Zamboanga City Division

( For The information and compliance of all teachers teaching Science )

Date : August 11 , 2017

STANDARDS OF PRACTICE FOR SCIENCE ( SPS )

A. Guide In Using the Unpacked Learning Competencies :

1. The teacher shall follow the unpacked learning competencies (ULCs) in the preparation of the lesson
plan . One-Two learning objectives/competencies are ideal and achievable. However ,three lesson
objectives may be allowed in a lesson provided the content and skills are very related. It is therefore
left to the careful evaluation of the teacher concerned to decide if three objectives are still time-bound.
2. The ULCs are consecutively numbered. When planning for a lesson , the teacher is advised to follow
the sequence without changing the skills in the LC. The main learning competencies from the CG
( those that are coded ) are already incorporated in the unpacked LCs .
3. The number of weeks needed to cover the competencies may be flexible for as long as the sets of
competencies shall be fully covered.
4. For grades 3-6 , it is advised that basic process and integrated skills shall be taught on the first week of
every opening of classes. Sample learning competencies are provided in the unpacked LCs.
5. The number of the ULC in the list will be followed in the Lesson Plan corresponding to the number
reflected. Example :

I. Objectives :
28 Give the general descriptions of spore-bearing plants and cone-bearing
plants. (K)
29. Give examples of spore-bearing and cone-bearing plants . ( K )

6. The ULCs must be followed . Addition of LC is allowed provided the skills and content are within the
content standards. When addition of LC in necessary , the “ added” LC shall be written below the ULC
that is closely connected/related and must be sub-numbered. Refer to the illustrative example :

I. Objectives :
29. Give the general descriptions of spore-bearing plants and cone-bearing plants. (K)
29.1 Identify features of cone-bearing from spore-bearing plants. ( added LC )
30. Give examples of spore-bearing and cone-bearing plants . ( K )

7. If the unpacked LC is the main LC in the CG , place the code after the LC

I. Objectives :

20. Discuss the categories of tropical cyclone . ( U )

21. Explain how typhoons develop .(U) ( S8ES-IId-18)

8. For Schools with Special Science Programs , The Curriculum must be enriched. This means that
unpacked LCs must be enriched in both skill and content , enriched activities and process and enriched
assessment. The enrichment should be made visible in the lesson plan. Example :
 I. Objectives :
30. Give the general descriptions of spore-bearing plants and cone-bearing plants. (K)
31. Give examples of spore-bearing and cone-bearing plants . ( K )
31.1 Present a simple investigation on how spores reproduce thru IT integration. ( enriched LC )

9. The K-U-D found after the unpacked LCs represent “ Knowledge , Understanding and Doing” . This
means that the competencies we teach to the learners must follow the learning progression principle
which is from simple to complex in both skills and content.

9.1 The “ knowledge “ skill is the same with the “ remembering” skill of Bloom’s , while the “
understanding” skill covers from “ understanding , applying , analyzing and evaluating “ skills of Bloom’s and
the “doing” skill is the “ creating” for Bloom’s which is a performance-based skill.

9.2 When planning for assessment whether formative or summative , the Bloom’s Taxonomy shall be
followed in determining the cognitive skills of the assessment questions.

10. Printed copies of the unpacked LCs must be attached to the lesson plan for easy reference.

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GRADE 8
QUARTER 4
Module 1: Digestive System

CONTENT:
1. Structures and Functions: Focus on the Digestive System
1.1 Organs of the digestive system and their interaction with organs of the respiratory, circulatory, and
excretory systems
1.2 Changes in food as it undergoes physical and chemical digestion
1.3 Diseases resulting from nutrient deficiency and ingestion of harmful substances
1.4 Prevention, detection, and treatment of diseases of the digestive system
CONTENT STANDARD PERFORMANCE STANDARD
The learners demonstrate understanding of the The learners should be able to present an analysis
digestive system and its interaction with the of the data gathered on diseases resulting from
circulatory, respiratory, and excretory systems in nutrient deficiency.
providing the body with nutrients for energy.
LEARNING COMPETENCIES
a. Explain ingestion, absorption, assimilation, and excretion. (S8LT-IVa-13)
UNPACKED LEARNING COMPETENCIES ( one week )
1. Give the parts and functions of each organ of the digestive system (K)
2. Compare assimilation and excretion (U)
3. Differentiate ingestion from absorption (U)
4. Discuss the excretion process of undigested foods (U)
5. Explain how the digestive system coordinate with circulatory ,respiratory and excretory system for the
proper functioning ( U)
6. Develop a flow chart showing the sequence of the 4 processes that take place in the digestive system
(D)

