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K To 12 Curriculum Guide: Science
K To 12 Curriculum Guide: Science
K To 12 Curriculum Guide: Science
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
SCIENCE
(Grade 3 to Grade 10)
May 2016
K to 12 BASIC EDUCATION CURRICULUM
CONCEPTUAL FRAMEWORK
Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgments
and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic,
personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our
country’s cultural heritage.
The K to 12 science curriculum will provide learners with a repertoire of competencies important in the world of work and in a knowledge-based society. It envisions
the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of
nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science:
understanding and applying scientific knowledge in local setting as well as global context whenever possible, performing scientific processes and skills, and developing and
demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science-
technology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy
namely, constructivism, social cognition learning model, learning style theory, and brain-based learning.
Science content and science processes are intertwined in the K to 12 Curriculum. Without the content, learners will have difficulty utilizing science process skills since
these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners’ curiosity motivates them to learn
and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop learners’
interest and let them become active learners.
As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in
Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving the
way to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and its
application to real-life situations.
Developing and
Demonstrating Scientific
Attitudes and Values
Brain-based
learning
The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve
problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed
decisions, and engage in discussions of relevant issues that involve science, technology, and environment.
KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2)
At the end of Grade 2, learners will use their senses to explore and describe the functions of their senses, compare two or more objects and
using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain events in the
Grade 2 home or school and express how these are affecting them, do simple measurements of length, tell why some things around them are important ,
decide if what they do is safe or dangerous; give suggestions on how to prevent accidents at home, practice electricity, water, and paper
conservation, help take care of pets or of plants , and tell short stories about what they do, what they have seen, or what they feel.
At the end of Grade 3, learners can describe the functions of the different parts of the body and things that make up their surroundings --- rocks
and soil, plants and animals, the Sun, Moon and stars. They can also classify these things as solid, liquid or gas. They can describe how objects
Grade 3 move and what makes them move. They can also identify sources and 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 curious about their
surroundings, appreciate nature, and practice health and safety measures.
At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other materials or when
force is applied on them. They can identify materials that do not decay and use this knowledge to help 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 good health. They can classify
Grade 4 plants and animals according to where they live and observe interactions among living things and 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 the day. They can infer the importance of the Sun to
life on Earth.
K to 12 Science Curriculum Guide May 2016 Page 5of 211
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
At the end of Grade 5, learners can decide whether materials are safe and useful by investigating about some of their properties. They can infer
that new materials may form when there are changes in properties due to certain conditions.
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty.
They can compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They have
Grade 5 become aware of the importance of estuaries and intertidal zones and help in their preservation.
Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that different 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.
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 on 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.
Grade 6
Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, sound, 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 system, with emphasis on the motions of the Earth
as prerequisite to the study of seasons in another grade level.
At the end of Grade 7, learners can distinguish mixtures from substances through semi-guided investigations. They realize the importance of air
testing when conducting investigations. After studying how organ systems work together in plants and animals in the lower grade levels, learners
can use a microscope when observing very small organisms and structures. They recognize that living things are organized into different levels:
Cells, tissues, organs, organ systems, and organisms. These organisms comprise populations and communities, which interact with non-living
things in ecosystems.
Grade 7
Learners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, charts, and equations. They can
describe how various forms of energy travel through different mediums.
Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain the occurrence of
breezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain why seasons change and demonstrate how
eclipses occur.
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 affect 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 waters. They recognize other
members of the solar system.
Grade 8
Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that ingredients in 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 deeper into the process of
digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can participate in activities that protect
and conserve economically important species used for food.
At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall
health. They have become familiar with some technologies that introduce desired traits in economically important plants and animals. Learners
can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise from
such rearrangements.
Grade 9
Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped
for human use. They are familiar with climatic phenomena that occur on a global scale. They can 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 energy and momentum.
At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate
boundaries. They can demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions. Learners
can explain the factors affecting the balance and stability of an object to help them practice appropriate positions and movements to achieve
efficiency and safety such as in sports and dancing. They can analyze situations in which energy is harnessed for human use whereby heat is
Grade 10 released, affecting the physical and biological components of the environment. Learners will have completed the study of the entire organism
with their deeper study of the excretory and reproductive systems. They can explain in greater detail how genetic information is passed from
parents to offspring, and how diversity of species increases the probability of adaptation and survival in changing environments. Learners can
explain the importance of controlling the conditions under which a chemical reaction occurs. They recognize that cells and tissues of the human
body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in the food they eat.
G3 G4 G5 G6 G7 G8 G9 G10
Living Things
Force, Motion,&
1st Quarter Matter Matter Matter Matter Matter and Their Earth & Space
Energy
Environment
Living Things Living Things Living Things Living Things Living Things
Force, Motion,&
2nd Quarter and Their and Their and Their and Their and Their Earth & Space Matter
Energy
Environment Environment Environment Environment Environment
Living Things
Force, Motion,& Force, Motion,& Force, Motion & Force, Motion,& Force, Motion,&
3rd Quarter Matter Earth & Space and Their
Energy Energy Energy Energy Energy
Environment
Living Things
Force, Motion,&
4th Quarter Earth & Space Earth & Space Earth & Space Earth & Space Earth & Space and Their Matter
Energy
Environment
ENERGY
Learners observe and identify different Learners learn that light, heat, and This time, learners explore how different At this grade level, learners are
sources of light, heat, sound, and sound travel from the source. They objects interact with light, heat, sound, introduced to the concept of energy.
electricity in their environment and their perform simple activities that and electricity (e.g., identifying poor and They learn that energy exists in
uses in everyday life. demonstrate how they travel using good conductors of electricity using different forms, such as light, heat,
various objects. simple circuits). sound and electricity, and it can be
Note: Electricity is not included in They learn about the relationship transformed from one form to
Grade 4 because the concept of ‘flow of between electricity and magnetism by another. They demonstrate how
charges’ is difficult to understand at constructing an electromagnet. energy is transferred using simple
this grade level. They also learn about the effects of light, machines.
heat, sound, and electricity on people.
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Grade 3 – Matter
FIRST QUARTER/FIRST GRADING PERIOD
The learners demonstrate The learners should be able The learners should be able to… BEAM 5. Unit 4.
understanding of… to… Learning Guides.
3 Materials.
1. Properties 1. describe different objects Module 1.
1.1. Characteristics of ways of sorting materials and group common objects based on their characteristics February 2007.
solids, liquids, and describing them as solid, liquid found at home and in (e.g. Shape, Weight, Volume, Moving Onward
gases or gas based on observable school according to solids, Ease of flow); with Science and
properties liquids and gas Health 1
Teacher’s
Manual. Dungan-
Ramires, Cristeta,
et al. 1997. pp.
56-69
S3MT-Ia-
b-1 Growing with
Science and
Health 1.
Domanais, Lucia
C., et al. 1997.
pp. 115-119,
152-155.*
Science and
Health 1.
Coronel,
Carmelita C., et
al. 2000. pp. 83-
91.
Science and
Health 1. Bañez,
Resurreccion S.,
K to 12 Science Curriculum Guide May 2016 Page 17of 211
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Growing with
Science and
Health 2.
Domanais, Lucia
C. et al. 1997.
pp. 114-118. *
Moving Onward
with Science and
Health 1
Teacher’s
Manual. Dungan-
Ramirez, Cristeta,
et al. 1997. pp.
K to 12 Science Curriculum Guide May 2016 Page 18of 211
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
56-59. *
1. Properties The learners demonstrate The learners should be able The learners should be able to… Our World of
1.1. Characteristics of understanding of… to… Science and
solids, liquids, and Health 1
gases 1. describe different objects Teachers Manual.
based on their characteristics Santiago, Erlinda
ways of sorting materials and group common objects (e.g. Shape, M. 1997. pp. 61-
describing them as solid, liquid found at home and in 62. *
or gas based on observable school according to solids,
properties liquids and gas Science for
Everyone 1
S3MT-Ia- Teacher’s
b-1 manual. De Lara,
Ruth G. 1997.pp.
90-93. *
Science and
Health 2
Teacher’s
Manual. Apostol,
Joy A., et al.
1997. pp. 75-77.
*
BEAM 5. Unit 4.
Learning Guides.
2. classify objects and materials 3 Materials.
as solid, liquid, and gas based Module 1.
on some observable February 2007.
characteristics; S3MT-Ic-
d-2 Our World of
Science and
Health 1.
Santiago, Erlinda
M. 1997. pp.
105-124. *
K to 12 Science Curriculum Guide May 2016 Page 19of 211
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Health 2.
Apostol, Joy A.,
et al. 1997. pp.
112-123. *
S3MT-Ic-
d-2 Growing with
Science and
Health 2.
Domanais, Lucia
C., et al. 1997.
114-130. *
Science for
Everyone 2. De
Lara, Ruth G.
1997. pp. 98-
K to 12 Science Curriculum Guide May 2016 Page 20of 211
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
112. *
1. Properties
1.1. Characteristics of The learners demonstrate The learners should be able Science and
solids, liquids, and understanding of… to… 2. classify objects and materials Health 2.
gases as solid, liquid, and gas based Coronel,
on some observable Carmelita C.
characteristics; 1997. pp. 114-
ways of sorting materials and group common objects 137. *
describing them as solid, liquid found at home and in S3MT-Ic-
or gas based on observable school according to solids, d-2 Science Around
properties liquids and gas Us 2. Garcia,
Ligaya B., et al.
1997. pp. 103-
119. *
Science and
Health for Life 2.
Carale, Dr.
Lourdes R., et al.
1997. pp. 141-
154. *
Science and
Health 3
Teacher’s
Manual. Jacinto,
Emilio S. Jr., et
3. describe ways on the proper
al. 1997. pp.
use and handling solid, liquid S3MT-Ie-
109-111. *
and gas found at home and in g-3
school; and
Science Around
Us 3. Garcia,
Ligaya B., et al.
1997. pp. 113-
114. *
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Health 1.
Santiago, Ma.
Lourdes B. 1997.
S3LT-IIa- pp. 1-7. *
b-1
Into the Future:
Science and
Health 1. Estrella,
Sonia V., et al.
1997. pp. 1-9. *
Science and
Health Today 1.
Apolinario, Nenita
A. 1997. pp. 2-
K to 12 Science Curriculum Guide May 2016 Page 22of 211
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
17. *
The learners demonstrate The learners should be able The learners should be able to…
understanding of… to… Moving Onward
1.Living Things with Science and
1. describe the parts and Health 1.
1.1Humans parts, and functions of the practice healthful habits in functions of the sense Dungan-Ramirez,
sense organs of the human taking care of the sense organs of the human body; Cristeta. 1997.
body organs pp. 11-17. *
1.1.a Sense Organs
Growing with
Science and
Health 1.
Domanais, Lucia
C., et al. 1997.
pp. 2-4. *
Science and
S3LT-IIa- Health 1. Bañez,
b-1 Resurreccion S.,
et al. 1998. pp.
2-8. *
Science and
Health 1.
Coronel,
Carmelita C., et
al. 2000. pp. 3-9.
Our World of
Science and
Health 1.
Santiago, Erlinda
M. 1997. pp. 2-
17. *
Science and
K to 12 Science Curriculum Guide May 2016 Page 23of 211
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
The learners demonstrate The Learners should be able The learners should be able to… Health 1.
understanding of… to… Coronel,
Carmelita C.
1. describe the parts and functions 1997. pp. 19-23.
1.Living Things parts, and functions of the practice healthful habits in of the sense organs of the *
sense organs of the human taking care of the sense human body;
1.1Humans body organs Science for
Everyone 2
Teacher’s
1.1.a Sense Organs Manual. De Lara,
Ruth G. 1997.
pp. 8-18. *
Growing with
Science and
S3LT-IIa- Health 2
b-1 Teacher’s
Manual.
Domanais, Lucia
C., et al. 1997.
pp. 2-20. *
Science and
Health 2
Teacher’s
Manual. Coronel,
Carmelita C.
1997. pp. 14-20.
*
Science and
Health 2
Teacher’s
Manual. Apostol,
Joy A., et al.
1997. pp. 1-6. *
K to 12 Science Curriculum Guide May 2016 Page 24of 211
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
The learners demonstrate The learners should be able The learners should be able to… Into the Future:
understanding of… to… Science and
1.Living Things Health 1
1. describe the parts and S3LT-IIa- Teacher’s
1.1Humans parts, and functions of the practice healthful habits in functions of the sense b-1 Manual. Estrella,
sense organs of the human taking care of the sense organs of the human body; Sonia V., et al.
body organs 1997. pp. 11-13.
1.1.a Sense Organs *
BEAM 3. Unit 1.
Distance
Learning
Modules. DLP 9.
BEAM 3. Unit 1.
Distance
Learning
Modules. DLP 10.
BEAM 3. Unit 1.
Distance
Learning
Modules. DLP 11.
Science and
Health 2.
Coronel,
Carmelita C.
1997. pp. 19-23.
*
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Exploring Science
The learners demonstrate 2. Siringan-
understanding of… The learners should be able 2. enumerate healthful habits to Rasalan,
1.Living Things to… protect the sense organs; Elizabeth. 1999.
pp. 9-13. *
1.1Humans parts, and functions of the
sense organs of the human practice healthful habits in Into the Future:
body taking care of the sense Science and
1.1.a Sense Organs organs Health 2. Estrella,
Sonia V., et al.
1997. pp. 4-13. *
Science and
Health 2.
Coronel,
Carmelita C., et
S3LT-IIa- al. 2000. pp. 15-
b-2 21.
Science for
Everyone 2. De
Lara, Ruth G.
1997. pp. 19-25.
*
Science and
Health Today 2.
Apolinario, Nenita
A. 1997. pp. 28-
34. *
Growing with
Science and
Health 1
Teacher’s
Manual.
K to 12 Science Curriculum Guide May 2016 Page 26of 211
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
ExploringScience
2. Siringan-
Rasalan,
Elizabeth. 1999.
pp. 33-35. *
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Health 1. Estrella,
2.Living Things Sonia V., et al.
parts and functions of animals enumerate ways of grouping 3. describe animals in their 1997. pp. 44-45.
and importance to humans animals based on their immediate surroundings; *
2.1 Animals structure and importance
Science and
Health 1. Bañez,
Resurreccion S.,
et al. 1998. pp.
52-55. *
Science for
S3LT-IIc- Everyone 1. De
d3 Lara, Ruth G.
1997. pp. 59-62.
*
Science and
Health Today 1.
Apolinario, Nenita
A. 1997. pp. 72-
76. *
Science and
Health 1.
Coronel,
Carmelita C.
1997. pp. 58-61.
*
BEAM 3. Unit 2.
4. identify the parts and functions Distance
of animals; S3LT-IIc- Learning
d-4 Modules. DLP 19.
Science and
K to 12 Science Curriculum Guide May 2016 Page 28of 211
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Health 1. Bañez,
Resurreccion S.,
et al. 1998. pp.
56-60. *
Science for
Everyone 2. De
Lara, Ruth G.
1997. pp. 49-53.
*
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
2.Living Things *
parts and functions of animals enumerate ways of grouping
and importance to humans animals based on their 4. identify the parts and functions Science and
2.1 Animals structure and importance of animals; Health Today 2.
Apolinario, Nenita
A. 1997. pp. 60-
63. *
Science and
Health 2.
Apostol, Joy A.,
et al. 1997. p.
57. *
Science Around
S3LT-IIc- Us 2. Garcia,
d-4 Ligaya B., et al.
1997. pp. 46-48.
*
Science and
Health 2.
Coronel,
Carmelita C., et
al. 2000. pp. 41-
46.
Science and
Health 3
Teacher’s
Manual. Jacinto,
Emilio Jr. S.
1997. pp. 43-46.
*
Science and
K to 12 Science Curriculum Guide May 2016 Page 30of 211
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
5. classify animals according to Health 2.
body parts and use; Coronel,
Carmelita C., et
al. 2000. pp. 47-
51.
Science Around
S3LT-IIc- Us 2. Garcia,
d-5 Ligaya B., et al.
1997. pp. 51-59.
*
Science and
Health 2.
Apostol, Joy A.,
et al. 1997. pp.
