Republic of the Philippines

DEPARTMENT OF EDUCATION
Region V
San Antonio National High School
San Antonio Santicon, Malilipot, Albay

CONTEXTUALIZED CURRICULUM MATRIX IN SCIENCE 8

S.Y. 2020-2021
Quarter: 1ST

SUGGESTED
CONTENT CONTENT PERFORMANCE LEARNING ACTIVITIES/TEACHIN
STANDARDS STANDARDS COMPETENCIES G STRATEGIES
Newton’s three The learners demonstrate The learners should be Investigate the Materials: Pictures of Filipino
laws of motion understanding of Newton’s able to develop a written relationship between the recreations (kite flying, laro
three laws of plan and implement a amount of force applied ng lahi, tumbang preso,
motion. “Newton’s Olympics”. and the mass of the etc.) showing different
object to the amount of types of forces that can act
change in on an object.
the object’s motion. Activity:
S8FE-Ia-15 Picture Analysis (The
learners identified the
Infer that when a body different types of forces that
exerts a force on can act on an object and
another, an equal amount make a free-body diagram)
of force is Materials: book, table, string,
exerted back on it. ball pen
S8FE-Ia-16 Activity: The learners
demonstrated and observed
a set-up showing balanced
and unbalanced force.
(Set-up 1: book on top of the
table. Set-up 2: pen tied
with string. Set-up 3:
pushing a book left and
right, left or right)
Materials: maximize any kind
of materials that can be
 found in the community.
Activity:
Role Play (The learners given
scenarios that shows
balanced and unbalanced
force within the community
and they are going to
reenact)
NOTE: Videos/Pictures of
their performances were sent
in our group chat.
Quarter: 2nd

SUGGESTED
CONTENT CONTENT PERFORMANCE LEARNING ACTIVITIES/TEACHIN
STANDARDS STANDARDS COMPETENCIES G STRATEGIES
The learners demonstrate The learners should be Using models or Materials: Pictures of wreck
Faults and the relationship between able to illustration, explain how houses and establishments
Earthquake faults and earthquakes. 1. participate in decision movements along the caused by an Earthquake
making on where to faults generate happened in the Philippines.
build structures based earthquakes. Activity:
on knowledge of the S8ES-II a-14 Picture Analysis (The
location of active faults Differentiate the: a. learners identified and
in the community. epicenter from its focus, described the common
2. make an emergency b. intensity of an scenario in each picture.)
plan and prepare an earthquake from its Materials: Paper, milk carton
emergency kit for use at magnitude, c. active and or any carton, glue/tape, ruler,
home and in school. inactive faults. pair of scissors
S8ES-II a-15 Activity: The learners made
their own fault model out of
indigenous materials
available in their community.
NOTE: Videos/Pictures of
their performances were
sent in our group chat.

Quarter: 3rd

SUGGESTED
 CONTENT CONTENT
STANDARDS
The learners demonstrate
Matter and its the particle nature of
Properties matter as basis for
explaining properties,
physical changes, and
structure of substances and
mixtures
Quarter: 4th
CONTENT CONTENT
STANDARDS
The learners demonstrate
Structures and the
Functions: 1. the digestive system and
Focus on the its interaction with the
Digestive circulatory, respiratory,
System and
excretory systems in
providing the body with
nutrients for energy
2. diseases that result from
nutrient deficiency and
ingestion of harmful
substances, and their
prevention and treatment
PERFORMANCE LEARNING ACTIVITIES/TEACHIN
STANDARDS COMPETENCIES G STRATEGIES
The learners should be Explain the properties of Materials: Indigenous
able to present how water solids, liquids, and gases materials found in the
behaves in its different based on the particle community.
states within the water nature of matter Activity: Realia -Which is
cycle S8MT-111a-b-8 matter, which is not? The
Explain students will identify
objects that can be classify
as matter or not.
NOTE: Videos/Pictures of
their performances were
sent in our group chat.
SUGGESTED
PERFORMANCE LEARNING ACTIVITIES/TEACHIN
STANDARDS COMPETENCIES G STRATEGIES
The learners should be Explain ingestion, MATERIALS:
able to absorption, Activity sheet, Pencil,
present an analysis of assimilation, and Coloring Materials, Model of
the data gathered on excretion Digestive system
diseases resulting from S8LT-IVa-13 Note: The students can be
nutrient deficiency used indigenous materials that
can be found in the
community.
Activity: The learners created
their own model of human
digestive system.
Note: Learners need to take a
picture of it and submit it to
our GC or via messenger.
Prepared by: Checked by:

TERESITA B. CIRUELOS JOCELYN B. RODRIGUEZ

Subject Teacher Department/Subject Coordinator

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region V
San Antonio National High School
San Antonio Santicon, Malilipot, Albay