CONTENT STANDARD PERFORMANCE STANDARD

The learners demonstrate understanding of diseases The learners should be able to present an analysis
that result from nutrient deficiency and ingestion of of the data gathered on diseases resulting from
harmful substances, and their prevention and nutrient deficiency.
treatment.
LEARNING COMPETENCIES
b. Explain how diseases of the digestive system are prevented, detected, and treated.
(S8LT-IVb-14)
UNPACKED LEARNING COMPETENCIES ( one week )
7. Describe nutrient deficiency (K)
8. Identify common diseases of the digestive system resulting from nutrient deficiency (K)
9. Discuss the signs and symptoms of nutrient deficiency (U)
10. Explain how diseases of the digestive system are prevented, detected, and treated (U)
11. Explain the effects of harmful substances to the digestive system (U)
12. Interview TLE teachers /School Nurse/Clinic In-Charge on how to prevent nutrient deficiency and
ingestion of harmful substances (D)

CONTENT STANDARD PERFORMANCE STANDARD

The learners demonstrate understanding of the The learners should be able to present an analysis
digestive system and its interaction with the of the data gathered on diseases resulting from
circulatory, respiratory, and excretory systems in nutrient deficiency.
providing the body with nutrients for energy
LEARNING COMPETENCIES
c. Identify healthful practices that affect the digestive system. ( S8LT-IVc-15 )
UNPACKED LEARNING COMPETENCIES ( one week )
13. Enumerate unhealthful practices that affect the digestive system (K)
14. Identify healthful practices that affect the digestive system (K)
15. Discuss effective ways in preventing common diseases of the digestive system (U)
16. Plan ways on preventing digestive-related problems in school (D)

Module 2: Heredity: Inheritance and Variation of Traits

(Mitosis and Meiosis)
CONTENT:
2. Heredity: Inheritance and Variation of Traits
2.1 Stages of mitosis
2.2 Stages of meiosis
2.3 Mendelian Genetics
CONTENT STANDARD PERFORMANCE STANDARD
The learners demonstrate understanding of The learners should be able to report on the
how cells divide to produce new cells. importance of variation in plant and animal breeding
LEARNING COMPETENCIES
d. Compare mitosis and meiosis, and their role in the cell-division cycle. (S8LT-IVd-16)
UNPACKED LEARNING COMPETENCIES ( one week )
17. Describe cell cycle and its stages (K)
18. Explain the importance of cell division (U)
19. Describe mitosis and its stages (K)
20. Describe meiosis and its stages (K)
21. Compare mitosis and meiosis, and their role in the cell-division cycle (U)
22. Develop a model of mitosis and meiosis using recyclable materials (D)
CONTENT STANDARD PERFORMANCE STANDARD
The learners demonstrate understanding of meiosis The learners should be able to report on the
as one of the processes producing genetic variations importance of variation in plant and animal breeding
of the Mendelian Pattern of Inheritance .
LEARNING COMPETENCIES
e. Explain the significance of meiosis in maintaining the chromosome number. ( S8LT-IVe-17)
UNPACKED LEARNING COMPETENCIES ( one week )
23. Describe chromosomal structure (K)
24. Explain the chromosomal basis of inheritance (U)
25. Discuss how chromosome and gene are related to each other (U)
26. Explain role of chromosomes and genes in hereditary variations (U)
27. Discuss the importance of meiosis in gametogenesis (U)
28. Explain how meiosis maintain the chromosomal number of organism. (U)
29. Construct a model of meiosis using colored yarn (D)
CONTENT STANDARD PERFORMANCE STANDARD
The learners demonstrate understanding of meiosis The learners should be able to report on the
as one of the processes producing genetic variations importance of variation in plant and animal breeding
of the Mendelian Pattern of Inheritance.
LEARNING COMPETENCIES
f. Predict phenotypic expressions of traits following simple patterns of inheritance.
 (S8LT-IVf-18)
UNPACKED LEARNING COMPETENCIES ( one week )
30. Describe common genetic terms like: phenotype, genotype, alleles, heterozygous and homozygous
alleles, dominant and recessive trait. (K)
31. Discuss Mendel’s experiment on garden peas illustrating Mendelian Principles of Inheritance (U)
32. Solve monohybrid crosses given the phenotypes and genotypes of parents using the Punnett square
method (D)
33. Solve dihybrid crosses given the phenotypes and genotypes of parents using the Punnett square
method (D)
34. Predict phenotypic expressions of traits following simple patterns of inheritance by solving a
monohybrid and dihybrid crosses.(D)

