changes in the motion of and rel
distances between the particles, as well as the attraction between them.
They also recognize that the same particles are involved when these changes occur. In effect, no new substances are
formed.
The learners shall be able to:
Performance Standard 1. present how water behaves in its different states within the water cycle;

The learners demonstrate understanding of…

1. the particle nature of matter as basis for explaining properties, physical changes, and structure of
substances and mixtures;
2. the identity of a substance according to its atomic structure;
Content Standard
Content Standard
3. the identity of a substance according to its atomic structure;
4. the periodic table of elements as an organizing tool to determine the chemical properties of
elements.
The learners shall be able to:
1. present how water behaves in its different states within the water cycle
Performance Task
2. Illustrate how the sub-atomic particles are distributed in an atom
3. Show the historical development of the PT in the form of song, poem, drawing/illustration, etc.

CONTENT LEARNING COMPETENCIES CODE

1. The Particle Nature of 1. Explain the properties of solids, liquids, and gases based on the S8MT-IIIa-b-8
Matter particle nature of matter
1.1 Elements, Compounds, 1.1 Identify and describe the classification of matter based on its S8MT-IIIa-b-8.1.1
and Mixtures physical state (solids, liquids, and gases)
1.2 Atoms and Molecules 1.2 Differentiate the structure of solids, liquids, and gases based S8MT-IIIa-b-8.1.2
on its:
a. Shape and molecular arrangement (through illustration, etc.) S8MT-IIIa-b-8.1.2.a
b. Mass and volume S8MT-IIIa-b-8.1.2.b
c. Movement of molecules (through role playing, etc.) S8MT-IIIa-b-8.1.2.c
d. Boiling Point, Melting Point, Density and Specific Gravity S8MT-IIIa-b-8.1.2.d
1.3 Identify and describe the classification of matter based on its S8MT-IIIa-b-8.1.3
composition (element, compound, and mixture)
2. Explain physical changes in terms of the arrangement and motion S8MT-IIIc-d-9
of atoms and molecules.
2.1 Differentiate physical from chemical change S8MT-IIIc-d-9.1
2.2 Enumerate and discuss the different physical/phase changes S8MT-IIIc-d-9.2
in matter (Evaporation, Condensation, Sublimation, etc.)
2.3 Show how phase changes in matter is affected by change in S8MT-IIIc-d-9.3
temperature at molecular level (video clips, role-playing, etc.)

2. Atomic Structure
2.1 Protons
2.2 Neutrons
2.3 Electrons
3. Periodic Table (PT) of Elements
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive
metals
2.4 Present a how water behaves in different states in a water cycle S8MT-IIIc-d-9.4
(through song, poem, illustration, video clips, etc.)
2.5 Define chemical change operationally and cite the different S8MT-IIIc-d-9.5
evidences of chemical change
2.6 Explain how chemical change affects the chemical composition S8MT-IIIc-d-9.6
of a material (molecular level)
Summative Assessment on S8MT-IIIa-b-8, S8MT-IIIc-d-9
3. Determine the number of protons, neutrons, and electrons in a S8MT-IIIe-f-10
particular atom
3.1 Differentiate atoms from molecules (through KWL, Venn Diagram, etc.) S8MT-IIIe-f-10.1
3.2 Discuss the historical background of the atom and its S8MT-IIIe-f-10.2
sub-atomic particles
3.3 Describe atom and its sub-atomic particles S8MT-IIIe-f-10.3
3.4 Determine the number of electrons, protons, and neutrons in S8MT-IIIe-f-10.4
an atom
3.5 Determine the number of electron. proton and neutron in a S8MT-IIIe-f-10.5
positive and negative ions
3.6 Illustrate how the sub-atomic particles are distributed in an S8MT-IIIe-f-10.6
atom/anion/cation
Summative Assessment on S8MT-IIIe-f-10
4. Trace the development of the periodic table from observations based on S8MT-IIIg-h-11
similarities in properties of elements;
4.1 Discuss briefly the historical development of the PT S8MT-IIIg-h-11.1
4.2 Show the historical development of the PT in the form of song, poem, S8MT-IIIg-h-11.2
drawing/illustration, etc.
4.3 Differentiate periods/series from groups/families in the PT and S8MT-IIIg-h-11.3
identify each given elements' periods/series or groups/families
4.4 Enumerate and describe the periodic trends/properties of the PT S8MT-IIIg-h-11.4
(Metallic property, Nonmetallic property, electronegativity, ionization
energy, electron affinity, etc.)
 4.5 Plot the following atomic number of elements versus atomic size/ S8MT-IIIg-h-11.5
electronegativity/ionization energy/etc.
4.6 Arrange given set of elements in increasing/decreasing order of periodic S8MT-IIIg-h-11.6
properties
4.7 Determine which metallic elements will be reactive or nonreactive S8MT-IIIg-h-11.7
5. Use the periodic table to predict the chemical behaviour of an element. S8MT-IIIi-j-12
5.1 Write the electron configuration of elements in a given group and S8MT-IIIi-j-12.1
relate it to their classification in the PT (metals, nonmetals, metalloids)
5.2 Describe and predict the elements' trend in the PT with respect to its:
a. density and melting point; S8MT-IIIi-j-12.2.a
b. ability to react with oxygen; S8MT-IIIi-j-12.2.b
c. reaction with water; S8MT-IIIi-j-12.2.c
d. reaction of metals with nonmetals and vise versa. S8MT-IIIi-j-12.2.c
Summative Assessment on S8MT-IIIg-h-11, S8MT-IIIi-j-12
Quarterly Summative Test
SUBTOTAL
ased on the Laws of Motion.
ey know the factors that affect
he medium.
inate from warm ocean waters.