CONTEXTUALIZED CURRICULUM MATRIX IN SCIENCE 8

S.Y. 2018-2019

Quarter: 1ST

SUGGESTED
CONTENT CONTENT PERFORMANCE LEARNING ACTIVITIES/TEACHIN
STANDARDS STANDARDS COMPETENCIES G STRATEGIES
1. Laws of The learners demonstrate The learners shall be able The learners should be Individual Activity:
Motion an understanding of: to: able to... Demonstration and
1.1 Law of Newton’s three laws of develop a written plan 1. investigate the observation of set-up
Inertia motion and uniform and implement a relationship between the showing balance and
1.2 Law of circular motion “Newton’s Olympics” amount of force applied unbalanced force. (Set-up 1:
Acceleration and the mass of the book on top of the table.
1.3 Law of object to the amount of Set-up 2: pen tied with
Interaction change in the object’s string. Set-up 3: pushing a
 motion; book left and right, left or
S8FE-Ia-15 right)
2. infer that when a body Group Activity:
exerts a force on another, The learners instructed to
an equal amount of force read the poem entitled
is exerted back on it; ″Laying Down the Laws of
S8FE-Ia-16 Motion″ and after that they
analyzed and interpreted the
meaning of the poem in most
creative way.

Quarter: 2nd

SUGGESTED
CONTENT CONTENT PERFORMANCE LEARNING ACTIVITIES/TEACHIN
STANDARDS STANDARDS COMPETENCIES G STRATEGIES
1. Earthquakes and The learners The learners shall be able The learners should be Individual Activity:
Faults demonstrate an to: able to… The learners constructed their
1.1 Active and understanding of: 1. participate in decision 1. using models or own fault model using
inactive faults the relationship making on where to build illustrations, explain how indigenous materials.
1.2 How movements between faults and structures based on movements along faults
along faults generate earthquakes knowledge of the generate earthquakes; Group Activity:
earthquakes location of active faults S8ES-IIa-14 The learners were grouped
1.3 How earthquakes in the community into 5 and they presented
generate tsunamis 2. make an emergency 2. differentiate the reflecting different levels of
1.4 Earthquake focus plan and prepare an 2.1 epicenter of an intensity and magnitude.
and epicenter emergency kit for use at earthquake from its
1.5 Earthquake home and in school focus;
intensity and 2.2 intensity of an
magnitude earthquake from its
magnitude;
2.3 active and inactive
faults;
S8ES-IIa-15
Quarter: 3rd

SUGGESTED
CONTENT CONTENT PERFORMANCE LEARNING ACTIVITIES/TEACHIN
STANDARDS STANDARDS COMPETENCIES G STRATEGIES
Atomic Structure The learners The learners shall be able The learners should be Individual activity:
2.1 Protons demonstrate an to: able to determine the The learners made their own
2.2 Neutrons understanding of: present how water number of protons, version of atomic model
2.3 Electrons the identity of a behaves in its different neutrons, and electrons in using indigenous materials.
substance according states within the water a particular atom; Group Activity:
to its atomic cycle S8MT-IIIe-f-10 The learners were grouped
structure into 5 and answered the
activity entitled ″What’s in a
number? ″

Quarter: 4th

SUGGESTED
CONTENT CONTENT PERFORMANCE LEARNING ACTIVITIES/TEACHIN
STANDARDS STANDARDS COMPETENCIES G STRATEGIES
1. Structures and The learners The learners should be The learners should be Individual Activity:
Functions: Focus on demonstrate an able to: able to… The learners made their own
the Digestive System understanding of: present an analysis of the 1. explain ingestion, model of the human digestive
1.1 Organs of the 1. the digestive data gathered on diseases absorption, assimilation, system with the used of
digestive system and system and its resulting from nutrient and excretion; indigenous materials that can
their interaction with interaction with the deficiency S8LT-IVa-13 be found in the school campus.
organs of the circulatory, Group Activity:
respiratory, respiratory, and The learners were grouped in
circulatory, and excretory systems in to 5 and conducted
excretory systems providing the body experiments about:
1.2 Changes in food with nutrients for a. How do enzymes
as it undergoes energy affect digestion?
physical and 2. diseases that result b. How does pH affect
chemical digestion from nutrient enzyme activity?
1.3 Diseases resulting deficiency and
from nutrient ingestion of harmful
deficiency and substances, and their
ingestion of harmful prevention and
substances treatment

Prepared by: Checked by:

TERESITA B. CIRUELOS JOCELYN B. RODRIGUEZ

Subject Teacher Department/Subject Coordinator