K TO 12 BASIC EDUCATION CURRICULUM

Grade 8 - FORCE, MOTION AND ENERGY

1ST QUARTER/ 1ST GRADING PERIOD
CONTENT CONTENT PERFORMANCE COMPETENCY COMPETENCY SUBJECT UNPACKED OBJECTIVES
STANDARDS STANDARDS CODE MATTER
1. Laws of Motion The Learners The Learners shall S8FE-Ia-15 The Learners BALANCE 1. identify the forces acting on an
1.1 Law of Inertia demonstrate an be able to: should be able to… FORCES object at rest.
1.2 Law of understanding of: develop a written 1. investigate the (1 HOUR) 2. examine the conditions when
Acceleration Newton’s three plan and implement relationship two forces balance
1.3 Law of laws of motion a “Newton’s between the amount 3. explain the effect of balanced
Interaction and uniform Olympics” of force applied and forces on the state of motion of
circular motion the mass of the an object.
object to the 4. Discuss the importance of rest
amount of change and sleep in our lives.
in the object’s UNBALANCED 1. Define unbalanced forces.
motion; FORCES 2. demonstrate the effects of
(1 HOUR) unbalanced forces.
3. Solve for the net force
4. Discourse the importance of
forcing oneself to the limit to
become successful.
THE LAW OF 1. Define inertia
INERTIA 2. demonstrate Newton’s first
(1 HOUR) law of motion.
3. Exhibit examples of situations
that where the law of inertia is
observed.
4. Discuss the importance of a
balance between study and play
in our lives.

Adapted from K to 12 Science Curriculum Guide August 2016 1

Revised for Ozamiz City Division (Science Department) August 2018
 K TO 12 BASIC EDUCATION CURRICULUM

LAW OF 1. Define acceleration.

ACCELERATION 2. investigate the relationship
(2 HOUR) between the amount of force
applied and the mass of the
object to the amount of change in
the object’s motion.
3. describe how the net force
acting on an object affects its
acceleration.

LAW OF 1. Solve problems involving the

ACCELERATION law of acceleration.
(1 HOUR) 2. Demonstrate activities that
showcase the law of acceleration
3. Discourse the value of family
relationships.

S8FE-Ia-16 2. infer that when a LAW OF 1. state Newton’s Third Law of

body exerts a force INTERACTION Motion.
on another, an equal (1 HOUR) 2. infer that when a body exerts a
amount of force is force on another, an equal
exerted back on it; amount of force is exerted back
on it
3. Explain the Golden rule.
S8FE-Ib-17 3. demonstrate how CHANGES IN 1. Describe how to change the
a body responds to MOTION motion of an object
changes in motion; (1 HOUR) 2. demonstrate how a body
responds to changes in motion
3. Deliberate the importance of
change for the better.
S8FE-Ib-18 4. relate the laws of UNIFORM 1. Infer that in the case of circular
motion to bodies in CIRCULAR motion, the whirling object

Adapted from K to 12 Science Curriculum Guide August 2016 2

Revised for Ozamiz City Division (Science Department) August 2018
 K TO 12 BASIC EDUCATION CURRICULUM

uniform circular MOTION accelerates not due to the change

motion; (1 HOUR) in its speed but to the change in
the direction of its velocity.
2. relate the laws of motion to
bodies in uniform circular motion
3. Discuss the importance of
having a direction in our lives.
S8FE-Ib-19 5. infer that circular CENTRIPETAL 1. infer that circular motion
motion requires the FORCE requires the application of
application of (1 HOUR) constant force directed toward
constant force the center of the circle.
directed toward the 2. demonstrate that the force
center of the circle; comes from the string that pulls
the object towards the center of
its circular path.
3. Explain the value of pushing
oneself toward his/her goal.
2. Work Power and work using S8FE-Ic-20 6. identify WORK 1. identify situations in which
Energy constant force, situations in which (1 HOUR) work is done and in which no
power, work is done and in work is done
gravitational which no work is 2. explain if work is done in
potential energy, done; situations represented
kinetic energy, 3. Discuss the importance of hard
and elastic work in doing tasks.
potential energy
S8FE-Ic-21 7. describe how WORK AND 1. describe how work is related to
work is related to POWER power and energy
power and energy; (2 HOURS) 2. compute for power output in
walking or running up a flight of
stairs
3. Discuss the importance of the
saying “there is power in words”
S8FE-Id-22 8. differentiate ENERGY 1. differentiate potential and

Adapted from K to 12 Science Curriculum Guide August 2016 3

Revised for Ozamiz City Division (Science Department) August 2018
 K TO 12 BASIC EDUCATION CURRICULUM

potential and (2 HOURS) kinetic energy

kinetic energy; 2. Exhibit situations that shows
potential or kinetic energy.
3. Discuss the importance of
conserving one’s energy for more
important things.
9. relate speed and POTENTIAL 1. relate speed and position of
position of object to ENERGY object to the amount of energy
the amount of (2 HOURS) possessed by a body
energy possessed 2. explain how a twisted rubber
by a body; band can do work and relate the
work done to potential energy
3. Explain how important
working together in achieving
goals.
3. Sound the propagation of S8FE-Ie-24 10. infer how the SPEED OF 1. distinguish which material
sound through movement of SOUND transmits sound the best.
solid, liquid, and particles of an (2 HOURS) 2. Deduce closely spaced
gas object affects the materials are the best transmitters
speed of sound of sound.
through it; 3. infer how the movement of
particles of an object affects the
speed of sound through it.
4. Discuss the importance of
having a sound body and mind.
S8FE-Ie-25 11. investigates the SPEED OF 1. determine how temperature
effect of SOUND AND affects the speed of sound .
temperature to TEMPERATURE 2. investigates the effect of
speed of sound (2 HOURS) temperature to speed of sound
through fair testing through fair testing
3. Explain the importance of
being fair.
4. Light some properties discuss phenomena S8FE-If-26 12. demonstrate the COLOR 1. infer that:

Adapted from K to 12 Science Curriculum Guide August 2016 4

Revised for Ozamiz City Division (Science Department) August 2018
 K TO 12 BASIC EDUCATION CURRICULUM

and such as blue sky, existence of the SPECTRUM OF A. white light is made up of
characteristics of rainbow, and red color components VISIBLE LIGHT many different colors of light;
visible light sunset using the of visible light (1 HOUR) and
concept of using a prism or B. each of these colors of light
wavelength and diffraction grating; bends differently when it strikes
frequency of visible objects like a prism
light 2. demonstrate the existence of
the color components of visible
light using a prism or diffraction
grating
3. discuss the importance of
colors in our lives.
S8FE-If-27 13. explain the COLORS OF 1. infer that:
hierarchy of colors LIGHT AND A. energy of the colors of light
in relation to ENERGY increases as one goes towards the
energy; (1 HOUR) right side of the color spectrum;
and
B. red light has the least energy
and blue light has the most
energy
2. explain the hierarchy of colors
in relation to energy;
3. explain how colors bring
beauty in our lives.
S8FE-If-28 14. explain that red COLORS OF 1. observe that bending depends
is the least bent and LIGHT AND on the refractive index of the
violet the most bent FREQUENCIES color of light
according to their AND 2. infer that:
wavelengths or WAVELENGTHS A. light is composed of colors of
frequencies (2 HOURS) different frequencies and
wavelength;
B. the frequencies of the colors of
light are inversely proportional to

Adapted from K to 12 Science Curriculum Guide August 2016 5

Revised for Ozamiz City Division (Science Department) August 2018
 K TO 12 BASIC EDUCATION CURRICULUM

the wavelength;
C. the product of the frequency
and the wavelength of the colors
of light is a constant; and
D. the arrangement of colors of
light shows the hierarchy of the
color’s corresponding energy.
3. explain that red is the least
bent and violet the most bent
according to their wavelengths or
frequencies
4. explain how we can add color
to someone’s life.
5. Heat heat and S8FE-Ig-29 15. differentiate HEAT AND 1. describe the hotness or
temperature, and between heat and TEMPERATURE coldness of an object in terms of
the effects of heat temperature at the (2 HOURS) its temperature
on the body molecular level; 2. determine the relationship
between the amount of heat
transferred and the resulting
temperature change
3. differentiate between heat and
temperature at the molecular
level
4. Discuss the importance of
keeping one’s temper.
HEAT AND 1. explain the scattering of the
TEMPERATURE dye in water at different
(2 HOURS) temperatures.
2. Demonstrate the scattering of
the dye in water at different
temperatures
3. Explain how one’s anger can
scatter relationships.

Adapted from K to 12 Science Curriculum Guide August 2016 6

Revised for Ozamiz City Division (Science Department) August 2018
 K TO 12 BASIC EDUCATION CURRICULUM

6. Electricity current- voltage- S8FE-Ih-30 16. infer the OHM’S LAW 1. measure the electric current
resistance relationship (1 HOUR) and voltage in a circuit using an
relationship, between current and ammeter and voltmeter
electric power, charge; respectively; and
electric energy,
and home 2. determine the relationship
circuitry between electric current and
voltage
3. determine the relationship
between electric current and
resistance
4. Express opinions about having
good relationships with the
siblings.
S8FE-li-31 17. explain the CIRCUIT 1. connect loads in different ways
advantages and CONNECTIONS and
disadvantages of (1 HOUR) 2. explain the similarities and
series and parallel differences between the circuit
connections in connections
homes; 3. explain the advantages and
disadvantages of series and
parallel connections in homes
4. Explain the importance of
teamwork.
S9FE-li-32 18. differentiate ELECTRICAL 1. Describe electrical power and
electrical power and POWER AND energy
electrical energy; ENERGY 2. differentiate electrical power
and (1 HOUR) and electrical energy
3. Discuss the importance of
conserving electric consumption.
S8FE-li-33 19. explain the FUNCTIONS OF 1. describe the heating effect of
functions of circuit CIRCUIT current;

Adapted from K to 12 Science Curriculum Guide August 2016 7

Revised for Ozamiz City Division (Science Department) August 2018
 K TO 12 BASIC EDUCATION CURRICULUM

breakers, fuses, BREAKERS, 2. explain what a short circuit is

earthing, double FUSES,
insulation, and EARTHING, 3. State the functions of circuit
other safety devices DOUBLE breakers, fuses, earthing, double
in the home. INSULATION, insulation, and other safety
AND OTHER devices in the home
SAFETY 4. Explicate the reason behind
DEVICES IN some safety practices in the use
THE HOME of electricity
(1 HOUR)
REVIEW
(1 HOUR)
QUARTER
EXAMINATION
(1 HOUR)
PREPARED:

HARRY MHEL F. TIMTIM

SST-I

Adapted from K to 12 Science Curriculum Guide August 2016 8

Revised for Ozamiz City Division (Science Department) August 2018