recognize that ingredients in

n the form of ions.
ms. They have delved deeper
tion for overall wellness. They
or food.

tter is made up of particles, the

. The properties of materials
ved and the attraction between

tion. They can now explain that

ges in the motion of and relative

t, no new substances are

ion, etc.

NO. OF DAYS
TAUGHT

1
1
1
1
2

1
1

1
1

1
2

1
2

1
2

2
2

1
2
2
2
1
2
46
Grade
Science Discipline/Component

Grade Level Standard

Domain

Performance Standard

Content Standard

Performance Task

CONTENT

1. Electronic Structure of Matter

1. Chemical Bonding
1.1 Ionic and Covalent Bonding
1.2 Metallic Bonding
2. The Variety of Carbon
Compounds
2.1 Carbon Atoms
2.2 Organic Compounds

3. Mole Concept
3.1 Mass
3.2 Moles
3.3 Percentage Composition
of a Compound
GRADE 9
MATTER
At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory
to promote overall health. They have become familiar with some technologies that introduce desired traits in econ
important plants and animals. Learners can explain how new materials are formed when atoms are rearranged. Th
recognize that a wide variety of useful compounds may arise from such rearrangements.
Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy fr
volcanoes may be tapped for human use. They are familiar with climatic phenomena that occur on a global scale.
explain why certain constellations can be seen only at certain times of the year.
Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of e
momentum.

PROPERTIES AND STRUCTURE OF MATTER. Using their understanding of atomic structure learned in G
learners describe how atoms can form units called molecules. They also learn about ions. Further, they explain ho
form bonds (ionic and covalent) with other atoms by the transfer or sharing of electrons.
They also learn that the forces holding metals together are caused by the attraction between flowing electrons and
positively charged metal ions.
Learners explain how covalent bonding in carbon forms a wide variety of carbon compounds.
Recognizing that matter consists of an extremely large number of very small particles, counting these particles is n
practical. So, learners are introduced to the unit—mole.

CHANGES THAT MATTER UNDERGO. Learners explain how new compounds are formed in terms of the
rearrangement of particles. They also recognize that a wide variety of useful compounds may arise from such
rearrangements.
The learners shall be able to:
analyze the percentage composition of different brands of two food products and decide on the products’
appropriate percentage composition
The learners demonstrate an 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 by sharing electrons
3. forces that hold metals together
The learners shall be able to:
1. Create historical development of the atom in different forms: song, poem, illustration, rap, skit/drama, etc
2. Perform "Flame Test" to show excitation of electrons.