Module 3: Biodiversity

CONTENT:
3. Biodiversity
3.1 Species diversity
3.2 Hierarchical taxonomic system of classification
3.3 Protection and conservation of endangered and economically important species
CONTENT STANDARD PERFORMANCE STANDARD
The learners demonstrate understanding of The learners should be able to report (e.g.,
the concept of a species through a travelogue) on the activities that
communities engage in to protect and conserve
endangered and economically important species
LEARNING COMPETENCIES
g. Explain the concept of a species. (S8LT-IVg-19)
UNPACKED LEARNING COMPETENCIES ( one week )
35. Explain the concept of species (U)
36. Classify the given species according to common characteristic. (U)

CONTENT STANDARD PERFORMANCE STANDARD

The learners demonstrate understanding of The learners should be able to report (e.g.,
the species as being further classified into a through a travelogue) on the activities that
hierarchical taxonomic system communities engage in to protect and conserve
endangered and economically important species
LEARNING COMPETENCIES
h. Classify organisms using the hierarchical taxonomicsystem. (S8LT-IVh-20)
UNPACKED LEARNING COMPETENCIES ( one week )
37. Describe the level of hierarchical taxonomic system; (K)
38. Discuss the two Domain scheme of classification(U)
39. Explain the distinct characteristics of kingdoms under each domain(U)
40. Classify the given organisms according to their hierarchical level of taxonomic system (U)

CONTENT STANDARD PERFORMANCE STANDARD

The learners demonstrate understanding of The learners should be able to report (e.g., through
the species as being further classified into a a travelogue) on the activities that communities
hierarchical taxonomic system engage in to protect and conserve endangered and
economically important species
LEARNING COMPETENCIES
i. Explain the advantage of high biodiversity in maintaining the stability of an ecosystem.
(S8LT-IVh-21)
UNPACKED LEARNING COMPETENCIES ( one week )
41. Describe a high biodiversity ecosystem (K)
42. Cite examples of high biodiversity ecosystem found in your community (k)
43. Explain the advantages of high biodiversity over low biodiversity (U)
44. Explain the advantage of high biodiversity in maintaining the stability of an ecosystem. (U)
45. Discuss current environmental issues that affects the stability of ecosystem through debate (D)

Module 4: Ecosystem

CONTENT:
4. Ecosystems
 4.1 Transfer of Energy in Trophic Levels
4.2 Cycling of materials in the ecosystem
4.2.1Water cycle
4.2.2Oxygen-carbon cycle
4.2.3Nitrogen cycle
4.3 Impact of human activities in an ecosystem
CONTENT STANDARD PERFORMANCE STANDARD
The learners demonstrate understanding of The learners should be able to make a poster
the one-way flow of energy and the cycling of comparing food choices based on the trophic levels
materials in an ecosystem
LEARNING COMPETENCIES
j. Describe the transfer of energy through the trophic levels. (S8LT-IV-i-22)
k. Analyze the roles of organisms in the cycling of materials. (S8LT-IV-i-23)
l. Explain how materials cycle in an ecosystem. (S8LT-IV-i-24)
UNPACKED LEARNING COMPETENCIES ( one week )
46. Differentiate food chain from food web (U)
47. Describe the transfer of energy through the trophic levels using energy pyramid (K)
48. Discuss the role of organisms in each cycle (U)
49. Analyze the roles of organisms in the cycling of materials.(U)
50. Explain how materials cycle in an ecosystem.
a. Water Cycle
b. Oxygen – carbon Cycle
c. Nitrogen Cycle
51. Construct a 3-D model of energy pyramid (D)
CONTENT STANDARD PERFORMANCE STANDARD
The learners demonstrate understanding of The learners should be able to make a poster
the one-way flow of energy and the cycling of comparing food choices based on the trophic levels
materials in an ecosystem
LEARNING COMPETENCIES
m. Suggest ways to minimize human impact on the environment. (S8LT-IVj-25)
UNPACKED LEARNING COMPETENCIES ( one week )
56. Identify human activities that have negative effects on the environment (K)
57. Discuss the negative effects of human activities on the environment (U)
58. Suggest ways to minimize human impact on the environment. ((U)
59. Develop slogan campaign program / activity to provide awareness of human activities that will help
minimize the negative effect on the environment (D)
a. Coastal Clean Up Drive
b. Mangrove / Tree Planting Activity
c. WOW
d. Solid Waste Management program