62-67. *
Science for
Everyone 2. De
Lara, Ruth G.
1997. pp. 54-58.
*
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Exploring Science
1 Teacher’s
Manual.
Reynaldo-
Mangubat, Ma.
Carmina. 1999.
pp. 31-36. *
BEAM 3. Unit 2.
Distance
6. state the importance of animals Learning
to humans; Modules. DLP 29.
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Health for Life 2.
Carale, Lourdes
R. 1997. pp. 94-
99. *
S3LT-IIc-
d-7 Into the Future:
Science and
Health 2. Estrella,
Sonia V. 1997.
pp. 50-51. *
Science and
Health 2.
Coronel,
Carmelita C., et
al. 2000. pp. 60-
61.
Science and
Health 2.
Apostol, Joy A.,
K to 12 Science Curriculum Guide May 2016 Page 33of 211
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Exploring Science
2. Siringan-
Rasalan,
Elizabeth. 1999.
pp. 47-49. *
Science and
Health 2.
Coronel,
S3LT-IIc- Carmelita C.
d-7 1997. pp. 81-
82.*
Science Around
Us 3. Garcia,
Ligaya B., et al.
1997. pp. 71-73.
*
Science for
Everyone 2
Teacher’s
Manual. De Lara,
Ruth G. 1997.
pp. 57-60. *
Science and
K to 12 Science Curriculum Guide May 2016 Page 34of 211
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Health 2
2.Living Things parts and functions of animals enumerate ways of grouping Teacher’s
and importance to humans animals based on their 7. describe ways of proper Manual. Apostol,
structure and importance handling of animals; Joy A. 1997. pp.
2.1 Animals 44-45. *
Science and
Health Today 2
Teacher’s
Manual.
Apolinario, Nenita
A. 1997. pp. 69-
74. *
Science Around
Us 2 Teacher’s
Manual. Garcia,
Ligaya B., et al.
1997. pp. 57-59.
*
Science and
Health 1
Teachers Manual.
Coronel,
Carmelita C.
1997. pp. 40-42.
K to 12 Science Curriculum Guide May 2016 Page 35of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
*
2.Living Things
parts and functions of animals enumerate ways of grouping 7. describe ways of proper Science for
and importance to humans animals based on their handling of animals; Everyone 1
2.1 Animals structure and importance Teacher’s
Manual. De Lara,
S3LT-IIc- Ruth G. 1997.
d-7 pp. 61-63. *
3. Living Things external parts of plants and demonstrate the proper ways 8. describe the parts of
their functions, and importance of handling plants different kinds of plants; BEAM 3. Unit 3.
3.1 Plants to humans Distance
Learning
Modules. DLP 33.
BEAM 3. Unit 3.
Distance
Learning
S3LT-IIe- Modules. DLP 34.
f-8
Science Around
Us 3. Garcia,
Ligaya B., et al.
1997. pp. 78-89.
*
Science and
K to 12 Science Curriculum Guide May 2016 Page 36of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Heath 2. Coronel,
3. Living Things external parts of plants and demonstrate the proper ways 8. describe the parts of Carmelita C.
their functions, and importance of handling plants different kinds of plants; 1997. pp. 86-97.
3.1 Plants to humans *
Exploring Science
2. Siringan-
Rasalan,
Elizabeth. 1999.
pp. 56-65. *
Science and
Health Today 2.
Apolinario, Nenita
A. 1997. pp. 106-
S3LT-IIe- 108. *
f-8
Science and
Health 2.
Coronel,
Carmelita C., et
al. 2000. pp. 65-
67.
Science Around
Us 2. Garcia,
Ligaya B., et al.
1997. pp. 77-83.
*
Exploring Science
1 Teachers
Manual.
Reynaldo-
Mangubat, ma.
Carmina. 1999.
K to 12 Science Curriculum Guide May 2016 Page 37of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
pp. 58-61. *
3. Living Things external parts of plants and demonstrate the proper ways 8. describe the parts of
their functions, and importance of handling plants different kinds of plants; Our World of
3.1 Plants to humans Science and
Health 1
Teacher’s
S3LT-IIe- Manual.
f-8 Santiago, Erlinda
M. 1997. pp. 46-
48. *
Growing with
Science and
Health 1
Teacher’s
Manual.
Domanais, Lucia
C. 1997. pp. 91-
93. *
BEAM 3. Unit 3.
Distance
Learning
Modules. DLP 38.
Science and
Health 1.
Santiago, Ma.
9. state the importance of S3LT-IIe-
Lourdes B. 1997.
plants to humans; f-9
pp. 100-101. *
Science and
Health 1
Teacher’s
Manual.
Santiago, Ma.
Lourdes B. 1997.
K to 12 Science Curriculum Guide May 2016 Page 38of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
p. 68. *
3. Living Things
external parts of plants and demonstrate the proper ways
3.1 Plants their functions, and importance of handling plants
to humans
BEAM 3. Unit 3.
Distance
Learning
Modules. DLP 40.
BEAM 3. Unit 3.
Distance
Learning
Modules. DLP 41.
Science and
Health 2.
10. describe ways of caring Apostol, Joy A.
and proper handling of S3LT-IIe- 1997. pp. 104-
plants; f-10 105. *
Science and
Health 2.
Coronel,
Carmelita C., et
al. 2000. pp. 79-
80.
Science and
Health for Life 2.
Carale, Dr.
Lourdes R., et al.
1997. pp. 136-
140. *
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Use 2. Menguito,
3. Living Things Perla B., et al.
external parts of plants and demonstrate the proper ways 10. describe ways of caring 1997. Pp. 105-
3.1 Plants their functions, and importance of handling plants and proper handling of 106. *
to humans plants;
Science Around
Us 2. Garcia,
Ligaya B., et al.
1997. pp. 97-98.
*
Science for
Everyone 2. De
Lara, Ruth G.
S3LT-IIe- 1997. pp. 93-94.
f-10 *
Science and
Health 1
Teachers Manual.
Santiago, Ma.
Lourdes B. 1997.
p. 69. *
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
5.Ecosystems basic needs of plants, animals list down activities which they Science and
and humans can perform at home, in Health 2.
school, or in their Apostol, Joy A.,
neighborhood to keep the et al. 1997. pp.
environment clean 35-40, 70 and
103. *
Growing with
Science and
14. identify the basic needs of Health 1.
humans, plants and animals S3LT-IIi- Domanais, Lucia
such as air, food, water, and j-14 C., et al. 1997.
shelter; pp. 20-40 and
78-80. *
Science and
Health Today 2.
Apolinario, Nenita
A. 1997. pp. 36-
44, 89-91 and
114-116. *
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
5.Ecosystems
basic needs of plants, animals list down activities which they
and humans can perform at home, in
15. explain how living things
school, or in their
depend on the environment S3LT-IIi-
neighborhood to keep the
to meet their basic needs; j-15
environment clean
and
Science and
Health Today 1.
2. identify things that can make S3FE-IIIc- Apolinario, Nenita
objects move such as people, d-2 A. 1997. pp. 154-
water, wind, magnets; 157. *
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Health 2.
Apostol, Joy A.,
et al. 1997. pp.
147-153. *
Growing with
Science and
Health 1
Teacher’s
Manual.
Domanais, Lucia
C., et al. 1997.
pp. 157-159. *
Science and
Health 1
K to 12 Science Curriculum Guide May 2016 Page 43of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Exploring Science
3 Teacher’s
Manual. Alsim-
Madriaga, Lucita.
3. describe the movements of
2000. pp. 108-
objects such as fast/slow, S3FE-
111. *
forward/backward, IIIe-f-3
stretching/compressing;
Exploring Science
1 Teacher’s
Manual.
Reynaldo-
Mangubat, Ma.
Carmina. 1999.
pp. 100-102. *
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
BEAM 3. Unit 5.
2. Energy: Light, sound. sources and uses of light, apply the knowledge of the 4. describe sources of light and Distance
sound, heat and electricity sources and uses of light, sound, heat and electricity; Learning
2.1 Heat and Electricity sound, heat, and electricity and Modules. DLP 50.
BEAM 3. Unit 5.
Distance
Learning
Modules. DLP 51.
Science Around
Us 2. Garcia,
Ligaya B., et al.
1997. pp. 123-
124 and 133-134.
*
Science and
S3FE- Health 2.
IIIg-h-4 Coronel,
Carmelita C., et
al. 2000. pp.
105-106 and
114-115.
Science for
Everyone 2. De
Lara, Ruth G.
1997. pp. 116-
119 and 126-127.
*
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Health for Life 2.
Carale, Dr.
Lourdes R., et al.
pp. 156-163. *
MISOSA 6.
Module 21.
MISOSA 6.
Module 22.
5. enumerate uses of light, S3FE-IIIi-
MISOSA 6.
sound, heat and electricity. j-3
Module 23.
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Moving Onward
with Science and
Health 1.
Dungan-Ramirez,
Cristeta. 1997.
pp. 175-187. *
S3ES-IVa-
b-1
Science and
Health Today 1.
Apolinario, Nenita
A. 1997. pp. 164-
170. *
Moving Onward
with Science and
Health 1
Teacher’s
Manual. Dungan-
Ramirez, Cristeta.
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
The learners demonstrate The learners should be able The learners should be able to… 1997. pp. 83-87.
1. Earth and Space understanding of… to… *
1.1The Surroundings 1. describe the things found in the
people, animals, plants, lakes, express their concerns about surroundings; Growing with
rivers, streams, hills, their surroundings through Science and
mountains, and other landforms, teacher-guided and self – S3ES-IVa- Health 1
and their importance directed activities b-1 Teacher’s
Manual.
Domanais, Lucia
C. 1997. pp. 169-
171. *
BEAM 3. Unit 6.
Learning Guides.
Me and my
Environment.
January 2007.
Science and
Health Today 1.
Apolinario, Nenita
2. relate the importance of
S3ES-IVc- A. 1997. pp. 174-
surroundings to people and
d-2 176.
other living things;
Growing with
Science and
Health 1.
Domanais, Lucia
C., et al. 1997.
pp. 193-197.
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
BEAM 4. Unit 8.
2. Earth and Space types and effects of weather as express ideas about safety Distance
2.1Weather they relate to daily activities, measures during different Learning
health and safety weather conditions creatively Modules. DLP 57.
(through artwork, poem,
song) Science and
Health Today 1.
Apolinario, Nenita
A. 1997. pp. 183-
186. *
Our World of
Science and
Health 1.
Santiago, Erlinda
M. 1997. pp.
166-169. *
BEAM 4. Unit 8.
Distance
Learning
4. communicate how different Modules. DLP 57.
types of weather affect S3ES-IVg-
activities in the community; h-4 Our World of
and Science and
Health 1.
Santiago, Erlinda
M. 1997. pp.
176-180. *
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
types and effects of weather as express ideas about safety 4. communicate how different Health Today 1.
2. Earth and Space they relate to daily activities, measures during different types of weather affect Apolinario, nenita
2.1Weather health and safety weather conditions creatively activities in the community; A. 1997. pp. 187-
(through artwork, poem, and 188. *
song)
Growing with
Science and
Health 1.
Domanais, Lucia
C., et al. 1997.
pp. 187-188. *
Growing with
Science and
Health 2
Teacher’s
Manual.
Domanais, Lucia
C., et al. 1997.
pp. 168-170. *
Growing with
K to 12 Science Curriculum Guide May 2016 Page 50of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
2. Earth and Space types and effects of weather as express ideas about safety 4. communicate how different Health 1
2.1Weather they relate to daily activities, measures during different types of weather affect Teacher’s
health and safety weather conditions creatively activities in the community; Manual.
(through artwork, poem, and Domanais, Lucia
song) C., et al. 1997.
pp. 186-188. *
Science for
Everyone 1
Teacher’s
Manual. De Lara,
Ruth G. 1997.
pp. 139-140. *
S3ES-IVg-
h-4 Science and
Health Today 1
Teacher’s
Manual.
Apolinario, Nenita
A. 1997. pp. 132-
138. *
BEAM 4. Unit 8.
Distance
Learning
Modules. DLP 58.
Growing with
Science and
K to 12 Science Curriculum Guide May 2016 Page 51of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Health 1.
types and effects of weather as express ideas about safety 5. enumerate and practice safety Domanais, Lucia
2. Earth and Space they relate to daily activities, measures during different and precautionary measures in C., et al. 1997.
2.1Weather health and safety weather conditions creatively dealing with different types of pp. 213-216. *
(through artwork, poem, weather.
song) Science and
Health 2.
Apostol, Joy A.,
et al. 1997. pp.
211-212. *
Science for
Everyone 2
Teacher’s
Manual. De Lara,
S3ES-IVg- Ruth G. 1997.
h-5 pp. 142-144. *
Growing with
Science and
Health 2
Teacher’s
Manual.
Domanais, Lucia
C. 1997. pp. 171-
173. *
Pilot School MTB-
3. Earth and Space natural objects in the sky affect list down activities which MLE. Science TG.
one’s daily activities affect their daily activities Quarter 4. Week
3.1Natural Objects in 6. describe the natural objects S3ES-IVg- 7.
the Sky that are found in the sky h-6
during daytime and nighttime
Science and
Health for Life 2.
Carale, Dr.
Lourdes R., et al.
K to 12 Science Curriculum Guide May 2016 Page 52of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Health 1.
Santiago, Ma.
Lourdes B. 1997.
pp. 189-192. *
S3ES-IVg-
h-6 Science and
Health Today 1.
Apolinario, Nenita
A. 1997. pp. 196-
198. *
Our World of
Science and
Health 1.
Santiago, Erlinda
M. 1997. pp.
182-186. *
Science and
Health 1
Teacher’s
Manual. Bañez,
Resurreccion S.
1998. pp. 131-
134. *
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Moving Onward
with Science and
3. Earth and Space natural objects in the sky affect list down activities which 6. describe the natural objects Health 1
one’s daily activities affect their daily activities that are found in the sky Teacher’s
3.1Natural Objects in during daytime and nighttime S3ES-IVg- Manual. Dungan-
the Sky h-6 Ramirez, Cristeta,
et al. 1997. pp.
94-96. *
Our World of
Science and
Health 1
Teacher’s
Manual.
Santiago, Erlinda
M. 1997. pp. 96-
98. *
Exploring Science
1 Teacher’s
Manual.
Reynaldo-
Mangubat, ma.
Carmina. 1999.
pp. 133-135. *
Pilot School MTB-
MLE. Sciene TG.
Quarter 4. Week
7.
7. communicate how the natural
objects in the sky affect daily S3ES-IVg- Growing with
activities h-7 Science and
Health 2.
Domanais, Lucia
C., et al. 1997.
pp. 198-200. *
K to 12 Science Curriculum Guide May 2016 Page 54of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science Around
Us 3. Garcia,
3. Earth and Space natural objects in the sky affect list down activities which 7. communicate how the natural Ligaya B., et al.
one’s daily activities affect their daily activities objects in the sky affect daily 1997. pp. 203-
3.1Natural Objects in activities S3ES-IVg- 204. *
the Sky h-7
Science for Daily
Use 2. Menguito,
Perla B., et al.
1997. pp. 199-
200. *
Pilot School MTB-
MLE. Science TG.
Quarter 4. Week
8.
8. enumerate safety measures to
avoid the harmful effects of the Science Around
Sun’s heat and light Us 3. Garcia,
Ligaya B., et al.
1997. pp. 205-
206. *
Science and
Health 3
Teacher’s
Manual. Emilio,
Jacinto Jr. S.
1997. pp. 198-
200. *
K to 12 Science Curriculum Guide May 2016 Page 55of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Exploring Science
3 Teacher’s
3. Earth and Space natural objects in the sky affect list down activities which 8. enumerate safety measures to Manual. Alsim-
one’s daily activities affect their daily activities avoid the harmful effects of the Madriaga, Lucita.
3.1Natural Objects in Sun’s heat and light 2000. pp. 167-
the Sky S3ES-IVg- 170. *
h-8
Science Around
US 3 Teacher’s
Manual. Garcia,
Ligaya B., et al.