LEARNING COMPETENCIES CODE

1. Describe how the Bohr model of the atom improved S9MT-IIa-21

Rutherford’s atomic model
1.1 Create a historical development of the atom in different S9MT-IIa-21.1.1
forms: song, poem, illustration, rap, skit/drama, etc.
1.2 Compare and contrast the model of the atom of Bohr and S9MT-IIa-21.1.2
Rutherford
2. Explain how the Quantum Mechanical of the atom describes S9MT-IIa-22
the energies and positions of the electrons
2.1 Trace the scientific breakthroughs leading to the develop- S9MT-IIa-22.2.1
 ment of the quantum mechanical model of the atom
2.2 Predict the probable location of electron/s in an atom S9MT-IIa-22.2.2
(electron cloud, Heisenberg's Uncertainty Principle)
2.3 Perform "Flame Test" to show excitation of electrons S9MT-IIa-22.2.3
2.5 Describe electron configuration and write the correct S9MT-IIa-22.2.4
electron configuration of given elements
2.7 Describe the set of quantium numbers and complete the given S9MT-IIa-22.2.5
set of quantum numbers for each given elements
2.8 Supply the following data from the electron configuration S9MT-IIa-22.2.6
such as: period number, group number, number of paired
and unpaired electron/s, number of valence electron/s, and
number of core electrons
Summative Assessment on S9MT-IIa-21, S9MT-IIa-22
1. Explain the formation of ionic and covalent bonds S9MT-IIa-13
1.1 Differentiate metallic from nonmetallic elements and S9MT-IIa-13.1.1
explain electronegativity, electron affinity, and ionization
energy of elements in the periodic table
1.2 Relate group number of the elements with Lewis Electron S9MT-IIa-13.1.2
Dot Symbol (LEDS)
1.3 Infer the characteristic of electrons (metal and nonmetal) by S9MT-IIa-13.1.3
using the LEDS, its electronegativity and ionization energy
values
1.4 Describe chemical bond and its types: ionic bond and S9MT-IIa-13.1.4
covalent bond in terms of transfer and sharing of electrons
(polar and nonpolar) through illustration using LEDS
1.6 Compute for formal charges for different elements in a given S9MT-IIa-13.1.6
compound and select the best LEDS for compounds with
resonance structures
Summative Assessment on S9MT-IIa-13
2. Recognize different types of compounds (ionic or covalent) based S9MT-IIb-14
on their properties such as melting point, hardness, polarity,
electrical and thermal conductivity
2.1 Enumerate and discuss different physical properties of S9MT-IIb-14.2.1
ionic and covalent compounds
2.2 Distinguish ionic from covalent compounds based on their S9MT-IIb-14.2.2
physical properties
2.3 Cite natural phenomena that uses different physical properties S9MT-IIb-14.2.3
of ionic and covalent compounds (ex. Snowflakes, voltaic cells)
3. Explain properties of metals in terms of their structure S9MT-IIc-d-15
3.1 Explain electrical and heat conductivity in terms of the particu- S9MT-IIc-d-15.1
late nature of matter and the electronic structure of matter
3.2 Show a model of the metallic bonding as a sea of electrons S9MT-IIc-d-15.2
flowing within the metal
3.3 Infer properties of metals in terms of the free - flowing S9MT-IIc-d-15.3
electrons on the material
4. Explain how ions are formed. S9MT-IIe-f-16
4.1 Differentiate cations from anions based on their tendency to S9MT-IIe-f-16.1
lose or gain electrons
4.2 Show the formation of ions using the Lewis Electron Dot S9MT-IIe-f-16.2
Symbols (LEDS)
Summative Assessment on S9MT-IIb-14, S9MT-IIe-f-16
5. Explain how the structure of the carbon atom affects the type of S9MT-IIg-17
bonds it form
5.1 Discuss why carbon is a unique atom (valence electron, bond S9MT-IIg-17.1
length, strength, multiple bond formation, etc.)
5.2 Differentiate organic from inorganic componds (from its chemi- S9MT-IIg-17.2
cal formula, uses, properties)
5.3 Determine the different uses of organic compounds and S9MT-IIg-17.3
cite examples of each organic compound
5.4 Find the properties of common organic compounds through S9MT-IIg-17.4
experimentation (from Grade 9 Module)
6. Recognize the general classes and uses of organic compounds S9MT-IIh-18
6.1 Differentiate molecular, empirical, and structural (expanded S9MT-IIh-18.1
and condensed) formulas
6.2 Differentiate alkanes, alkenes and alkynes based on the S9MT-IIh-18.2
presence of bonds and their physical properties
6.3 Name different structures of hydrocarbons (alkanes, alkenes, S9MT-IIh-18.3
alkynes, alcohol, aldehydes, ester, carboxylic acid, ether, amines,
amides, etc.)
6.4 Identify different functional groups and their uses in organic S9MT-IIh-18.4
compounds
Summative Assessment on S9MT-IIg-17, S9MT-IIh-18
7. Use the mole concept to express mass of substances S9MT-IIi-19
7.1 Differentiate molecular unit from formula unit and compute S9MT-IIi-19.1
for the molecular or formula mass of each given compound
7.2 Define mole and calculate for the number of moles of given S9MT-IIi-19.2
compounds
7.3 Determine the mass of one mole of given substances S9MT-IIi-19.3
7.4 Convert number of moles, mass, and number of particles from S9MT-IIi-19.4
one unknown to another
8. Determine the percentage composition of a compound given its S9MT-IIj-20
chemical formula and vice versa
8.1 Determine the percentage composition of each element in S9MT-IIj-20.1
a given compound
8.2 Differentiate empirical and molecular formula S9MT-IIj-20.2
8.3 Calculate for the empirical and molecular formula of a S9MT-IIj-20.3
compound given its percentage compositions
Summative Assessment on S9MT-IIi-19, S9MT-IIj-20
Quarterly Summative Test
SUBTOTAL
 atory, and circulatory systems
e desired traits in economically
ms are rearranged. They

