BIT INTERNATIONAL COLLEGE- TALIBON

San Jose, Talibon, Bohol

Academic Year 2020-2021

CURRICULUM MAP
SUBJECT: SCIENCE
GRADE LEVEL: IX
QUARTER: 1st QUARTER - Living Things and Their Environment
TEACHER: GERYL C. OMOLON, LPT

TERM
UNIT TOPIC: CONTENT PERFORMANCE INSTITUTIONAL
(NO): COMPETENCIES SKILLS ASSESSMENT ACTIVITIES RESOURCES
CONTENT STANDARD STANDARD CORE VALUES
MONTH

Quarter I. Respiratory and The learners The learners A1. Name the parts of Labelling *Name Me Science 9 Competence
1 Circulatory demonstrate an should be able the human respiratory Identification *What a Bunch Alternative
Systems Working understanding to conduct an system of Grapes! Delivery
with the other of: information Module;
Organ Systems 1. how the dissemination pp.1-4
different activity on
structures of the effective ways A2. Describe the Labelling *Complete Me!
circulatory and of taking care of function of the parts of Explanation Anna
respiratory the respiratory the respiratory system Teresa
systems work and circulatory Maglinte
together to systems based
transport on data Sampaguita
oxygen-rich gathered from A3. Describe how the Identification *Bottled Mansueto
blood and the school or movement of the Explanation Balloons
nutrients to the local health diaphragm helps the *Just One
different parts workers air go in and out of the Breath Division of
of the body lungs Iligan City –
2. the DLP Writers
prevention,
detection, and
treatment of A4. Identify the major Identification *Crossword
diseases parts and functions of Puzzle:
affecting the the circulatory system Circulatory
circulatory and Labelling System
respiratory *The Human
systems Identification Heart
*Coronary
Circulation

M1.Explain how the Explanation Let’s Work

respiratory and Together
circulatory systems
work together to
transport nutrients,
gases, and other
molecules to and from
the different parts of
the body
[S9LT-Ia-b-26]

M2. Infer how one’s Identification Healthy and

lifestyle can affect the Explanation Unhealthy
functioning of Lifestyle
respiratory and
circulatory systems
[S9LT-Ic-27]

T1. Promote Essay Negative vs.

awareness on how to Positive Impact
prevent respiratory
 and circulatory
diseases

II. Heredity: The learners The learners A1. Identify the Identification DNA Modelling Breaking Benevolence
Inheritance and demonstrate an should be able components of a DNA through and
Variation understanding to make a molecule Science 9 Competence
1. Location of of: multimedia textbook pp.
Genes on 1. how genetic presentation of 29-31
Chromosomes information is a timeline of M1. Explain the Explanation “Where Could I
organized in extinction of chromosomal basis of Find You?” Sol Saranay;
genes on representative inheritance Anna
chromosomes microorganisms, Carmela B.
2. the different plants, and Bonifacio,
patterns of animals T1. Construct a model Labeling Name Me! Susan
inheritance of a DNA molecule Mañosa;
Celeste John
Cook

2. Non-Mendelian The learners The learners Explain the different Explanation Pheno and
Inheritance demonstrate an should be able patterns of non- Geno on the
2.1 understanding to design and Mendelian inheritance Go!
Incomplete of how changes conduct an [S9LT-Id-29]
Dominance in the investigation to
Sex-linked environment provide
Traits may affect evidence that
Multiple species plants can
Alleles extinction manufacture
3. Multiple their own food
Genes
 III. Biodiversity The learners Relate species Multiple Choice “Build Me Up Science 9 Benevolence
and Evolution demonstrate an extinction to the failure Before You Go” Alternative
1. Causes of understanding of population of Delivery
Species Extinction of: organisms to adapt to Module;
Natural 1.2 1. the structure abrupt changes in the
Anthropogenic and function of environment
plant parts and [S9LT-Ie-F-30] Anna
organelles Teresa
involved in Maglinte
photosynthesis
2. the structure Sampaguita
and function of Mansueto
mitochondrion
as the main
organelle Division of
involved in Iligan City –
respiration DLP Writers

IV. Ecosystems
1. Flow of Differentiate basic Multiple Choice “Getting To Science 9 Innovation
Energy and Matter features and Know Alternative
in Ecosystems importance of Photosynthesis Delivery
1.1 photosynthesis and and Cellular Module;
Photosynthesis respiration Respiration”
1.2 Respiration [S9LT-Ig-j-31]
Anna
Teresa
Maglinte