1997. 165-167. *
GRADE 4
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Grade 4 – Matter
The learners demonstrate The learners should be able The learners should be able to…
1. Properties understanding of… to…
S4MT-Ia-
1
1.1. Properties used to 1. classify materials based on
group and store grouping different materials Recognize and practice the ability to absorb water,
materials based on their properties proper handling of products float, sink, undergo decay;
1.2. Importance of Exploring Science
interpreting product 2. identify the effects of S4MT-Ib-
3 Teacher’s
labels decaying materials on one’s 2 Manual. Alsim-
1.3. Proper disposal of health and safety;
Madriaga, Lucita.
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science Around
Us 3. Garcia,
Ligaya B., et al.
1997. pp. 110-
115. *
Science Around
Us 3 Techer’s
Manual. Garcia,
Ligaya B., et al.
1997. pp. 87-91.
*
Chemical
Changes.
Distance
Learning
Modules. DLP 26.
OHSP Chemistry.
5. describe changes in
Module 15.
properties of materials
S4MT-Ig-
when exposed to certain
h-6 MISOSA 4.
conditions such as
Module 21.
temperature or when mixed
with other materials; and
Science and
Technology I:
Integrated
Science Textbook
2. Changes that Materials 5. describe changes in
S4MT-Ig- for First Year.
Undergo changes that materials undergo evaluate whether changes in properties of materials
h-6 Villamil, Aurora
2.1. Changes that are when exposed to certain materials are useful or when exposed to certain
M., Ed.D. 1998.
useful conditions such as
conditions. harmful to one’s environment pp. 48-50. *
Changes that are temperature or when
harmful mixed with other materials;
and
MISOSA 6.
Module 17.
Exploring Science
6. identify changes in 3 Teacher’s
materials whether useful S4MT-Ii-j- Manual. Alsim-
or harmful to one’s 7 Madriaga, Lucita.
environment. 2000. pp. 84-89.
*
MISOSA 5.
Module 6.
MISOSA 4.
Module 5.
MISOSA 4.
4. Heredity: Inheritance and Module 7.
13. compare the stages in the S4LT-IIg-
Variation different organisms go through
life cycle of organisms; h-13 BEAM 4. Unit 3.
4.1 Life Cycles life cycle which can be affected
Life Cycle of
4.2Humans, Animals, by their environment Animals.
and Plants 14. describe the effect of the
S4LT-IIg- BEAM 4. Unit 3.
environment on the life
h-14 Life Cycle of
cycle of organisms; Animals.
EASE Science I.
5. Ecosystems Module 10.
beneficial and harmful 15. describe some types of Lesson 1.
S4LT-IIi-
5.1 Beneficial and interactions occur among living beneficial interactions
j-15 MISOSA 6.
Harmful interactions things and their environment as among living things;
Interrelationship
among living
organisms.
K to 12 Science Curriculum Guide May 2016 Page 62of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Health Today 2.
3. describe the force exerted Apolinario,
The learners demonstrate The learners should be able
by magnets; Nenita A. 1997.
1. Effects of Force on understanding of… to…
pp. 161-163. *
Objects S4FE-
IIId-e-3 Science and
1.1 Shape, size and Health 2.
force that can change the Coronel,
movement
shape, size or movement of Carmelita C.
objects. 1997. pp. 160-
162. *
2. Light, Heat and Sound how light, heat and sound travel demonstrate conceptual BEAM 4. Unit 6.
using various objects understanding of 4. describe how light, sound Distane Learning
properties/characteristics of and heat travel; Modules. DLP 45.
light, heat and sound
Science Around
Us 2. Garcia,
Ligaya B., et al.
1997. pp. 125-
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
126. *
how light, heat and sound travel demonstrate conceptual Science for Daily
2. Light, Heat and Sound using various objects understanding of Use 2. Menguito,
properties/characteristics of 4. describe how light, sound Perla B., et al.
and heat travel; 1997. pp. 130-
light, heat and sound
131. *
S4FE-IIIf-
g-4 Exploring Science
2. Siringan-
Rasalan,
Elizabeth. 1999.
pp. 106-107. *
BEAM I. Unit 7.
Powers of Water.
Module 2. August
2009.
S4ES-IVc-
3. infer the importance of water in
daily activities; 3 Science Around
Us 3. Garcia,
Ligaya B., et al.
1997. pp. 166-
168. *
BEAM 5. Unit 6.
16 Blowing in the
S4ES-IVd-
4. describe the importance of the Wind. Distance
water cycle. 4
Learning
Modules. DLP 45.
BEAM 4. Unit 8.
Distance
7. make simple interpretations Learning
about the weather as recorded
Modules. DLP 54.
in the weather chart;
S4ES-IVf-
7 BEAM 4. Unit 8.
Distance
Learning
Modules. DLP 55.
Science and
3. Weather Health 2.
3.1 Components of components of weather using practice precautionary 7. make simple interpretations Coronel,
weather simple instruments measures in planning about the weather as Carmelita C.,
recorded in the weather 1997. p. 206. *
3.2 Weather activities
chart;
instruments S4ES-IVf-
3.3 Weather chart Into the Future:
7
Science and
Health 2.
Estrella, Sonia V.,
et al. 1997. pp.
164-165. *
BEAM 4. Unit 8.
Distance
8. identify safety precautions Learning
K to 12 Science Curriculum Guide May 2016 Page 68of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Health 2.
Apostol, Joy A.
1997. pp. 227-
228. *
4. The Sun BEAM 5. Unit 6.
16 Blowing in the
4.1 Importance of the Sun the Sun as the main source of
Wind. Distane
4.2 Effects of Sun on living heat and light on Earth Learnig Modules.
things S4ES-IVi- DLP 46.
10. describes the role of the Sun in
4.3 Safety precautions 10
the water cycle; and
BEAM 5. Unit 6.
16 Blowing in the
Wind. Distane
Learnig Modules.
DLP 45.
BEAM 3. Unit 5.
Distance
11. describe the effects of the Sun Learning
Modules. DLP 52.
BEAM 5. Unit 6.
16 Blowing in the
K to 12 Science Curriculum Guide May 2016 Page 70of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Wind. Distane
Learnig Modules.
DLP 46.
Exploring Science
3 Teacher’s
S4ES-IVj- Manual. Alsim-
11 Madriaga, Lucita.
2000. pp. 163-
165. *
Science Around
Us 3. Garcia,
Ligaya b. 1997.
pp. 203-204. *
Science and
Health 3. Emilio,
Jacinto Jr. D., et
al. 1997. pp.
195-197. *
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Grade 5 – Matter
EASE II.
Chemistry
2. Changes that Materials materials undergo changes due 2. investigate changes that Module 15.
Undergo to oxygen and heat happen in materials under Lesson 4.
the following conditions:
2.1 presence or lack of NFE. Matter 1B:
oxygen; and Forms,
2.2 application of heat; Properties and
S5MT-Ic- Changes. 2001.
d-2 pp. 33-36.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
36-37. *
Science and
Technology I:
Integrated
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K to 12 BASIC EDUCATION CURRICULUM
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CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Technology III.
NISMED. 1997.
pp. 86-96.
Science and
Technology III:
Chemistry
Textbook.
NISMED. 2012.
pp. 71-82.
2. Changes that Materials 3. recognize the importance of
Undergo materials undergo changes due S5MT-Ie- NFE.
The learner… recycle, reduce, reuse,
g-3 Pagrerecycle.
to oxygen and heat recover and repair in
2001. pp. 29-30.
waste management; and
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 157-159.
Science and
Technology II:
Biology
The learners should be able Textbook.
1. Parts and Functions The learners demonstrate The learners should be able to… NISMED. 2012.
understanding of… to… 1. describe the parts of the S5LT-IIa- pp. 157-159.
reproductive system and 1
1.1Humans their functions; NFE. Ang
Reproductive
1.2 The reproductive how the parts of the human System. 2001.
pp. 7-10.
system reproductive system work
Practice proper hygiene to BEAM 5. Unit 1.
care of the reproductive 1 The Human
organs Reproductive
System. Distance
Learning
Modules. DLP 3.
NFE. Ang
Reproductive
System. 2001.
pp. 27-29.
Science and
1.2. Animals 5. describe the different Technology II:
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
pp. 147-152.
MISOSA 4.
1.3. Plants how plants reproduce Module 14.
1.3.1 reproductive parts in
Science for Daily
plants
Use 4. Lozada,
1.3.2 modes of reproduction in Buena A., et al.
plants 2011. pp. 77-78
and 97-98. *
Science and
7. describe the different modes of
S5LT-IIg- Technology II:
reproduction in flowering and
7 Biology
non-flowering plants such as
Textbook.
moss, fern, mongo and others;
NISMED. 2004.
pp. 139-151.
Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
pp. 139-151.
2. Ecosystems
the interactions for survival create a hypothetical
2.1 Interactions Among among living and non-living community to show how
8. discuss the interactions among
Living Things things that take place in organisms interact and S5LT-IIh-
living things and non-living
estuaries and intertidal zones reproduce to survive 8
things in estuaries and
2.1.1 Estuaries
intertidal zones; and
2.1.2 Intertidal Zones
2. Ecosystems
IIIa-1 Integrated
Science
Textbook for
First Year.
Vilamil, Aurora
M., Ed.D. 1998.
pp. 73-74. *
Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 107-108.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2. use appropriate measuring S5FE- 2001. pp. 48-61.
tools and correct standard IIIb-2 *
units;
Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 279-280.
2. Light and Sound, Heat and 1. how different objects interact 3. discuss why some materials are NSTIC Science
good conductors of heat and S5FE- Manual.
Electricity with light and sound, heat
electricity; Chemistry
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K to 12 BASIC EDUCATION CURRICULUM
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CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 22-24.
Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 22-24.
3. Electricity and Magnetism a simple DC circuit and the propose an unusual tool or
3.1 Circuits relationship between electricity device using electromagnet 6. infer the conditions necessary to BEAM 5. Unit 5.
make a bulb light up; 12
3.2 Electromagnets and magnetism in that is useful for home school
Electromagnets.
electromagnets or community S5FE- Learning Guides.
IIIf-6 Powered
Attraction.
January 2009.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
3. Electricity and Magnetism a simple DC circuit and the propose an unusual tool or 6. infer the conditions necessary to S5FE- Ph.D., et al.
3.1 Circuits relationship between electricity device using electromagnet make a bulb light up; IIIf-6 2001. pp. 300-
3.2 Electromagnets and magnetism in that is useful for home school 301. *
electromagnets or community
BEAM 5. Unit 5.
7. determine the effects of 12
S5FE-
Electromagnets.
changing the number or type of IIIg-7 Learning Guides.
components in a circuit;
Powered
Attraction.
January 2009.
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 308-
310. *
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
3. Electricity and Magnetism a simple DC circuit and the propose an unusual tool or Ph.D., et al.
3.1 Circuits relationship between electricity device using electromagnet 2001. pp. 320-
3.2 Electromagnets and magnetism in that is useful for home school 326. *
electromagnets or community
S5FE- Science and
Technology IV:
8. infer that electricity can be used IIIh-8
Physics Textbook.
to produce magnets; and NISMED. 2012.
pp. 190-200.
NFE. Magnetism
in Everyday Life.
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
BEAM 5. Unit 5.
12
Electromagnets.
Learning Guides.
9. design an experiment to Powered
Attraction.
determine the factors that affect S5FE-IIIi-
January 2009.
the strength of the j-9
electromagnet.
Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 223-224.
1. Processes that Shape Earth’s The learners demonstrate 2. investigate extent of soil erosion BEAM 4. 7
Surface understanding of… in the community and its effects EARTH. Distance
The learners should be able on living things and the Learning
to… environment; Modules. DLP 51.
1.1 Weathering and Soil weathering and soil erosion BEAM 4. 7 Earth.
Erosion shape the Earth’s surface and Distance
affect living things and the participate in projects that Learning
reduce soil erosion in the S5FE-IVb- Modules. DLP 52.
environment
community 2
Science and
Technology I:
General Science
Textbook for
First Year.
Rabago, Lilia M.,
Ph.D., et al.
1997. pp. 268-
269. *
BEAM 5. Unit 6.
2. Weather Disturbances weather disturbances and their prepares individual 4. observe the changes in the 16 Blowing in the
S5FE-IVd-
2.1 Types of weather effects on the environment. emergency kit. Wind. Distance
weather before, during and after 4 Learning
disturbances: a typhoon;
Modules. DLP 50.
2.2 Effects of weather
disturbances on living things MISOSA 5.
and the environment. Module 24.
NFE.
Paghahanda sa
Bagyo. 2011. pp.
5-11.
Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 207-210. *
Science 8
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Learner’s
2. Weather Disturbances weather disturbances and their prepares individual 6. describe the effects of the winds, Module. Campo,
2.1 Types of weather effects on the environment. emergency kit. given a certain storm warning S5FE-IVf- Pia C., et al.
signal; 2013. pp. 149-
disturbances: 6
151.
2.2 Effects of weather
disturbances on living things NFE. Typhoons
and the environment. in the
Philippines.
2001. pp. 10-13.
MISOSA 4.
7. infer the pattern in the changes S5FE-IVg- Module 33.
3. The Moon the phases of the Moon and the debug local myths and
in the appearance of the Moon; h-7
3.1 Phases of the Moon beliefs and practices associated folklore about the Moon and
BEAM 4. 10
3.2 Beliefs and practices with it the Stars by presenting pieces
Understanding
of evidence to convince the how the Moon’s
community folks motion affects
8. relate the cyclical pattern to the
Earth. Distance
length of a month; and
Learning
Modules. DLP 63.
BEAM 4. 10
Understanding
how the Moon’s
motion affects
S5FE-IVg- Earth. Distance
h-8 Learning
Modules. DLP 64.
Science and
Health 1.
Santiago, Ma.
Lourdes B. 1997.
pp. 195-196. *
Science and
S5FE-IVg- Technology I:
h-8 Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 287-289. *
BEAM 6. Unit 6.
Science and
Technology I:
9. identify star patterns that can be S5FE-IVi- Integrated
seen at particular times of the j-9 Science
year. Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 268-272. *
Grade 6 – Matter
BEAM 4. 5
Explain what
happens after
Mixing Materials.
S6MT-Ia- Learning Guides.
c-1 Mix it Up. July
2009. pp. 5-7.
BEAM 4. 5
Explain what
happens after
mixing it Up.
Distance
Learning Module.
DLP 36.
APEX. Phases of
Matter. Unit 1.
Chapter 2.
Science and
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STANDARDS MATERIALS
The learners should be able The learners should be able to… Technology III.
Properties The learners demonstrate to… NISMED. 1997.
understanding of… pp. 29-34.
1. Mixture and their prepare beneficial and useful 1. describe the appearance and uses
Chemistry III
Characteristics different types of mixtures and mixtures such as drinks, food, uniform and non-uniform Textbook. Mapa,
their characteristics and herbal medicines. mixtures; Amelia P., Ph.D.,
1.1 Homogenous and et al. 2001. pp.
Heterogeneous 38-42. *
mixtures
Science and
Technology I:
Integrated
Science Textbook
for First Year.
S6MT-Ia- Villamil, Aurora
c-1 M., Ed.D. 1998.
pp. 57-58. *
Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 53-55.
NFE. Preparation
and Separation
of Mixtures.
2001. pp. 10-24.
MISOSA 5.
2. Separating Mixtures different techniques to separate separate desired materials 2. enumerate techniques in Module 17.
mixtures from common and local separating mixtures such as
BEAM III. Unit 2.
products. decantation, evaporation,
7 Demonstrate
filtering, sieving and using knowledge of
magnet; and simple
techniques.
Sparating and
Preparing
Mixtures. August
2009.
APEX. Phases of
Matter. Unit 1.
Chapter 2. pp.
S6MT-Id- 50-53.
f-2
BEAM 4. 5
Explain what
happens after
mixing in
materials.
Distance
Learning
Materials. DLP
40.
BEAM 4. 5
Explain what
happens after
mixing in
materials.
Learning Guides.
Mix it Up. Activity
3.3. July 2009.
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K to 12 BASIC EDUCATION CURRICULUM
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CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
2. Separating Mixtures different techniques to separate separate desired materials 2. enumerate techniques in Chemistry III
mixtures from common and local separating mixtures such as Textbook. Mapa,
Amelia P., Ph.D.,
products. decantation, evaporation,
et al. 2001. pp.
filtering, sieving and using 42-45. *
magnet; and
Science and
Technology III.