explain how energy from

cur on a global scale. They can

ws of conservation of energy and

structure learned in Grade 8,

urther, they explain how atoms

flowing electrons and the

ds.
ting these particles is not

rmed in terms of the

y arise from such

the products’

within atoms

p, skit/drama, etc

NO. OF DAYS
TAUGHT

1
1

1
1

1
1

1
1

1
2

1
2
49
Grade
Science Discipline/Component

Grade Level Standard

Domain

Performance Standard

Content Standard

Performance Task

CONTENT

1. Gas Laws
 1.1 Kinetic Molecular Theory
1.2 Volume, pressure,
and temperature
relationship
1.3 Ideal gas

2. Biomolecules
2.1 Elements present in
biomolecules
2.2 Carbohydrates, lipids,
proteins, and nucleic acids
2.2.1 Food Labels
3. Chemical reactions
GRADE 10
MATTER

At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same places in the world and
related to plate boundaries. They can demonstrate ways to ensure safety and reduce damage during earthquakes, ts
volcanic eruptions. Learners can explain the factors affecting the balance and stability of an object to help them pr
appropriate positions and movements to achieve efficiency and safety such as in sports and dancing. They can ana
situations in which energy is harnessed for human use whereby heat is released, affecting the physical and biologi
components of the environment. Learners will have completed the study of the entire organism with their deeper s
excretory and reproductive systems. They can explain in greater detail how genetic information is passed from par
offspring, and how diversity of species increases the probability of adaptation and survival in changing environme
can explain the importance of controlling the conditions under which a chemical reaction occurs. They recognize
tissues of the human body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may
in the food they eat.

PROPERTIES AND STRUCTURE OF MATTER. Learners investigate how gases behave in different conditio
their knowledge of the motion of and distances between gas particles. Learners then confirm whether their explan
consistent with the Kinetic Molecular Theory. They also learn the relationships between volume, temperature, and
using established gas laws.
In Grade 9, learners learned that the bonding characteristics of carbon result in the formation of large variety of co
Grade 10, they learn more about these compounds that include biomolecules such as carbohydrates, lipids, protein
nucleic acids. Further, they will recognize that the structure of these compounds comprises repeating units that are
a limited number of elements such as carbon, hydrogen, oxygen, and nitrogen.