Sampaguita
Mansueto

Division of
Iligan City –
DLP Writers
SUBJECT: SCIENCE
GRADE LEVEL: IX
QUARTER: 2nd QUARTER – Matter
TEACHER: GERYL C. OMOLON, LPT

TERM
UNIT TOPIC: CONTENT PERFORMANCE INSTITUTIONAL
(NO): COMPETENCIES SKILLS ASSESSMENT ACTIVITIES RESOURCES
CONTENT STANDARD STANDARD CORE VALUES
MONTH

Quarter I. Electronic The learners Explain how the Multiple Choice Completing the Science 9 Competence
2 Structure of demonstrate an Quantum Mechanical table Alternative
Matter understanding Model of the atom Delivery
of describes the energies Illustrating the Module;
1. the and positions of the atomic model
development of electrons
atomic models Anna
that led to the Teresa
description of Maglinte
the behavior of Recognize the different Multiple Choice
electrons within types of compounds Sampaguita
atoms (ionic or covalent) Mansueto
2. how atoms based on their
combine with properties such as
other atoms by melting point, Division of
transferring or hardness, polarity, and Iligan City –
by sharing electrical and thermal DLP Writers
electrons conductivity
3. forces that [S9MT-IIb-14]
holds metals
together
II. Chemical Explain how ions are Breaking
Bonding formed Multiple Choice Chemical through Competence
1. Ionic and [S9MT-IIe-f-16] Bonding Science 9 and
Covalent Bonding textbook Innovation
2. Metallic
Bonding Sol Saranay;
Anna
Carmela B.
Bonifacio,
Susan
Mañosa;
Celeste John
Cook

III. The Variety of Explain how the Breaking

Carbon The learners structure of the carbon Explanation Making through Competence
Compounds demonstrate an atom affects the type Molecular Science 9
1. Carbon Atoms understanding of bonds it forms Models textbook
2. Organic of the type of [S9MT-IIg-17]
Compounds bonds that Sol Saranay;
carbon forms Anna
that result in the Carmela B.
diversity of Bonifacio,
carbon Recognize the general Susan
compounds classes and uses of Explanation Let’s Mañosa;
organic compounds Identification Investigate! Celeste John
[S9MT-IIh-18] Cook
IV. Mole Concept Use the mole concept Science 9
1. Mass The learners The learners to express mass of Problem “Tama o Alternative Innovation
2. Moles demonstrate an should be able substances Solving MOLE.li “ Delivery
3. Percentage understanding to analyze the [S9MT-IIi-19] Module;
Composition of a of the unit, percentage
Compound mole, that composition of
quantitatively different brands Anna
measures the of two food Teresa
number of very products and Maglinte
small particles decide on the Determine the
of matter products’ percentage Problem “What Am I Sampaguita
appropriate composition of a Solving Consist Of? Mansueto
percentage compound given its
composition chemical formula and
vice versa Division of
[S9MT-IIj-20] Iligan City –
DLP Writers
SUBJECT: SCIENCE
GRADE LEVEL: IX
QUARTER: 3rd QUARTER – Earth and Space
TEACHER: GERYL C. OMOLON, LPT

TERM
UNIT TOPIC: CONTENT PERFORMANCE INSTITUTIONAL
(NO): COMPETENCIES SKILLS ASSESSMENT ACTIVITIES RESOURCES
CONTENT STANDARD STANDARD CORE VALUES
MONTH

Quarter I. Volcanoes The learners A1. Describe the Multiple Choice A-R Guide Science in Innovation
3 1. Types of demonstrate an different types of Today’s
Volcanoes understanding volcanoes and volcanic World pp.
2. Volcanic of volcanoes eruption 185-194
Eruption found in the
3. Energy from Philippines
Volcanoes A2. Differentiate Analogy Before and Philippine
between active and After Chart Map
inactive volcanoes
Venn Diagram

M1. Explain what Essay Graphic

happen when Organizer
volcanoes erupt
[S9ES-IIIb-28]

M2. Generalize that Guided

understanding the Generalization
volcanoes in the
Philippines could led
 them in crafting a Inside/Outside
sound mitigation plan Diagram the Box
T1. Illustrate how Making
energy from volcanoes
may be tapped for Concept
human use Mapping
[S9ES-IIIc-d-29]