NISMED. 1997.
pp. 36-40.
S6MT-Id-
Science and
f-2 Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 57-58.
NFE. Preparation
and Separation
of Mixtures.
2001. pp. 25-35.
EASE Biology.
1.Human Body Systems how the major organs of the make a chart showing 1. explain how the organs of each Module 13.
1.1 Musculo-skeletal human body work together to healthful habits that promote organ system work together;
1.2 Integumentary form organ systems proper functioning of the BEAM 6. Unit 1.
System musculo-skeletal, 2 The Nervous
1.3 Digestive System integumentary, digestive, System. 1
1.4 Respiratory System circulatory, excretory, Message Sent.
Module 1.
1.5 Circulatory System respiratory, and nervous
February 2008.
1.6 Nervous System systems
BEAM II. 4
Organ System.
The Digestive
S6LT-IIa- System. April
b-1 2009. pp. 22-27.
BEAM II. 4
Organ System.
Circulatory
System. June
2009.
BEAM 6. Unit 1.
2 The Nervous
System. Module
1. September
2008.
BEAM 5. Unit 1.
3 The Urinary
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STANDARDS MATERIALS
BEAM 5. Unit 1.
1 The Human
Reproductive
System. Learning
Guides. Human
Reproductive
System. March
2008.
MISOSA 5.
Module 6. The
Urinary System.
MISOSA 5.
Module 4. The
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NFE. Ang
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
NFE. The
I. Parts and Functions how the major organs of the make a chart showing Skeletal System.
human body work together to healthful habits that promote 2001. pp. 10-17.
1.Human Body Systems form organ systems proper functioning of the 1. explain how the organs of each
1.1 Musculo-skeletal musculo-skeletal, organ system work together; NFE. Ang
1.2 Integumentary integumentary, digestive, Respiratory
System circulatory, excretory, System. 2001.
pp. 3-15.
1.3 Digestive System respiratory, and nervous S6LT-IIa-
1.4 Respiratory System systems b-1 NFE. The
1.5 Circulatory System Nervous System.
1.6 Nervous System 2001. pp. 3-26.
NFE. Ang
Reproductive
System. 2001.
pp. 5-10.
BEAM 6. Unit 1.
The learners demonstrate The learners should be able 2 The Nervous
I. Parts and Functions understanding of… to… System. 1
Message Sent.
Module 1.
1.Human Body Systems February 2008.
1.1 Musculo-skeletal how the major organs of the make a chart showing
1.2 Integumentary human body work together to healthful habits that promote BEAM II. 4
System form organ systems proper functioning of the Organ System.
1.3 Digestive System musculo-skeletal, The Digestive
1.4 Respiratory System integumentary, digestive, System. April
2009. pp. 22-27.
1.5 Circulatory System circulatory, excretory,
1.6 Nervous System respiratory, and nervous BEAM II. 4
systems Organ System.
Circulatory
System. June
2. explain how the different organ S6LT-IIc- 2009.
systems work together; d-2
APEX. Biology
Unit 4. pp. 77-
137.
BEAM 4. 2
People. Human
Digestive
System.
Learning Guides.
Break it Down.
May 2009.
BEAM 5. Unit 1.
2 The Human
Respiratory
System.
Learning Guides.
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K to 12 BASIC EDUCATION CURRICULUM
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CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
NFE. Respiratory
System. April
. I. Parts and Functions The learners demonstrate The learners should be able 2008.
understanding of… to…
BEAM 5. Unit 1.
1.Human Body Systems 1 The Human
1.1 Musculo-skeletal make a chart showing Reproductive
1.2 Integumentary how the major organs of the healthful habits that promote System.
System human body work together to proper functioning of the Learning Guides.
1.3 Digestive System form organ systems musculo-skeletal, Human
1.4 Respiratory System integumentary, digestive, Reproductive
System. March
1.5 Circulatory System circulatory, excretory,
2008.
1.6 Nervous System respiratory, and nervous
systems MISOSA 5.
Module 6. The
Urinary System.
MISOSA 5.
Module 4. The
Respiratory
System.
NFE. Ang Organ
System ng
Katawan ng
Tao. 2001. pp.
35-39.
MISOSA 4.
1. make an inventory of
2.Animal Module 8.
vertebrates and Animals with
the different characteristics of
invertebrates that are Backbones_The
2.1 Vertebrates and vertebrates and invertebrates
commonly seen in the Vertebrates.
Invertebrates
community
BEAM 5. Unit 2.
Vertebrates and
2. practice ways of caring
Invertebrates.
and protecting animals
Distance
Learning
Modules. DLP 16.
EASE Biology.
Module 17.
Lesson 1.
3. determine the distinguishing
S6MT-IIe- EASE Biology.
characteristics of vertebrates
f-3 Module 18.
and invertebrates;
Science for Daily
Use 5. Tan,
Conchita T.
2012. pp. 73-82.
*
Science 8
Learner’s
Module. Campo,
Pia C., et al.
2013. pp. 258-
259.
BEAM 5. Unit 3.
3.Plants 7 Diffrences in
3.1Reproduction of how non-flowering plants the Plant Groups.
Learning Guides.
Non-flowering plants reproduce
Plant Kingdom.
1. make a multimedia January 2009.
presentation on how parts
of the reproductive system Science
of spore-bearing and 4. distinguish how spore-bearing andTechnology
S6MT-IIg- II: Biology
cone-bearing plants and cone-bearing plants
h-4 Textbook.
ensure their survival reproduce;
NISMED. 2012.
2. make a flyer on how plants pp. 140-151.
can be propagated
vegetatively Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 140-151.
BEAM 5. Unit 2.
II. Ecosystems 5 Vertebrates
the interactions for survival form discussion groups to 5. discuss the interactions among and
Invertebrates.
1.Interactions Among among living and non-living tackle issues involving living things and non-living things
Distance
Living Things things that take place in tropical protection and conservation in tropical rainforests, coral reefs Learning
rainforests, coral reefs, and of ecosystems that serve as and mangrove swamps; and S6MT-IIi- Modules. DLP
2.Tropical rainforests mangrove swamps nurseries, breeding places, j-5 18.
2.1Coral reefs and habitats for economically
2.2 Mangrove swamps important plants and animals BEAM 5. Unit 2.
5 Vertebrates
and
Invertebrates.
Distance
Learning
Modules. DLP
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K to 12 BASIC EDUCATION CURRICULUM
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STANDARDS MATERIALS
19.
the interactions for survival form discussion groups to 5. discuss the interactions among
II. Ecosystems among living and non-living tackle issues involving living things and non-living things Science and
Technoogy I:
things that take place in tropical protection and conservation in tropical rainforests, coral reefs
Integrated
1.Interactions Among rainforests, coral reefs, and of ecosystems that serve as and mangrove swamps; and Science
Living Things mangrove swamps nurseries, breeding places, S6MT-IIi- Textbook for
and habitats for economically j-5 First Year.
2.Tropical rainforests important plants and animals Villamil, Aurora
2.1Coral reefs M., Ed.D. 1998.
2.2 Mangrove swamps pp. 149-150. *
MISOSA 5.
Module 11.
Saving the Coral
Reefs.
BEAM 5. Unit 2.
5 Vertebrates
6. explain the need to protect and and
conserve tropical rainforests, Invertebrates.
coral reefs and mangrove Distance
Learning
swamps. S6MT-Iii-
Modules. DLP 18.
j-6
BEAM 5. Unit 2.
5 Vertebrates
and
Invertebrates.
Distance
Learning
Modules. DLP 19.
Science 8
Learner’s
Module. Campo,
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STANDARDS MATERIALS
Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 95-96.
Science and
1. Gravitation and Frictional The learners demonstrate The learners should be able The learners should be able to… Technology I:
Forces understanding of… to… Integrated
1. infer how friction and Science Textbook
gravity affect movements of for First Year.
gravity and friction affect produce an advertisement Villamil, Aurora
different objects;
movement of objects demonstrates road safety M., Ed.D. 1998.
pp. 68-72. *
Science and
Technology I:
S6FE- General Science
IIIa-c-1 Textbook for
First Year.
Rabago, Lilia M.,
Ph.D., et al.
1997. *
NFE. More on
Forces. 2001. pp.
4-13.
BEAM 5. Unit 5.
11 Electric
Circuits.
Distance
Learning
Modules. DLP
35.
BEAM 5. Unit 5.
11 Electric
Circuits.
Distance
Learning
Modules. DLP
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34.
2.Energy how energy is transformed in create a marketing strategy for
simple machines a new product on electrical or Science and
Technology IV:
2.1Energy transformation in light efficiency
Physics
simple machines Textbook for
Fourth Year.
Rabago, Lilia M.,
2. demonstrate how sound, S6FE- Ph.D., et al.
heat, light and electricity can IIId-f-2 2001. pp. 187-
be transformed; 191, 215-226,
234-235 and
289-315. *
Science and
Technology I:
General Science
Textbook for
First Year.
Rabago, Lilia M.,
Ph.D., et al.
1997. pp. 124-
125. *
MISOSA 5.
Module 19.
BEAM 5. Unit 5.
13 Simple
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STANDARDS MATERIALS
Machines.
how energy is transformed in create a marketing strategy for 3. manipulate simple machines Distance Learning
2.Energy simple machines a new product on electrical or to describe their Modules. DLP 40.
characteristics and uses; and
light efficiency
Science and
2.1Energy transformation in Technology I:
simple machines Integrated
Science Textbook
for First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 78-82. *
Science and
Technology I:
General Science
Textbook for First
Year. Rabago,
Lilia M., Ph.D., et
al. 1997. pp. 53-
64. *
NFE. Simple
Machines. 2001.
pp. 4-25.
MISOSA 5.
4. demonstrate the practical and safe S6FE-IIIc- Module 19.
uses of simple machines. j-4
OHSP. Module 11.
Lesson 3.
K to 12 Science Curriculum Guide May 2016 Page 108of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
EASE Physics.
2.Energy how energy is transformed in create a marketing strategy for 4. demonstrate the practical Module 11.
and safe uses of simple Lesson 3.
simple machines a new product on electrical or
machines.
2.1Energy transformation in light efficiency BEAM 5. Unit 5.
simple machines 13 Simple
Machines.
Distance Learning
Modules. DLP 40.
NFE. Simple
Machines. 2001.
pp. 26-52.
MISOSA 6.
Module 27.
Science and
Technology I:
S6ES-IVa-
Integrated
1 Science
Textbook.
NISMED. 2012.
pp. 182-185.
Science and
Technology I:
General Science
Textbook for
First Year.
Rabago, Lilia M.,
Ph.D., et al.
1997. p. 190. *
OHSP Integrated
The learners demonstrate The learners should … Science. Science
1. Forces that affect understanding of… 1. Quarter 2.
Module 5. pp.
changes on the earth’s
16-17 and 21.
surface the effects of earthquakes and design an emergency and
volcanic eruptions: preparedness plan and kit MISOSA 6.
1.1 Earthquakes Module 30. p. 5.
1.2 Volcanic Eruption
EASE Science I.
Module 12. pp.
32-33.
BEAM 6. Unit 5.
12 Volcanic
Eruptions.
Activity 3.1.
2. enumerate what to do before, S6ES-IVb- November 2008.
during and after earthquake and
2
volcanic eruptions;
Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 191-192.
Science and
Technology I:
General Science
Textbook for
First Year.
Rabago, Lilia M.,
Ph.D., et al.
1997. pp. 318-
323. *
K to 12 Science Curriculum Guide May 2016 Page 111of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Technology I:
General Science
Textbook for
First Year.
Rabago, Lilia M.,
Ph.D., et al.
1997. pp. 241-
242. *
weather patterns and seasons in
2.Weather Patterns in the the Philippines: The learners should …
BEAM 3. Unit 6.
Philippines
Learning Guide.
2.1Weather patterns
Wearther we like
and Seasons in the design an emergency and it or not. Module
Philippines. preparedness plan and kit 4. discuss appropriate activities for S6ES-IVd- 5. July 2007.
specific seasons of the Philippines; 4
Science for Daily
Use 5. Tan,
Conchita T.
2012. p. 243. *
BEAM 4. Unit 9.
3.Motions of the Earth of the earth’s rotation and 5. demonstrate rotation and Distance
3.1Rotation and revolution: revolution of the Earth using a Learning
globe to explain day and night Modules. DLP
revolution
and the sequence of seasons; 59.
BEAM 4. Unit 9.
Distance
Learning
Modules. DLP
60.
S6ES-IVe-
BEAM 4. Unit 9.
f-5 Distance
Learning
Modules. DLP
62.
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
pp. 285-289. *
3.Motions of the Earth of the earth’s rotation and The learners should … 5. demonstrate rotation and
3.1Rotation and revolution: revolution of the Earth using a Science for Daily
globe to explain day and night Use 4. Lozada,
revolution
and the sequence of seasons; Buena A., et al.
design an emergency and 2011. pp. 234-
preparedness plan and kit 235 and 238-
S6ES-IVe- 240. *
f-5
Science and
Technology I:
General Science
Textbook for
First Year.
Rabago, Lilia M.,
Ph.D., et al.
1997. pp. 283-
285. *
EASE Science I.
4.The Solar System characteristics of planets in the 6. compare the planets of the solar Module 15.
4.1Planets solar system. system; and Lessons 1 and 3.
MISOSA 5.
Module 26.
Outer Planet.
S6ES-IVg- MISOSA 5.
h-6 Module 25.
Inner Planets.
Sciene and
Technology I:
Integrated
Science
Textbook for
First Year.
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Villamil, Aurora
The learners should … 6. compare the planets of the solar M., Ed.D. 1998.
4.The Solar System characteristics of planets in the system; and pp. 279-280. *
4.1Planets solar system.
Science for Daily
design an emergency and Use 5. Tan,
preparedness plan and kit Conchita T.
2012. pp. 251-
252. *
Science and
Technology I:
General Science
Textbook for
First Year.
Rabago, Lilia M.,
Ph.D., et al.
1997. p. 296. *
EASE Science I.
7. construct a model of the solar Module 15.
system showing the relative sizes Lesson 3.
of the planets and their relative S6ES-IVi-
distances from the Sun. Science and
j-7 Technology I:
Integrated
Science Textbook
for First Year.
Villamil, Aurora
K to 12 Science Curriculum Guide May 2016 Page 115of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Technology I:
General Science
Textbook for First
Year. pp. 294-
297.
GRADE 7
CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
Grade 7 – Matter
Doing Scientific The learners The learners shall be The learners should be able to…
Investigations demonstrate an able to: OHSP Integrated
S7MT-Ia-1
understanding of: Science I. Quarter 1.
1. Ways of acquiring Module 1.
K to 12 Science Curriculum Guide May 2016 Page 116of 211
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
knowledge and solving scientific ways of perform in groups in 1. describe the components of a
problems acquiring knowledge and guided investigations scientific investigation; BEAM I. Module 2.
solving problems involving community-
based problems using Chemistry III
locally available Textbook. Mapa,
materials Amelia P., Ph.D., et
al. 2001. pp. 7-9. *
Science and
Technology III:
Chemistry Textbook.
NISMED. 2012. pp. 3-
5.
Science and
Technology III.
NISMED. 1997. pp-
14-16.
Understanding of
Solutions. The
Marvels of Solutions.
Septermber 2009.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D., et
al. 2001. pp. 272-
273. *
Science and
Technology III:
Chemistry Textbook.
NISMED. 2012. pp.
114-119.
Science and
Technology III.
NISMED. 1997. pp.
129-133.
EASE Science II.
2. Diversity of Materials in Module 7.
the Environment
some important prepare different
properties of solutions concentrations of 3. express concentrations of solutions APEX Chemistry
2.1 Solutions
mixtures according to quantitatively by preparing different Solutions. Unit 2.
S7MT-Id-3
uses and availability of concentrations of mixtures according Chapter 1. Lessons 6-
materials to uses and availability of materials; 7.
Understanding of
Solutions. The Marvels
of Solutions.