CHANGES THAT MATTER UNDERGO. Learners described how particles rearrange to form new substances.
they learn that the rearrangement of particles happen when substances undergo chemical reaction. They further ex
when this rearrangement happens, the total number of atoms and total mass of newly formed substances remain th
is the Law of Conservation of Mass. Applying this law, learners learn to balance chemical equations and solve sim
mole, mole-mass, and mass-mass problems.

The learners shall be able to:

using any form of media, present chemical reactions involved in biological and industrial processes
affecting life and the environment
The learners demonstrate understanding of…
1. how gases behave based on the motion and relative distances between gas particles
2. the structure of biomolecules, which are made up mostly of a limited number of elements, such
as carbon, hydrogen, oxygen, and nitrogen
3. the chemical reactions associated with biological and industrial processes affecting life and the
environment
The learners shall be able to:
1. Investigate the relationship between pressure and volume at constant temperature of a gas;
2. plot given values of volume against pressure at constant temperature of a gas;
3. Create a poem, song, poster, slogan, rap song, or the like in showing the importance of biomolecules
to humans
4. Prepare product/s or material/s which involve chemical in a controlled set - up

LEARNING COMPETENCIES

1. Investigate the relationship between:

 1.1 volume and pressure at constant temperature of a gas;
1.1.a. Investigate the relationship between volume and
pressure at constant temperature of a gas through
an experiment (Ex. Marshmallow in a Syringe, Scuba
Diver's Activity, Cartesian Diver Experiment, etc.)
1.1.b. Plot given values of volume against pressure
at constant temperature of a gas
1.1.c Solve problems on volume and pressure
relationship at constant temperature of a gas
1.2 Volume and temperature at constant pressure of a gas;
1.2.a Determine the relationship of volume and
temperature at constant pressure of a gas through
experiment/observation/video clip/etc.
1.2.b Describe the relationship between volume and
temperature at constant pressure from a given data/
graph/simulation / video clips/etc.,
1.2.c Calculate for each unknown on volume and
temperature relationship at constant pressure of a gas
1.3 Explains these relationships using the kinetic molecular
theory
1.3.a Cite and describe each Kinetic Molecular Theory
assumptions
1.3.b Cite instances wherein KMT is observed in life
experiences
(ex. Discuss the KMT on hot air balloons, etc.)
1.3.c. Show the relationship between volume and the
number of moles of a gas (Avogadro's Law) by using
data/videos/ simulation/ graph/etc.
1.3.d Calculate for each unknown on volume and number
of moles realtionship
1.3.e Describe and derive how Ideal Gas Equation was
developed
1.3.f Calculate for each unknown on the Ideal Gas Equation
Summative Assessment on S10MT-IVa-b-21
2. Recognize the major categories of biomolecules such as
carbohydrates, lipids, proteins, and nucleic acids
2.1. Describe biomolecules and identify the different
elements present in it (Give list of biomolecules with
their respective chemical formula)
2.2.a Describe carbohydrates and its classification (mono -
saccharide, disaccharide and polysaccharide)
2.2.b Describe lipid and differentiate the two classes of lipids
(simple and complex)
2.2.c Identify biomolecules based on the result of
physical and chemical tests or based on its function
 2.2.d Discuss the chemical nature of nucleic acid
2.2.1.a Identify the different biomolecules present on food
labels
2.2.1.b Discuss the importance and the need in monitoring
the amount of biomolecules in the body
2.2.1.c Compose a song, poem, poster, slogan, rap song, and
the like in showing the importance of biomolecules or
prepare a dish which contains biomolecules for the
following: athletes, construction workers, dancers, etc.
Summative Assessment on S10MT-IVc-d-22
3. Apply the principles of conservation of mass to chemical
reactions
3.1 State and explain the "Law of Conservation of Mass" by
using common chemical reactions around us (ex. Burning
of wood/paper, photosynthesis, etc.) and its parts
3.2 Balance given chemical equations
3.3 Cite instances wherein chemical reactions are observed
3.4 Identify and describe the different types of chemical
reactions
3.5 Predict the products/s and balance each given combination
reaction
3.6 Predict the product/s and balance given decomposition
reaction
3.7 Predict the product/s and balance given single replace -
ment reaction
3.8 Predict the product/s and balance given double replace -
ment reaction
Summative Assessment on S10MT-IVe-g-23
4. Explain how the factors affecting rates of chemical reactions
are applied in food preservation and materials production,
control of fire, pollution, and corrosion.
4.1 investigate how temperature affects the rate of chemical
reaction
4.2 Describe how the nature of reactants affects the rate
of chemical reaction
4.3 Discuss how the physical state and the concentration of
reacting materials affects the rate of chemical reaction
4.4 Explain how the presence of catalyst affects the rate of
chemical reactions
4.5 Identify and suggest ways to control different chemical
reactions in the environment
4.6 Prepare product/s or material/s which involve chemical
in a controlled set - up
Summative Assessment on S10MT-IVh-j-24
Quarterly Summative Test
 s occur in the same places in the world and that these are
ty and reduce damage during earthquakes, tsunamis, and
nce and stability of an object to help them practice
such as in sports and dancing. They can analyze
released, affecting the physical and biological
dy of the entire organism with their deeper study of the
how genetic information is passed from parents to
aptation and survival in changing environments. Learners
a chemical reaction occurs. They recognize that cells and
nd biomolecules. These biomolecules may also be found