Activity:
II. Climate The learners The learners Explanation - Temperature Benevolence
1. Factors that demonstrate an should be able Explain how different of Different
Affect Climate understanding to participate in factors affect the Cities of the
2. Global Climate of factors that activities that climate of an area World
Phenomenon affect climate reduce risks and [S9ES-IIIe-30] - Ocean
and the effects lessen effects of Currents
of changing climate change
climate and how Describe certain
to adapt climatic phenomena
accordingly. that occur on a global
level
[S9ES-IIIf-31]
 Misconception
III. The learners The learners Identification and Breaking Innovation
Constellations demonstrate an should be able Show which Explanation Preconception through
1. Characteristics understanding to discuss constellations may be Check Analysis Science 9
of Stars of the whether or not observed at different textbook
2. Arrangement relationship popular beliefs times of the year using Picture
of Stars in a Group between the and practices models Analysis Sol Saranay;
3. Changing visible with regard to [S9ES-IIIj-35] Anna
Position sof constellations in constellations Carmela B.
Constellations the sky and and astrology Bonifacio,
During the Night Earth’s position have scientific Susan
and at Different along its orbit basis Mañosa;
Times of the Year Celeste John
4. Beliefs and Cook
Practices about
Constellations and
Astrology Pictures of
Constellations
SUBJECT: SCIENCE
GRADE LEVEL: IX
QUARTER: 4th QUARTER – Force, Motion, and Energy
TEACHER: GERYL C. OMOLON, LPT

TERM
UNIT TOPIC: CONTENT PERFORMANCE INSTITUTIONAL
(NO): COMPETENCIES SKILLS ASSESSMENT ACTIVITIES RESOURCES
CONTENT STANDARD STANDARD CORE VALUES
MONTH

Quarter I. Motion in Two The learners The learners Describe the horizontal Problem “Roll, roll, and Breaking Competence
4 Dimensions demonstrate an should be able and vertical motions of Solving away!” through
1. Projectile understanding to propose ways a projectile [S9FE- Science 9
Motion of projectile to enhance IVa-34] textbook
Impulse, motion, impulse sports related to
Momentum and and momentum, projectile Sol Saranay;
Impulse and motion Anna
conservation of Investigate the Problem “Drop Me” Carmela B.
Conservation of linear relationship between Solving Bonifacio,
Linear Momentum momentum the angle of release Susan
and the height and Mañosa;
range of the projectile Celeste John
[S9FE-IVa-35] Cook

Relate impulse and Problem Investigating

momentum to collision Solving Momentum
of objects (e.g.,
vehicular collision) Explanation
 [S9FE-IVb-36]

Infer that the total

momentum before and Problem “Bouncy Balls”
after collision is equal Solving
[S9FE-IVb-37]

Perform activities to
II. Work Power The learners The learners demonstrate Problem “Bashing Ball” Breaking Industry
and Energy demonstrate an should be able conservation of Solving through And
1. Changes in understanding to create a mechanical energy Science 9 Innovation
Form of Mechanical of conservation device that [S9FE-IVd-40] Explanation textbook
Energy of mechanical shows
2. Conservation energy conservation of Sol Saranay;
of Energy mechanical Anna
energy Carmela B.
Bonifacio,
Susan
Mañosa;
Celeste John
Cook

Infer that doing work

III. Heat, Work, The learners The learners can release heat Multiple Choice “Work, Work, Breaking Competence
and Efficiency demonstrate an should be able Work, Work through
understanding analyze how Work” Science 9
of the power plants textbook
relationship generate and
among heat, Sol Saranay;
 work, and transmit Anna
efficiency electrical energy Carmela B.
Bonifacio,
Susan
Mañosa;
Celeste John
Cook

Explain how heat

transfer and energy Explanation “Start the
transformation make Engine!”
heat engines work
[S9FE-IVg-45]

Explain how electrical

IV. Electricity and The learners energy is generated, Explanation Tracing Power Breaking Competence
Magnetism demonstrate an transmitted, and through
1. Power understanding distributed Science 9
Generation and of generation, [S9FE-IVh-j-46] textbook
Energy Losses transmission,
2. Transmission and distribution Sol Saranay;
and Distribution of of electrical Anna
Electrical Energy energy from Carmela B.
from Power Plants power plants Bonifacio,
to Homes (hydroelectric, Susan
geothermal, Mañosa;
wind, nuclear) Celeste John
to home Cook