September 2009.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D., et al.
2001. pp. 283-290. *
Science and
Technology III:
Chemistry Textbook.
NISMED. 2012. pp.
132-136.
Science and
Technology III.
NISMED. 1997. pp.
142-153.
2009.
EASE I. Module 5.
Lesson 3.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D., et
al. 2001. pp. 38-42.
Science and
Technology III:
Chemistry Textbook.
NISMED. 2012. pp.
34-38.
Science and
Technology III.
NISMED. 1997. pp.
30-34.
2.3 Elements and classifying substances as make a chart, poster, 5. recognize that substances are
Compounds elements or compounds or multimedia classified into elements and EASE II. Module 3.
presentation of compounds; Lesson 3.
common elements
showing their names, BEAM III. Unit 2. 6
S7MT-Ig-h-5
symbols, and uses Demonstrate
Understanding of
Elements. Elements
and Compounds.
August 2009.
K to 12 Science Curriculum Guide May 2016 Page 120of 211
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
EASE I. Module 5.
Lesson 3.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D., et
al. 2001. pp. 45-49.
Science and
Technology III:
Chemistry Textbook.
NISMED. 2012. pp.
52-56.
Science and
Technology III.
NISMED. 1997. pp.
42-52.
NSTIC Science
Manual. Chemistry
Science Manual. pp.
34-39.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D., et
al. 2001. pp. 51-52. *
Science and
Technology III:
Chemistry Textbook.
NISMED. 2012. pp.
62-65.
Science and
Technology III.
NISMED. 1997. pp.
48-51.
NSTIC Science
Manual. Biology
The learners The learners should be Science Manual
2. focus specimens using the
I. Parts and Functions demonstrate an able to: .413M. 4 The
compound microscope;
understanding of: Compound
Microscope.
the parts and functions employ appropriate
1. Microscopy of the compound techniques using the Science and
microscope compound microscope Technology II:
to gather data about Biology Textbook.
very small objects S7LT-IIb-2 NISMED. 2012. pp.
12-15.
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
Science and
Technology II:
Biology Textbook.
NISMED. 2004. pp.
12-15.
2. Levels of Biological the different levels of EASE Biology. Module
Organization biological organization 3. describe the different levels of 6.
biological organization from cell S7LT-IIc-3
to biosphere;
Science and
Technology II:
Biology Textbook.
a. differentiate plant and animal
S7LT-IId-4 NISMED. 2004. pp.
cells according to presence or
absence of certain organelles; 22-28.
the difference between APEX. Unit 2. The
3. Animal and Plant Cells animal and plant cells Unit Cycle of Life.
Science and
Technology II:
Biology Textbook.
NISMED. 2012. pp.
21-22.
Science and
Technology II:
Biology Textbook.
NISMED. 2004. pp.
21-22.
parents;
BEAM II. Unit 5.
Reproduction. Cell
Growth and
Reproduction. April
2009.
Science and
Technology II:
Biology Textbook.
NISMED. 2012. pp.
139-142.
Science and
Technology II:
Biology Textbook.
II. Heredity: Inheritance and NISMED. 2004. pp.
Variation reproduction being both 7. differentiate asexual from sexual S7LT-IIg-7 139-142.
reproduction in terms of:
asexual or sexual
7. 1 number of individuals
1. Asexual reproduction
involved;
2. Sexual reproduction
7. 2 similarities of offspring to
parents;
MISOSA 5. Module 3.
BEAM 4. Unit 4.
Distance Learning
Modules. DLP31.
S7LT-IIg-8
MISOSA 4. Module 6.
BEAM I. Unit 5. 1
II. Ecosystems Living Things and
Their Interactions.
June 2009.
1. Components of an organisms interacting conduct a collaborative
ecosystem with each other and action to preserve the EASE I. Module 9.
2. Ecological relationships
with their environment ecosystem in the locality
2.1 Symbiotic relationships
2.2 Non symbiotic to survive MISOSA 6.
relationships Components of an
9. differentiate biotic from abiotic
3. Transfer of energy S7LT-IIh-9 Ecosystem.
components of an ecosystem;
through trophic levels
Science and
Technology I:
Integrated Science
Textbook for First
Year. Villamil, Aurora
M., Ed.D. 1998. p.
222. *
MISOSA 6.
Interrelationship
II. Ecosystems organisms interacting conduct a collaborative among Organisms.
with each other and action to preserve the
with their environment ecosystem in the locality BEAM I. Unit 5. 1
1. Components of an to survive 10. describe the different ecological Living Things and
ecosystem relationships found in an S7LT-IIh-10
their Interactions.
2. Ecological relationships ecosystem;
2.1 Symbiotic relationships June 2009.
2.2 Non symbiotic
relationships EASE Biology. Module
3. Transfer of energy 19.
through trophic levels
Science and
Technology I:
Integrated Science
Textbook for First
Year. Villamil, Aurora
M., Ed.D. 1998. pp.
223-226. *
11. predict the effect of changes in MISOSA 6. Module 11.
one population on other S7LT-IIi-11
populations in the ecosystem; and
MISOSA 6.
Components of an
12. predict the effect of changes in Ecosystem.
S7LT-IIj-12
abiotic factors on the ecosystem.
EASE I. Module 9.
Science and
Technology I:
Integrated Science
Textbook for First
Year. Villamil, Aurora
M., Ed.D. 1998. pp.
73-74. *
Science and
Technology IV:
Physics Textbook for
Fourth Year. Rabago,
Lilia M., Ph.D., et al.
2001. pp. 50-61. *
Science and
Tecnology IV: Physics
Textbook for Fourth
5. differentiate transverse from Year. Rabago, Lilia
longitudinal waves, and M., Ph.D., et al.
mechanical from electromagnetic S7LT-IIIc-5 2001. pp. 202-203.
II. Waves waves as a carriers of waves;
energy OHSP. Module 15.
1. Types of Waves
2. Characteristics of Waves EASE Physics. Module
2.1 Amplitude 15.
2.2 Wavelength
3. Wave Velocity 6. relate the characteristics of waves; S7LT-IIId-6 Science and
Technology IV:
Physics Textbook for
Fourth Year. Rabago,
Lilia M., Ph.D., et al.
2001. pp. 198-200. *
K to 12 Science Curriculum Guide May 2016 Page 131of 211
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
Science and
Technology IV:
III. Sound 8. explain sound production in the Physics Textbook.
human voice box, and how pitch, S7LT-IIIe-8 NISMED. 2012. pp.
1. Characteristics of sound loudness, and quality of sound 372-375.
vary from one person to another;
1.1.Pitch
1.2 Loudness EASE Physics. Module
1.3 Quality 16.
IV. Light the characteristics of suggest proper lighting EASE Physics. Module
1. Characteristics of Light light in various activities 3.
1.1 Intensity or
Brightness 10. relate characteristics of light Science and
1.2 Color such as color and intensity to S7LT-IIIf-10 Technology IV:
frequency and wavelength; Physics Textbook for
Fourth Year. Rabago,
Lilia M., Ph.D., et al.
2001. P. 246. *
EASE Physics. Module
3.
11. infer that light travels in a
straight line;
S7LT-IIIg-11 Science and
Technology IV:
Physics Textbook for
IV. Light Fourth Year. Rabago,
1. Characteristics of Light the characteristics of suggest proper lighting 11. infer that light travels in a S7LT-IIIg-11 Lilia M., Ph.D., et al.
1.1 Intensity or light in various activities straight line; 2001. P. 236. *
Brightness
1.2 Color
V. Heat MISOSA 4. Methods
1. Heat Transfer how heat is transferred of Heat Transfer.
1.1 Conduction
1.2 Convection S7LT-IIIh-i- Science and
12. infer the conditions necessary
1.3 Radiation 12 Technology I:
for heat transfer to occur;
Integrated Science
Textbook for First
Year. Villamil, Aurora
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
Science and
Technology IV:
Physics Textbook for
Fourth Year. Rabago,
Lilia M., Ph.D., et al.
2001. P. 187. *
VI. Electricity EASE Physics. Module
1. Charges charges and the 6. Lesson 2.
2. Charging processes different charging
processes Science and
13. describe the different types of
S7LT-IIIj-13 Technology IV:
charging processes; and
Physics Textbook for
Fourth Year. Rabago,
Lilia M., Ph.D., et al.
2001. P. 290. *
VI. Electricity
1. Charges charges and the 14. explain the importance of EASE Science II.
S7LT-IIIj-14
2. Charging processes different charging earthing or grounding. Module 2. p. 19.
processes
Grade 7 – Earth and Space
FOURTH QUARTER/FOURTH GRADING PERIOD
1.The Philippine Environment The learners The learners shall be The learners should be able to…
demonstrate an able to: EASE 1. Module 14.
1.1 Location of the Philippines understanding of: 1. demonstrate how places on Earth may S7ES-IVa-1
using a coordinate system analyze the advantage be located using a coordinate system;
1.2. Location of the Philippines the relation of of the location of the
with respect to geographical location of Philippines in relation
landmasses and bodies of the Philippines to its to the climate, S7ES-IVa-2
2. describe the location of the Philippines
K to 12 Science Curriculum Guide May 2016 Page 134of 211
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
water environment weather, and seasons with respect to the continents and
1.3. Protection and oceans of the world;
conservation of natural
resources EASE Science I.
3. recognize that soil, water, rocks, coal, Module 11.
and other fossil fuels are Earth
S7ES-IVb-3
materials that people use as
resources;
EASE Science I.
4. describe ways of using Earth’s Module 11.
resources sustainably;
Science and
Technology I:
S7ES-IVc-4
Integrated Science
Textbook for First
Year. Villamil, Aurora
M., Ed.D. 1998. Pp.
146-150. *
2.Interactions in the the different EASE Science I.
Atmosphere phenomena that Module 14.
2.1. Greenhouse effect and occur in the 5. discuss how energy from the Sun
global warming atmosphere interacts with the layers of the Science and
S7ES-IVd-5
2.3. Land and sea breezes atmosphere; Technology I:
2.4. Monsoons Integrated Science
2.5. Intertropical convergence Textbook. NISMED.
zone 2012. Pp. 310-311.
EASE Science I.
Module 14. Lesson 4.
6. explain how some human activities
S7ES-IVe-6
affect the atmosphere ;
BEAM I. 8 Changes in
the Atmosphere.
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K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
Learning Guides.
Point and Non-point.
September 2009.
Science and
Technology I:
Integrated Science
Textbook. NISMED.
2012. Pp. 301-311.
Science and
Technology I:
10. show what causes change in the Integrated Science
seasons in the Philippines using S7ES-IVi-10 Textbook. NISMED.
models; 2012. pp. 287-290.
Science and
Technology I:
Integrated Science
Textbook for First
Year. Villamil, Aurora
M., Ed.D. 1997. pp.
290-291. *
Science and
Technology I:
Integrated Science
Textbook. NISMED.
2012. pp. 324-325.
BEAM 4. 11 Solar and
Lunar Eclipse.
Learning Guide.
Eclipse. September
12. collect, record, and report data on the
2009.
beliefs and practices of the community S7ES-IVj-12
in relation to eclipses.
BEAM 4. 11 Solar and
Lunar Eclipse.
Distance Learning
Module. DLP 69.
K to 12 Science Curriculum Guide May 2016 Page 138of 211
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K to 12 BASIC EDUCATION CURRICULUM
GRADE 8
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
The learners demonstrate The learners shall be able The learners should be able EASE Physics.
1. Laws of Motion an understanding of: to: to… Module 10. Lesson
1.1 Law of Inertia 3.
1.2 Law of Acceleration Newton’s three laws of develop a written plan 1. investigate the relationship
Science and
1.3 Law of Interaction motion and uniform circular and implement a between the amount of Technology IV:
motion “Newton’s Olympics” force applied and the mass Physics Textbook.
of the object to the amount NISMED. 2012.
of change in the object’s pp. 292-296.
motion;
Science 8
S8FE-Ia-15 Learner’s Module.
Campo, Pia C., et
al. 2013. pp. 12-
17.
Science and
Technologyy IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 75-82. *
2. infer that when a body EASE Physics.
exerts a force on another, Module 10. Lesson
an equal amount of force is 3.
exerted back on it; S8FE-Ia-16
Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
K to 12 Science Curriculum Guide May 2016 Page 139of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
The learners demonstrate The learners shall be able 2. infer that when a body pp. 296-297.
1. Laws of Motion an understanding of: to: exerts a force on another,
1.1 Law of Inertia an equal amount of force is Science 8
Learner’s Module.
1.2 Law of Acceleration Newton’s three laws of develop a written plan exerted back on it; S8FE-Ia-16
Campo, Pia C., et
1.3 Law of Interaction motion and uniform circular and implement a al. 2013. pp. 18-
motion “Newton’s Olympics” 20.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 83-84. *
3. demonstrate how a body EASE Physics.
responds to changes in Module 10. Lesson
motion; 3.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
S8FE-Ib-17
Ragabo, Lilia M.,
Ph.D., et al. 2001.
p. 83. *
Science 8
Learner’s Module.
Campo, Pia C., et
al. 2013. pp. 8-10.
4. relate the laws of motion to EASE Physics.
bodies in uniform circular Module 9.
motion; S8FE-Ib-18
Science and
Technology IV:
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science 8
Learner’s Module.
Campo, Pia C., et
al. 2013. P. 18.
2. Work Power and Energy work using constant force, 6. identify situations in which EASE Physics.
power, gravitational work is done and in which Module 11. Lesson
potential energy, kinetic no work is done; 2. pp. 5-8.
energy, and elastic S8FE-Ic-20
Science and
potential energy Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science 8
Learner’s Module.
Campo, Pia C., et
al. 2013. Pp. 21-
24.
EASE Physics.
Module 11. Lesson
3. pp. 33-34.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
7. describe how work is related Pp. 166-169. *
S8FE-Ic-21
to power and energy;
Science and
Technology IV:
Physics Textbook.
NISMED. 2012. Pp.
316-317.
Science 8 Learner’s
Module. Campo,
Pia C., et al. 2013.
Pp. 25-26.
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PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Technology IV:
Physics Textbook
8. differentiate potential and for Fourth Year.
S8FE-Id-22
kinetic energy; Rabago, Lilia M.,
Ph.D., et al. 2001.
Pp. 171-174. *
Science and
Technology IV:
Physics Textbook.
NISMED. 2012. Pp.
310-314.
Science 8 Learner’s
Module. Campo,
Pia C., et al. 2013.
Pp. 26-31.
Science and
9. relate speed and position of Technology IV:
object to the amount of Physics Textbook
for Fourth Year.
energy possessed by a body; S8FE-Id-23
Rabago, Lilia M.,
Ph.D., et al. 2001.
Pp. 175-181. *
Science and
Technology IV:
2. Work Power and Energy work using constant force, 9. relate speed and position of Physics Textbook.
NISMED. 2012. Pp.
power, gravitational object to the amount of
314-316.
potential energy, kinetic energy possessed by a body; S8FE-Id-23
energy, and elastic Science 8 Learner’s
potential energy Module. Campo,
Pia C., et al. 2013.
Pp. 25-26.
OHSP. Module 16.
the propagation of sound
3. Sound through solid, liquid, and Science and
Technology IV:
gas
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
10. infer how the movement of Pp. 216-218. *
particles of an object
S8FE-Ie-24 Science and
affects the speed of sound
Technology IV:
through it; Physics Textbook.
NISMED. 2012.
Pp. 369-370. *
Science 8
Learner’s Module.
Campo, Pia C., et
al. 2013. P. 70.
NISMED. 2012.
pp. 369-370.
the propagation of sound 11. investigates the effect of S8FE-Ie-25
Science 8
3. Sound through solid, liquid, and temperature to speed of
Learner’s Module.
gas sound through fair testing; Campo, Pia C., et
al. 2013. pp. 83-
87.
Science 8
Learner’s Module.
Campo, Pia C., et
al. 2013. p. 91.
EASE Physics.
Module 3. Lesson
4.
discuss phenomena such
Science and
4. Light some properties and as blue sky, rainbow, and Technology III:
characteristics of visible red sunset using the Chemistry
light concept of wavelength Textbook for Third
and frequency of visible Year. Mapa,
light Amelia P., Ph.D.,
13. explain the hierarchy of et al. 1999. pp.