tigate how gases behave in different conditions based on

Learners then confirm whether their explanations are
tionships between volume, temperature, and pressure

result in the formation of large variety of compounds. In

ecules such as carbohydrates, lipids, proteins, and
ompounds comprises repeating units that are made up of
nitrogen.

particles rearrange to form new substances. In Grade 10,

undergo chemical reaction. They further explain that
mass of newly formed substances remain the same. This
to balance chemical equations and solve simple mole-

gical and industrial processes

een gas particles

ed number of elements, such

cesses affecting life and the

nt temperature of a gas;
re of a gas;
g the importance of biomolecules

olled set - up

NO. OF DAYS
CODE
TAUGHT
S10MT-IVa-b-21
S10MT-IVa-b-21.1.1.a 1

S10MT-IVa-b-21.1.1.b 1

S10MT-IVa-b-21.1.1.c 2

S10MT-IVa-b-21.1.2.a 1

S10MT-IVa-b-21.1.2.b 1

S10MT-IVa-b-21.1.2.b 2

S10MT-IVa-b-21.1.3

S10MT-IVa-b-21.1.3.a 1

S10MT-IVa-b-21.1.3.b 1

S10MT-IVa-b-21.1.3.b 1

S10MT-IVa-b-21.1.3.c 1

S10MT-IVa-b-21.1.3.d 2

S10MT-IVa-b-21.1.3.d 1
1
S10MT-IVc-d-22

S10MT-IVc-d-22.2.1 1

S10MT-IVc-d-22.2.2.a 1

S10MT-IVc-d-22.2.2.b 1

S10MT-IVc-d-22.2.2.c 1
 S10MT-IVc-d-22.2.2.d 1
S10MT-IVc-d-22.2.2.1.a 1

S10MT-IVc-d-22.2.2.1.b 1

S10MT-IVc-d-22.2.2.1.c 2

1
S10MT-IVe-g-23

S10MT-IVe-g-23.3.1 1

S10MT-IVe-g-23.3.2 2
S10MT-IVe-g-23.3.3 1
1
S10MT-IVe-g-23.3.4
1
S10MT-IVe-g-23.3.5
1
S10MT-IVe-g-23.3.6
2
S10MT-IVe-g-23.3.7
S10MT-IVe-g-23.3.8 2

1
S10MT-IVh-j-24

S10MT-IVh-j-24.4.1 1

S10MT-IVh-j-24.4.2 1

S10MT-IVh-j-24.4.3 1

S10MT-IVh-j-24.4.4 1

S10MT-IVh-j-24.4.5 1

S10MT-IVh-j-24.4.6 1

1
2
SUBTOTAL 47