67-69. *
colors in relation to S8FE-If-27
energy;
Science 8
Learner’s Module.
Campo, Pia C., et
al. 2013. pp. 98-
105.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
65-66. *
14. explain that red is the least EASE Physics.
bent and violet the most Module 3. Lesson
bent according to their 4.
wavelengths or
Chemistry III
frequencies; Textbook. Mapa,
S8FE-If-28 Amelia P., Ph.D.,
et al. 2001. pp.
65-66. *
Science and
Technology III:
K to 12 Science Curriculum Guide May 2016 Page 146of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Chemistry
Textbook for Third
4. Light some properties and discuss phenomena such 14. explain that red is the least Year. Mapa,
Amelia P., Ph.D.,
characteristics of visible as blue sky, rainbow, and bent and violet the most
et al. 1999. pp.
light red sunset using the bent according to their 67-69. *
concept of wavelength wavelengths or S8FE-If-28
and frequency of visible frequencies; Science 8
light Learner’s Module.
Campo, Pia C., et
al. 2013. pp. 98-
105.
5. Heat heat and temperature, and EASE Physics.
the effects of heat on the Module 13.
body 15. differentiate between heat
Science 8
and temperature at the S8FE-Ig-29
Learner’s Module.
molecular level;
Campo, Pia C., et
al. 2013. pp. 37-
38.
6. Electricity 16. infer the relationship Science and
between current and Technology IV:
current- voltage-resistance charge; Physics Textbook
for Fourth Year.
relationship, electric power,
Rabago, Lilia M.,
electric energy, and home Ph.D., et al. 2001.
circuitry S8FE-Ih-30 pp. 290-293. *
Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
pp. 142-143.
Science 8
Learner’s Module.
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STANDARDS MATERIALS
Science and
17. explain the advantages and Technology IV:
disadvantages of series Physics Textbook.
S8FE-li-31 NISMED. 2012.
and parallel connections in
pp. 156-160.
homes;
Science 8
Learner’s Module.
Campo, Pia C., et
al. 2013. pp. 61-
63.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
18. differentiate electrical pp. 294-296 and
power and electrical S9FE-li-32 315. *
energy; and
Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
pp. 166-168 and
177-178.
EASE Physics.
Module 7. Lessons
19. explain the functions of 3 and 4.
current- voltage-resistance
circuit breakers, fuses,
6. Electricity relationship, electric power,
earthing, double insulation, S8FE-li-33 Science and
electric energy, and home Technology IV:
and other safety devices in
circuitry Physics Textbook.
the home.
NISMED. 2012.
pp. 174-177.
Grade 8 – Earth and Space
SECOND QUARTER/ SECOND GRADING PERIOD
The learners demonstrate The learners shall be able The learners should be able
1. Earthquakes and Faults an understanding of: to: to…
MISOSA 6. Module
1.1 Active and inactive faults the relationship between 1. participate in decision 1. using models or
26.
1.2 How movements along faults faults and earthquakes making on where to illustrations, explain how
generate earthquakes build structures based movements along faults
Science and
generate earthquakes;
1.3 How earthquakes generate on knowledge of the Technology I:
tsunamis location of active faults Integrated Science
1.4 Earthquake focus and epicenter in the community Textbook.
1.5 Earthquake intensity and NISMED. 2012.
pp. 192-193.
magnitude 2. make an emergency
S8ES-IIa-14
1.6 Earthquake preparedness plan and prepare an Science 8
1.7 How earthquake waves provide emergency kit for use Learner’s Module.
information about the interior of at home and in school Campo, Pia C., et
the Earth al. 2013. pp. 116-
127.
MISOSA 6. Module
1. Earthquakes and Faults The learners demonstrate The learners shall be able 28.
an understanding of: to:
2. differentiate the Science and
1.1 Active and inactive faults
2.1 epicenter of an Technology I:
1.2 How movements along faults the relationship between 1. participate in decision Integrated Science
earthquake from its
generate earthquakes faults and earthquakes making on where to Textbook.
focus;
1.3 How earthquakes generate build structures based NISMED. 2012.
2.2 intensity of an S8ES-IIa-15
tsunamis on knowledge of the pp. 193-196.
earthquake from its
1.4 Earthquake focus and epicenter location of active faults
magnitude; Science 8
1.5 Earthquake intensity and in the community
2.3 active and inactive Learner’s Module.
magnitude
faults; Campo, Pia C., et
1.6 Earthquake preparedness 2. make an emergency al. 2013. pp. 125-
1.7 How earthquake waves provide plan and prepare an 132.
information about the interior of emergency kit for use
the Earth at home and in school
MISOSA 6. Module
27.
3. demonstrate how
Science 8
underwater earthquakes S8ES-IIb-16
Learner’s Module.
generate tsunamis;
Campo, Pia C., et
al. 2013. pp. 133-
136.
Sciene 8 Learner’s
Module. Campo,
Pia C., et al. 2013.
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PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
pp. 138-139.
2. Understanding Typhoons the formation of 1. demonstrate 5. explain how typhoons Science and
develop; Technology I:
2.1 How typhoons develop typhoons and their precautionary
Integrated Science
2.2 Why the Philippines is prone to movement within the measures before, S8ES-IId-18 Textbook for First
typhoons PAR during, and after a Year. Villamil,
2.3 How landforms and bodies of typhoon, including Aurora M., Ed.D.
water affect typhoons within the following advisories, 1998. pp. 207-
Philippine Area of Responsibility storm signals, and calls 208.
(PAR) for evacuation given by Science and
Technology I:
government agencies
Integrated Science
in charge Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. p. 207. *
Science adn
Technology I:
6. infer why the Philippines Integrated Science
S8ES-IId-19
is prone to typhoons; Textbook.
NISMED. 2012.
pp. 286-287.
Science 8
Learner’s Module.
Campo, Pia C., et
al. 2013. pp. 143-
144.
3. Other members of the Solar characteristics of comets, discuss whether or not 9. compare and contrast BEAM 3. Unit 6.
System meteors, and asteroids beliefs and practices comets, meteors, and DLP 54.
3.1 Comets about comets and asteroids;
MISOSA 5, Module
3.2 Meteors meteors have scientific
27.
3.3 Asteroids basis
Science and
S8ES-IIg-22 Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. pp. 281-
283. *
Science and
Technology I:
Integrated Science
Textbook.
NISMED. 2012.
pp. 339-340.
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science 8
3. Other members of the Solar characteristics of comets, discuss whether or not 9. compare and contrast S8ES-IIg-22 Learner’s Module.
comets, meteors, and Campo, Pia C., et
System meteors, and asteroids beliefs and practices
asteroids; al. 2013. pp.156-
3.1 Comets about comets and 164.
3.2 Meteors meteors have scientific 10. predict the appearance BEAM 3. Unit 6.
3.3 Asteroids basis of comets based on DLP 54.
recorded data of
previous appearances; MISOSA 5. Module
and 27.
Science and
Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. pp. 282-
S8ES-IIh-23 283.
Science and
Technology I:
Integrated Science
Textbook.
NISMED. 2012. p.
340.
Science 8
Learner’s Module.
Campo, Pia C., et
al. 2013. pp. 156-
158.
Science 8
S8ES-IIi-j-24 Learner’s Module.
Campo, Pia C., et
al. 2013. p. 163.
Grade 8 – Matter
THIRD QUARTER/THIRD GRADING PERIOD
The learners demonstrate The learners shall be able The learners should be able EASE Science I.
an understanding of: to: to… Module 5. Lesson
1. The Particle Nature of Matter 2.
the particle nature of present how water 1. explain the properties of
Science and
1.1 Elements, Compounds, and matter as basis for behaves in its different solids, liquids, and gases S8MT-IIIa- Technology III.
Mixtures explaining properties, states within the water based on the particle nature b-8 NISMED. 1997. pp.
1.2 Atoms and Molecules physical changes, and cycle of matter; 55-64.
structure of
substances and Chemistry III
mixtures Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
32-33.
The learners demonstrate The learners shall be able The learners should be able Science and
1. The Particle Nature of Matter an understanding of: to: to… Technology I:
Integrated Science
Textbook for First
1.1 Elements, Compounds, and the particle nature of present how water 1. explain the properties of
Year. Villamil,
Mixtures matter as basis for behaves in its different solids, liquids, and gases Aurora M., Ed.D.
1.2 Atoms and Molecules explaining properties, states within the water based on the particle nature 1998. pp. 46-47. *
physical changes, and cycle of matter; S8MT-IIIa-
structure of b-8 Science 8 Learner’s
substances and Module. Campo,
mixtures Pia C., et al. 2013.
pp. 179-182.
Science and
Technology I:
Integrated Science
Textbook.
NISMED. 2012. pp.
80-81.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. p. 137.
2. explain physical changes in
*
terms of the arrangement S8MT-IIIc-
and motion of atoms and d-9 Science and
molecules; Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. *
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
58-64. *
Science 8 Learner’s
Module. Campo,
Pia C., et al. 2013.
pp. 203-205.
3. Periodic Table (PT) of Elements the periodic table of EASE Science II.
elements as an organizing 4. trace the development of the Module 11. Lesson
3.1 Development of the PT tool to determine the periodic table from 1.
3.2 Arrangement of elements chemical properties of observations based on S8MT-IIIg-
Chemistry III
3.3 Reactive and nonreactive metals elements similarities in properties of h-11 Textbook. Mapa,
elements; and Amelia P., Ph.D.,
et al. 2001. pp.
86-88. *
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
3. Periodic Table (PT) of Elements the periodic table of 4. trace the development of the Technology III.
NISMED. 1997. pp.
elements as an organizing periodic table from
237-245.
3.1 Development of the PT tool to determine the observations based on S8MT-IIIg-
3.2 Arrangement of elements chemical properties of similarities in properties of h-11 Science and
3.3 Reactive and nonreactive metals elements elements; and Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. pp. 52-53. *
Science 8 Learner’s
Module. Campo,
Pia C., et al. 2013.
pp. 211-212.
Science and
Technology III.
NISMED. 1997. pp.
253-259.
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
3. Periodic Table (PT) of Elements the periodic table of 5. use the periodic table to Technology I:
Integrated Science
elements as an organizing predict the chemical
Textbook.
3.1 Development of the PT tool to determine the behaviour of an element. S8MT-IIIi-j- NISMED. 2012. pp.
3.2 Arrangement of elements chemical properties of 12 60-61.
3.3 Reactive and nonreactive metals elements
Science 8 Learner’s
Module. Campo,
Pia C., et al. 2013.
pp. 212-217.
ingestion of harmful
substances Science for Daily
Use 4. Lozada,
Buena A., et al.
1.4 Prevention, detection, and
3. identify healthful practices 2011. p. 34. *
treatment of diseases of the
digestive system that affect the digestive S8LT-IVc-15
Science 8
system;
Learner’s Module.
Campo, Pia C., et
al. 2013. pp. 308-
313.
2. Heredity: Inheritance and 1. how cells divide to report on the importance EASE Biology.
Variation of Traits produce new cells of variation in plant and Module 12.
animal breeding Lessons 1 and 2.
2.1 Stages of mitosis 2. meiosis as one of the
BEAM II. Unit 5.
processes producing Learning Guide.
2.2 Stages of meiosis genetic variations of the Reproduction. Cell
Mendelian Pattern of Growth and
2.3 Mendelian Genetics Inheritance Reproduction.
April 2009.
4. compare mitosis and
Science and
meiosis, and their role in the S8LT-IVd-16
Technology II:
cell-division cycle;
Biology Textbook.
NISMED. 2012.
pp. 132-133.
Science and
Technology II:
Biology Textbook.
NISMED. 2004.
pp. 132-133.
Science 8
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STANDARDS MATERIALS
Learner’s Module.
Campo, Pia C., et
al. 2013. pp. 321-
326.
2. Heredity: Inheritance and
Variation of Traits 1. how cells divide to report on the importance EASE Biology.
produce new cells of variation in plant and Module 12. Lesson
2.
2.1 Stages of mitosis animal breeding
2. meiosis as one of the Science and
2.2 Stages of meiosis processes producing Technology II:
genetic variations of the Biology Textbook.
2.3 Mendelian Genetics Mendelian Pattern of NISMED. 2012.
Inheritance pp. 133-134.
5. explain the significance of
meiosis in maintaining the S8LT-IVe-17 Science and
chromosome number; Technology II:
Biology Textbook.
NISMED. 2004.
pp. 133-134.
Science 8
Learner’s Module.
Campo, Pia C., et
al. 2013. pp. 327-
328.
EASE Biology.
6. predict phenotypic Module 14.
expressions of traits
Science and
following simple patterns of
Technology II:
inheritance; S8LT-IVf-18 Biology Textbook.
NISMED. 2012.
Pp. 188-189.
Science and
Technology II:
Biology Textbook.
2. Heredity: Inheritance and report on the importance NISMED. 2004.
Pp. 188-189.
Variation of Traits 1. how cells divide to of variation in plant and 6. predict phenotypic
produce new cells animal breeding expressions of traits Science 8
2.1 Stages of mitosis following simple patterns of S8LT-IVf-18 Learner’s Module.
2. meiosis as one of the inheritance; Campo, Pia C., et
2.2 Stages of meiosis processes producing al. 2013. P. 334.
genetic variations of the
2.3 Mendelian Genetics Mendelian Pattern of
Inheritance
Science and
Technology II:
Biology Textbook.
NISMED. 2012.
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STANDARDS MATERIALS
Pp. 330-333.
3. Biodiversity
9. explain the advantage of Science and
Technology II:
3.1 Species diversity 1. the concept of a species report (e.g., through a high biodiversity in S8LT-Ivh-21
Biology Textbook.
3.2 Hierarchical taxonomic travelogue) on the maintaining the stability of NISMED. 2004.
system of classification 2. the species as being activities that an ecosystem; Pp. 330-333.
3.3 Protection and conservation further classified into a communities engage in to
hierarchical taxonomic Science 8
of endangered and protect and conserve
system Learner’s Module.
economically important endangered and
species economically important Campo, Pia C., et
al. 2013. P. 266.
species
4. Ecosystems Science and
4.1 Transfer of Energy in Trophic the one-way flow of energy make a poster comparing Technology I:
Levels and the cycling of materials food choices based on the Integrated Science
Textbook for First
4.2 Cycling of materials in the in an ecosystem trophic levels’
Year. Villamil,
ecosystem 10. describe the transfer of Aurora M., Ed.D.
4.2.1Water cycle energy through the trophic S8LT-Ivi-22 1998. P. 228. *
4.2.2Oxygen-carbon cycle levels;
4.2.3Nitrogen cycle Science 8
4.3 Impact of human activities in Learner’s Module.
an ecosystem Campo, Pia C., et
al. 2013. Pp. 273-
274.
EASE Science I.
11. analyze the roles of Module 10. Lesson
organisms in the cycling of S8LT-Ivi-23 3.
materials;
Science and
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STANDARDS MATERIALS
4. Ecosystems Technology I:
4.1 Transfer of Energy in Trophic the one-way flow of energy 12. explain how materials cycle Integrated Science
Levels and the cycling of materials make a poster comparing in an ecosystem; and Textbook for First
Year. 1998. pp.
4.2 Cycling of materials in the in an ecosystem food choices based on the S8LT-IVi-24
150-151 and pp.
ecosystem trophic levels 228-231. *
4.2.1Water cycle
4.2.2Oxygen-carbon cycle Science 8
4.2.3Nitrogen cycle Learner’s Module.
4.3 Impact of human activities in Campo, Pia C., et
an ecosystem al. 2013. pp. 284-
287.
EASE Biology.
Module 19.
Science and
Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. p. 231. *
13.suggest ways to minimize
human impact on the S8LT-IVj-25 Science 8
environment. Learner’s Module.
Campo, Pia C., et
al. 2013. pp. 288-
289.
GRADE 9
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
Technology II:
Biology Textbook.
NISMED. 2004. pp.
184-185.
EASE Biology.
Module 14. Lesson
3.
Science and
Technology:
4. explain the different patterns Biology Textbook.
S9LT-Id-29
of non-Mendelian inheritance ; NISMED. 2012.
pp. 179-182.
Science and
Technology II:
Biology Textbook.
NISMED. 2004.
PP. 179-182.
EASE Science I.
3. Biodiversity and Evolution how changes in the make a multimedia Module 11.
environment may affect presentation of a timeline Lesson 6.
3.1 Causes of Species Extinction species extinction of extinction of
Science and
3.1.1 natural representative Technology II:
3.1.2 anthropogenic microorganisms, plants, Biology Textbook.
and animals NISMED. 2012.
pp. 328-329.
5. relate species extinction to
the failure of populations of Science and
organisms to adapt to abrupt S9LT-Ie-f-30 Technology II:
changes in the environment; Biology Textbook.
and NISMED. 2004.
328-329.
Science and
Technology I:
Integrated
Science Textbook.
NISMED. 2012.
pp. 146-147.
EASE Biology
Module 5 Cellular
Respiration
APEXBiology Unit
S9LT-lg-j-31 3 Life Energy
Science and
Technology II:
Biology Textbook.
NISMED. 2012.
pp. 58-66 and 70-
72.
Science and
Technology II:
Biology Textbook.
NISMED. 2004.
4. Ecosystems 1. the structure and design and conduct an pp. 58-66 and 70-
function of plant parts investigation to provide 6. differentiate basic features 72.
4.1 Flow of Energy and Matter in and organelles involved evidence that plants can and importance of
NFE. Food
Ecosystems in photosynthesis manufacture their own photosynthesis and S9LT-lg-j-31 Production and
food respiration. Utilization in
4.1.1 Photosynthesis 2. the structure and Plants. 2001. pp.
4.1.2 Respiration function of 4-25.
mitochondrion as the
main organelle involved
in respiration
Grade 9 – Matter
SECOND QUARTER/SECOND GRADING PERIOD
The learners demonstrate The learners shall be able The learners should be able to… EASE II.
an understanding of… to: Chemistry Module
1. Chemical Bonding 1. explain the formation of ionic 14. Lesson 1.
1.1 Ionic and Covalent Bonding 1. how atoms combine and covalent bonds;
BEAM III. Unit 7.
with other atoms by
18 Demonstrate
1.2 Metallic Bonding transferring or by
Understanding of
sharing electrons
the Processes.
Bonding. Module
2. forces that hold 1. March 2009.
metals together S9MT-IIa-13
EASE Science 1.
Module 6. Lesson
1.
Science and
Technology III:
Chemistry
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CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
The learners demonstrate The learners shall be able The learners should be able to… Textbook for
1. Chemical Bonding an understanding of… to: Third Year. Mapa,
1.1 Ionic and Covalent Bonding 1. explain the formation of ionic Amelia P., Ph.D.,
et al. 1999. pp.
1. how atoms combine and covalent bonds;
111-115. *
1.2 Metallic Bonding with other atoms by
transferring or by
Chemistry III
sharing electrons
Textbook. Mapa,
Amelia P., Ph.D.,
forces that hold et al. 2001. pp.
metals together S9MT-IIa-13
107-112. *
Science and
Technology III.
NISMED. 1997.
pp. 270-273.
Science and
Technology III:
Chemistry
Textbook.
NISMED. 2012.
pp. 329-333.
Science and
Technology III.
K to 12 Science Curriculum Guide May 2016 Page 170of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
1. Chemical Bonding The learners demonstrate The learners shall be able NISMED. 1997. p.
1.1 Ionic and Covalent Bonding an understanding of… to: 2. recognize different types of 283.
compounds (ionic or covalent) S9MT-IIb-14
1.2 Metallic Bonding 1. how atoms combine based on their properties such
with other atoms by as melting point, hardness,
transferring or by polarity, and electrical and
sharing electrons
thermal conductivity;
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
3. explain properties of metals in S9MT-IIc-d- 113-115.
terms of their structure; 15
Science and
Technology III.
NISMED. 1997.
pp. 279-280.
Science and
Technology III:
Chemistry
Textbook.
NISMED. 2012.
pp. 333-33.
Science and
Technology III.
NISMED. 1997.
S9MT-IIe-f- pp. 277-279.
4. explain how ions are formed;
16
Science and
Technology III:
Chemistry
Textbook.
NISMED. 2012.
pp. 293-294.
Science and
Technology III:
Chemistry
Textbook for
Third Year. Mapa,
Amelia P., Ph.D.,
et al. 1999. P.
110. *
The Variety of Carbon Compounds the type of bonds that EASE II. Module
carbon forms that result in 14.
2.1 Carbon Atoms the diversity of carbon
Chemistry III
2.2 Organic Compounds compounds
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
343-356. *
Science and
Technology III:
Chemistry
Textbook for
Third Year. Mapa,
Amelia P., Ph.D.,
et al. 1999. pp.
349-353. *
6. recognize the general classes Chemistry III
and uses of organic Textbook. Mapa,
compounds; Amelia P., Ph.D.,
et al. 2001. pp.
356-367. *
Science and
S9MT-IIh-18 Technology III.
NISMED. 1997.
pp. 331-340.
Science and
Technology III:
Chemistry
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
The Variety of Carbon Compounds the type of bonds that Textbook for
carbon forms that result in 6. recognize the general classes Third Year. Mapa,
2.1 Carbon Atoms the diversity of carbon and uses of organic S9MT-IIh-18 Amelia P., Ph.D.,
et al. 1999. pp.
2.2 Organic Compounds compounds compounds;
367-373. *
8. Mole Concept EASE Science II.
the unit, mole, that analyze the percentage Chemistry Module
3.1 Mass quantitatively measures the composition of different 16. Lesson 2.
3.2 Moles number of very small brands of two food
OHSP. Chemistry
3.3 Percentage Composition of a particles of matter products and decide on Module 16.
Compound the products’ appropriate Lesson 2.
percentage composition
Science and
Technology III:
Chemistry
Textbook.
7. use the mole concept to NISMED. 2012.
pp. 84-91.
express mass of substances; S9MT-IIi-19
and
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
174-183. *
Science and
Technology III.
NISMED. 1997.
pp. 112-123.
3.1 Mass quantitatively measures the composition of different given its chemical formula Chemistry Module
3.2 Moles number of very small brands of two food and vice versa. 16. Lesson 4.
3.3 Percentage Composition of a particles of matter products and decide on
OHSP. Chemistry
Compound the products’ appropriate
Module 16.
percentage composition Lesson 4.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
174-183. *
Science and
Technology III.
NISMED. 1997.
pp. 112-123.
Science and
Technology III:
Chemistry
Textbook for
Third Year. Mapa,
Amelia P., Ph.D.,
et al. 1999. pp.
157-158. *
Grade 9 – Earth and Space
THIRD QUARTER/THIRD GRADING PERIOD
The learners demonstrate The learners shall be able The learners should be able to… EASE Science I.
1.Volcanoes an understanding of: to: S9ES -IIIa- Module 12. p. 24.
1. describe the different types 25
1.1 Type of volcanoes volcanoes found in the of volcanoes;
MISOSA 6.
Module 29.
BEAM 6. Unit 5.
12 Volcanic
Erruptions.
Volcano Mania.
3. explain what happens when S9ES -IIIb- Module 12.
volcanoes erupt ; 28 Activity 3.2.
Science and
Technology I:
Integrated
Science Textbook.
NISMED. 2012.
pp. 189-191.
pp. 275-282.
Science and
Technology I:
Integrated
Science Textbook
for First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 185-202. *
BEAM 6. Unit 5.
Module 13.
6. describe certain climatic
phenomena that occur on a S9ES-IIIf-31 Science and
global level; Technology I:
Integrated
Science Textbook.
NISMED. 2012.
pp. 300-301.
3. Constellations the relationship between the discuss whether or not
3.1 Characteristics of stars visible constellations in the popular beliefs and BEAM 5. Unit 7. 20
3.2 Arrangement of stars in a group sky and Earth’s position practices with regard to The Sun.
3.3 Changing position of along its orbit constellations and
7. infer the characteristics of EASE Science I.
constellations during the night astrology have scientific Module 18.
and at different times of the year basis stars based on the S9ES-IIIg-32
3.4 Beliefs and practices about characteristics of the Sun;
Science and
constellations and astrology Technology I:
Integrated
Science Textbook.
Villamil, Aurora
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
EASE Science I.
Module 18.
EASE Physics.
The learners demonstrate The learners shall be able Module 9. Lesson
Motion in Two Dimensions an understanding of: to: 3.
2. investigate the relationship
between the angle of release Science and
1. Projectile Motion projectile motion, impulse propose ways to enhance S9FE-IVa-35 Technology IV:
1.2.Impulse, Momentum and and momentum, and sports related to projectile and the height and range of
Physics Textbook
Impulse conservation of linear motion the projectile; for Fourth Year.
1.3.Conservation of Linear momentum Rabago, Lilia M.,
Momentum Ph.D., et al. 2001.
pp. 93-109. *
Science and
3. relate impulse and momentum Technology IV:
S9FE-IVb-36
to collision of objects (e.g., Physics Textbook.
vehicular collision); NISMED. 2012.
pp. 298-301.
4. infer that the total momentum BEAM IV. Unit 5.
12 Force and
before and after collision is S9FE-IVb-37
Motion. Energy in
equal;
Transportation.
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
August 2008.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 112-114. *
Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
pp. 301-303 and
306.
Science and
The learners demonstrate Technology IV:
Motion in Two Dimensions an understanding of: The learners shall be able Physics Textbook.
NISMED. p. 298.
to:
5. examine effects and predict
1. Projectile Motion projectile motion, impulse S9FE-IVc-38
causes of collision-related
1.2.Impulse, Momentum and and momentum, and propose ways to enhance
damages/injuries;
Impulse conservation of linear sports related to projectile
1.3.Conservation of Linear momentum motion
Momentum
2. Work Power and Energy conservation of mechanical create a device that 6. explain energy EASE Science I.
energy shows conservation of transformation in various Module 8. p. 18.
2.1 Changes in form of mechanical mechanical energy activities/events (e.g., S9FE-IVc-39
BEAM 5. Unit 5.
energy waterfalls, archery,
11. Electric
2.2 Conservation of energy amusement rides); Circuits. DLP 35.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 170-171. *
Science and
Technology I:
Integrated
Science Textbook.
NISMED. 2012.
pp. 116-119.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 179-181. *
Science and
Technology I:
Integrated
Science Textbook.
NISMED. 2012.
pp. 119-121.
Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
pp. 314-316.
2. Work Power and Energy conservation of mechanical create a device that EASE Physics.
energy shows conservation of Module 11.
2.1 Changes in form of mechanical mechanical energy Lesson 2.
energy
OHSP Modules.
2.2 Conservation of energy Module 11,
Lesson 2.
Science and
Technology I:
Integrated
Science Textbook.
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K to 12 BASIC EDUCATION CURRICULUM
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CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
NISMED. 2012.
pp. 121-122.
Science and
Technology IV:
Physics Textbook.
NISMED. 2012. p.
315.
3. Heat, Work, and Efficiency the relationship among analyze how power plants
heat, work, and efficiency generate and transmit Science and
electrical energy Technology IV:
9. construct a model to S9FE-IVe-42 Physics Textbook
demonstrate that heat can do for Fourth Year.
work; Rabago, Lilia M.,
Ph. D., et al.
2001. pp. 187-
188. *
Science and
Technology IV:
10. infer that heat transfer can Physics Textbook
be used to do work, and that for Fourth Year.
S9FE-IVf-43
work involves the release of Rabago, Lilia M.,
heat; Ph. D., et al.
2001. pp. 187-
188. *
OHSP. Module 11.
11. explain why machines are
S9FE-IVf-44
never 100-percent efficient; EASE Physics.
Module 11.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
12. explain how heat transfer Ragabo, Lilia M.,
and energy transformation Ph.D., et al. 2001.
S9FE-IVg-45 pp. 188-191. *
make heat engines like
geothermal plants work; and Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
pp. 325-327.
4. Electricity and magnetism BEAM IV. 9
4.1 Power generation and energy generation, transmission, Electrical Energy
losses and distribution of electrical Generation.
Electrical Energy.
4.2 Transmission and distribution of energy from power plants
electrical energy from power (hydroelectric, geothermal, Science and
plants to homes wind, nuclear) to home Technology IV:
Physics Textbook
for Fourth Year.
13. explain how electrical Rabago, Lilia M.,
S9FE-IVh-j- Ph.D., et al. 2001.
energy is generated,
46 pp. 342-343. *
transmitted, and distributed.
Science and
Technology I:
Integrated
Science. NISMED.
2012. pp. 131-
134.
Science and
Technology IV:
Physics Textbook.
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PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
NISMED. 2012.
pp. 242-246.
GRADE 10
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
EASE Science I.
The learners demonstrate The learners shall be able Module 12. Lesson
4.
an understanding of: to:
1. Plate Tectonics Science and
1.1 Distribution the relationship among the 1. demonstrate ways to Technology I:
1.1.1 volcanoes locations of volcanoes, ensure disaster General Science
1.1.2 earthquake epicenters earthquake epicenters, and preparedness during Textbook for First
1.1.3 mountain ranges mountain ranges earthquakes, tsunamis, Year. Rabago,
1.2 Plate boundaries and volcanic eruptions Lillia M., Ph.D., et
al. 1997. p. 183. *
1.3 Processes and landforms along
plate boundaries 2. suggest ways by which Science and
1.4 Internal structure of the Earth he/she can contribute Technology I:
1.5 Mechanism (possible causes of to government efforts Integrated Science
movement) in reducing damage due Textbook.
1.6 Evidence of plate movement to earthquakes, NISMED. 2012.
tsunamis, and volcanic pp. 180-182.
eruptions
Science and
Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. pp. 173-
174. *
EASE Science I.
The learners demonstrate The learners shall be able Module 12. Lesson
an understanding of: to: 4.
Sciecne and
1. Plate Tectonics the relationship among the 1. demonstrate ways to Technology I:
1.1 Distribution locations of volcanoes, ensure disaster Integrated Science
1.1.1 volcanoes earthquake epicenters, and preparedness during Textbook.
1.1.2 earthquake epicenters mountain ranges earthquakes, tsunamis, NISMED. 2012.
1.1.3 mountain ranges and volcanic eruptions pp. 180-182.
1.2 Plate boundaries EASE Science I.
Module 12. Lesson
1.3 Processes and landforms along 2. suggest ways by which
1.
plate boundaries he/she can contribute
1.4 Internal structure of the Earth to government efforts 4. describe the internal structure
BEAM 6. Unit 5. 10
1.5 Mechanism (possible causes of in reducing damage due of the Earth; The Structure of
movement) to earthquakes, Earth’s Interior.
1.6 Evidence of plate movement tsunamis, and volcanic 2008.
eruptions
S10ES –Ia- MISOSA 6. Module
j-36.4 25.
Science and
Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M, Ed.D.
1998. pp. 157-
159.
Science and
Technology I:
Integrated Science
Textbook.
NISMED. 2012.
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
MISOSA 6. Module
26.
Science and
Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998 pp. 170-174.
*
Science and
Technology I:
Integrated Science
Textbook.
K to 12 Science Curriculum Guide May 2016 Page 189of 211
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K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
NISMED. 2012.
The learners demonstrate The learners shall be able pp. 181-182.
an understanding of: to:
Science and
Technology I:
1. Plate Tectonics the relationship among the 1. demonstrate ways to General Science
1.1 Distribution locations of volcanoes, ensure disaster Textbook for First
1.1.1 volcanoes earthquake epicenters, and preparedness during Year. Rabago, Lilia
1.1.2 earthquake epicenters mountain ranges earthquakes, tsunamis, M, Ph.D., et al.
1.1.3 mountain ranges and volcanic eruptions 1997. pp.185-190.
1.2 Plate boundaries *
1.3 Processes and landforms along 2. suggest ways by which
6. enumerate the lines of
plate boundaries he/she can contribute OHSP Integrated
evidence that support plate
1.4 Internal structure of the Earth to government efforts Science. Quarter
movement
1.5 Mechanism (possible causes of in reducing damage due 2. Module 5.
movement) to earthquakes, Lesson 1.
1.6 Evidence of plate movement tsunamis, and volcanic
eruptions Science and
S9ES –Ia-j- Technology I:
36.6 Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. pp. 172-
174. *
Science and
Technology I:
General Science
Textbook for First
Year. Rabago, Lilia
M., Ph.D., et al.
1997. p. 188. *
EASE Physics.
Module 17. Lesson
1.
1. Electromagnetic Spectrum The learners demonstrate The learners shall be able Science and
an understanding of: to: Technology IV:
Physics Textbook
the different regions of the S10FE-IIa-b- for Fourth Year.
electromagnetic spectrum 47 Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 267-271. *
Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
pp. 393-394.
EASE Physics.
S10FE-IIc-d-
Module 17. Lesson
48 2.
Science and
Technology IV:
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CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 271-284. *
1. Electromagnetic Spectrum The learners demonstrate The learners shall be Science and
an understanding of: able to: 2. cite examples of practical Technology IV:
applications of the different S10FE-IIc-d- Physics Textbook.
the different regions of the regions of EM waves, such 48 NISMED. 2012.
electromagnetic spectrum as the use of radio waves in pp. 394-405.
telecommunications;
EASE Physics.
Module 5.
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 238-240. *
2. Light
the images formed by the 4. predict the qualitative Science and
2.1 Reflection of Light in Mirrors different types of mirrors characteristics (orientation, S10FE-IIg- Technology IV:
2.2 Refraction of Light in Lenses and lenses type, and magnification) of 50 Physics Textbook.
images formed by plane NISMED. 2012.
pp. 38-46.
and curved mirrors and
lenses;
EASE Physics.
Module 4. Lesson
5. apply ray diagramming 2.
techniques in describing the S10FE-IIg-
characteristics and positions 51 Science and
of images formed by lenses; Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 246-248. *
Science and
Technology IV:
Physics Textbook.
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STANDARDS MATERIALS
NISMED. 2012.
2. Light pp. 62-65.
the images formed by the
2.1 Reflection of Light in Mirrors different types of mirrors
2.2 Refraction of Light in Lenses and lenses
EASE Physics.
Module 4. Lesson
2.
Science and
Technology IV:
6. identify ways in which the Physics Textbook
properties of mirrors and for Fourth Year.
S10FE-IIh-
lenses determine their use in Rabago, Lilia M.,
52
optical instruments (e.g., Ph.D., et al. 2001.
cameras and binoculars); pp. 246-254. *
Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
pp. 73-79.
3. Electricity and Magnetism 7. demonstrate the generation BEAM IV. Unit 4.
the relationship between of electricity by movement 9 Electrical Energy
3.1 Electromagnetic effects electricity and magnetism in of a magnet through a coil; Generation.
Electrical Energy
electric motors and and
UP. Student
generators Activity 4.
September 2008.
EASE Physics.
S10FE-IIi-53 Module 8. Activity
3.2.
Science and
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STANDARDS MATERIALS
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 326-328. *
3. Electricity and Magnetism the relationship between
electricity and magnetism in 7. demonstrate the generation Science and
3.1 Electromagnetic effects electric motors and of electricity by movement S10FE-IIi-53 Technology IV:
generators of a magnet through a coil; Physics Textbook.
and NISMED. 2012.
pp. 197-199.
EASE Physics.
Module 8. pp. 18-
19.
NSTIC Science
Manual. Physics
Activity Sheets
413 M. pp. 39-42.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 328-332. *
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STANDARDS MATERIALS
Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
pp. 202-210.
Grade 10 – Living Things and Their Environment
THIRD QUARTER/THIRD GRADING PERIOD
The learners demonstrate The learners should be The learners should be able APEX Biology.
an understanding of: able to: to… Unit 5. Lesson 5.
1. Coordinated Functions of the S10LT-IIIa-
MISOSA 5.
Reproductive, Endocrine, and 1. organisms as having 1. describe the parts of the 33
Module 1.
Nervous Systems feedback mechanisms, reproductive system and
which are coordinated their functions; MISOSA 5.
by the nervous and 2. explain the role of hormones Module 2.
endocrine systems involved in the female and
male reproductive systems; BEAM 5. Unit 1. 1
2. how these feedback The Human
Reproductive
mechanisms help the
System. DLP 1.
organism maintain
homeostasis to
reproduce and survive
EASE Biology.
Module 13.
Lessons 1 and 2.
BEAM 5. Unit 1. 1
The Human
S10LT-IIIb- Reproductive
34 System. Human
Reproductive
System. March
EASE Biology.
Module 13.
Lesson 1.
BEAM 5. Unit 1. 1
The Human
Reproductive
System. Human
Reproductive
System. March
2008. pp. 28-32.
APEX Biology.
Unit 5. pp. 58-61.
EASE Biology.
Module 9. p. 29.
EASE Biology.
Module 13. pp. 7-
10.
NFE. Ang
3. describe the feedback Reproductive
The learners demonstrate mechanisms involved in System. 2001. pp.
1. Coordinated Functions of the an understanding of: regulating processes in the 11-12.
Reproductive, Endocrine, and female reproductive system
Nervous Systems 1. organisms as having (e.g., menstrual cycle);
feedback mechanisms, 4. describe how the nervous
which are coordinated system coordinates and
by the nervous and regulates these feedback
endocrine systems BEAM 6. Unit 1. 2
mechanisms to maintain
The Nervous
homeostasis; System. Module
2. how these feedback 1. September
mechanisms help the 2008.
organism maintain
homeostasis to Science and
reproduce and survive Technology II:
S10LT-IIIc- Biology Textbook.
36 NISMED. 2004.
pp. 114-117.
Science and
Technology II:
Biology Textbook.
NISMED. 2012.
pp. 114-117.
Science and
Technology II:
Biology Textbook.
NISMED. 2004.
pp. 184-186.
APEX. Unit 6. p.
88.
EASE Biology.
Module 15. pp.
14-15.
Science and
Technology II:
Biology Textbook.
NISMED. 2004. p.
195.
Science and
Technology II:
Biology Textbook.
NISMED. 2012.
7. explain how fossil records, pp. 210-218.
comparative anatomy, and S10LT-IIIf-
Science and
genetic information provide 39
Technology II:
evidence for evolution; Biology Textbook.
NISMED. 2004.
pp. 210-218.
Science and
Technology II:
Biology Teacher’s
Manual for
Second Year.
Rabago, Lilia M.,
Ph.D., et al. 1997.
pp. 140-144*.
APEX. Unit 7.
8. explain the occurrence of Lesson 2.
evolution;
EASE Biology.
S10LT-IIIg-
Module 15.
40
Science and
Technology II:
Biology Textbook.
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STANDARDS MATERIALS
NISMED. 2012.
3. Biodiversity and Evolution how evolution through write an essay on the pp. 202-207.
natural selection can result importance of
Science and
in biodiversity adaptation as a 8. explain the occurrence of
Technology II:
mechanism for the evolution; Biology Textbook.
survival of a species S10LT-IIIg- NISMED. 2004.
40 pp. 202-207.
Science and
Technology II:
Biology Teacher’s
Manual for
Second Year.
Rabago, Lilia M.,
Ph.D., et al. 1997.
p. 145. *
4. Ecosystems Science and
4.1 Flow of Energy and Matter in 1. the influence of Technology II:
Ecosystems biodiversity on the Biology Textbook.
9. explain how species NISMED. 2012.
4.2 Biodiversity and Stability stability of ecosystems diversity increases the
S10LT-IIIh- pp. 220-224.
4.3 Population Growth and probability of adaptation
Carrying Capacity 2. an ecosystem as being 41
and survival of organisms in Science and
capable of supporting a changing environments; Technology II:
limited number of Biology Textbook.
organisms NISMED. 2004.
pp. 220-224.
APEX Biology.
10. explain the relationship Unit 5. Lesson 8.
between population S10LT-IIIi-
growth and carrying 42 BEAM I. 5 Living
capacity; and Things. Module 1.
September 2006.
EASE 1. Module
13. Lesson 4.
Science and
4. Ecosystems 1. the influence of
Technology I:
4.1 Flow of Energy and Matter in biodiversity on the General Science
Ecosystems stability of ecosystems 11. suggest ways to minimize S10LT-IIIj- Textbook for First
4.2 Biodiversity and Stability human impact on the 43 Year. Rabago,
4.3 Population Growth and 2. an ecosystem as being environment. Lilia M., Ph.D., et
Carrying Capacity capable of supporting a al. 1997. p. 271. *
limited number of
organisms
Grade 10 – Matter
FOURTH QUARTER/FOURTH GRADING PERIOD
1. Gas Laws The learners demonstrate The learners shall be able The learners should be able APEX Chemistry.
an understanding of… to: to… Unit 2. Chapeter
3. Lessons 5, 6
and 8.
1.1 Kinetic Molecular Theory how gases behave based 1. investigate the relationship
1.2 Volume, pressure, and on the motion and relative between: EASE Science II.
temperature relationship distances between gas 1.1 volume and pressure at Module 9.
1.3 Ideal gas law particles constant temperature of
a gas; Chemistry III
1.2 volume and temperature Textbook. Mapa,
at constant pressure of a S10MT-IVa- Amelia P., Ph.D.,
et al. 2001. pp.
gas; b-21
244-253. *
1.3 explains these
relationships using the Science and
kinetic molecular theory; Technology III:
Chemistry
Textbook.
K to 12 Science Curriculum Guide May 2016 Page 204of 211
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
NISMED. 1997.
1. Gas Laws The learners demonstrate The learners shall be able The learners should be able pp. 68-81.
an understanding of… to: to…
NFE. Gases:
Molecules in
1.1 Kinetic Molecular Theory how gases behave based 1. investigate the relationship Motion. 2001. pp.
1.2 Volume, pressure, and on the motion and relative between: 12-29.
temperature relationship distances between gas 1.1 volume and pressure at
1.3 Ideal gas law particles constant temperature of S10MT-IVa-
a gas; b-21
1.2 volume and temperature
at constant pressure of a
gas;
1.3 explains these
relationships using the
kinetic molecular theory
2. Biomolecules the structure of EASE Biology.
biomolecules, which are 2. recognize the major Module 6. Lesson
2.1 Elements present in biomolecules made up mostly of a limited categories of biomolecules 1.
2.2 Carbohydrates, lipids, proteins, number of elements, such such as carbohydrates,
and nucleic acids as carbon, hydrogen, lipids, proteins, and nucleic Science and
2.2.1 Food Labels oxygen, and nitrogen acids; Technology III:
Chemistry
Textbook.
S10MT-IVc- NISMED. 1997.
d-22 pp. 363-391.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
373-385. *
K to 12 Science Curriculum Guide May 2016 Page 205of 211
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Science and
2. Biomolecules the structure of 2. recognize the major Technology III:
biomolecules, which are categories of biomolecules Chemistry
2.1 Elements present in biomolecules made up mostly of a limited such as carbohydrates, Textbook for Third
2.2 Carbohydrates, lipids, proteins, number of elements, such lipids, proteins, and nucleic S10MT-IVc- Year. Mapa,
and nucleic acids as carbon, hydrogen, acids; d-22 Amelia P., Ph.D.,
2.2.1 Food Labels oxygen, and nitrogen et al. 1999. pp.
378-392. *
3. Chemical reactions the chemical reactions using any form of media, 3. apply the principles of OHSP. Chemistry
associated with biological present chemical conservation of mass to Module 13.
and industrial processes reactions involved in chemical reactions; and Lesson 1.
affecting life and the biological and industrial
EASE Science II.
environment processes affecting life Module 13.
and the environment Lesson 1.
Chemistry III
Textbook. Mapa,
S10MT-IVe- Amelia P., Ph.D.,
et al. 2001. pp.
g-23
142-144. *
Science and
Technology III:
Chemistry
Textbook.
NISMED. 1997.
pp. 94-95.
Science and
Technology III:
Chemistry
K to 12 Science Curriculum Guide May 2016 Page 206of 211
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Textbook.
3. Chemical reactions the chemical reactions using any form of media, 3. apply the principles of NISMED. 2012.
associated with biological present chemical conservation of mass to pp. 78-81.
and industrial processes reactions involved in chemical reactions; and
Science and
affecting life and the biological and industrial Technology III:
environment processes affecting life S10MT-IVe- Chemistry
and the environment g-23 Textbook for
Third Year. Mapa,
Amelia P., Ph.D.,
et al. 1999. pp.
147-149. *
4. explain how the factors OHSP. Chemistry
affecting rates of chemical Module 17. Lesson
reactions are applied in 1.
food preservation and
EASE Science II.
materials production, Module 17. Lesson
control of fire, pollution, 1.
and corrosion.
Chemistry III
S10MT-IVh- Textbook. Mapa,
j-24 Amelia P., Ph.D.,
et al. 2001. pp.
202-210. *
Science and
Technology III:
Chemistry
Textbook.
NISMED. 1997.
pp. 187-199.
Climate change A significant and lasting change in the statistical distribution of weather patterns over periods ranging from decades to millions of years.
Earth The third planet from the Sun; the densest and the fifth-largest of the eight planets in the Solar System.
Earthquake The result of a sudden release of energy in the Earth’s crust that creates seismic waves.
A community of living organisms (plants, animals and microbes) in conjunction with the non-living components (air, water and mineral
Ecosystem
soil), interacting as a system.
Electricity In physics, it is one of the basic quantitative properties describing a physical system or an object’s state
Energy The set of physical phenomena associated with the presence and flow of electric charge.
Environment Surroundings.
Heat The condition of being hot; the energy of a material body associated with the random motions of a constituent particles.
Magnetism A group of physical phenomenon associated with the interaction of a magnetic field with matter.
Sound The sensation experienced when the brain interprets vibration within the structure of the ear caused by rapid variations of air pressure.
Volcanic eruption A phenomenon in which material from the depths of the earth explodes to the surface in the form of lava, or clouds of gas and ashes.
Weather The state of the atmosphere, to the degree that it is hot or cold, wet or dry, calm or stormy, clear or cloudy.
Sample: S8ES-IId-19
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
Week Week Four d
specific week
-
Infer why the Philippines
Arabic Number Competency
is prone to typhoons
19
American Association for the Advancement of Science (AAAS). Designs for Science Literacy: Project 2061. New York: Oxford University Press, 2000.
Australian Curriculum, Assessment and Reporting Authority. “ACARA’s Response to the Consultation Feedback on the K-10 Australian Curriculum. Australia: ACARA, 2010.
Department of Education, 2002 Basic Education Curriculum : Handbook in Science and Health (Elementary Level ), (Pasig City : Department of Education, 2002)
Department of Education, 2002 Basic Education Curriculum, Department of Education, (Pasig City: Department of Education, 2002).
Department of Education, Curricular Reforms on Education, (Pasig City: Department of Education, 2012)
Department of Education, New Elementary School Curriculum (NESC): Program for Decentralized Education Development, (Manila: Department of Education, 1982).
Ministry of Education and Training. “The Ontario Curriculum Grades 1-8: Science and Technology.” Accessed August 7, 2009.
http://www.edu.gov.on.ca/eng/curriculum/elementary/sciencetec18.pdf
Ministry of Education, Wellington. “The New Zealand Curriculum Framework.” Accessed May 25, 2007. http://www.tki.org.nz/r/governance/nzcf/NZcurriculum_e.php
Mullis, I.V., M.O. Martin, D.F. Robitaille, & P. Foy. Trends in International Mathematics and Science. (Chestnut Hill : TIMMS Publication, 2009).
Science Education Institute-Department of Science and Technology (SEI-DOST) and University of the Philippines National Institute for Science and Mathematics Education
Development (UPNISMED). Framework for Philippine Science Teacher Education. Manila: SEI-DOST & UPNISMED, 2011.
SciMathMN. “Minnesota K-12 Framework for Science.” Accessed June 16, 2009. http://ww.scimathmn.org/frameworks_science.htm
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2008.
Singapore. Ministry of Education-Curriculum Planning and Development Division. Science Syllabus: Primary. Singapore: Ministry of Education, 2008.
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Education. December 2008.
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http://www.curriculum.wa.edu.au/files/pdf/science.pdf
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