Holy Cross College

Junior High School Department

Sta. Ana, Pampanga
Tel No. (045) 409-9593
www.holycrosscollege.edu.ph

LEARNING PLAN

SCHOOL PHILOSOPHY:
The Holy Cross Colleges believe that the whole of man is an entity; he functions effectively as a total individual. He must be able to attain holistic formation
and development which encompasses spiritual, moral, intellectual, social, cultural and technical skills.

SCHOOL VISION:
Holy Cross College shall be the leading academic institution of excellence in the region that promotes holistic formation by producing globally competent
citizens with deep sense of spirituality, concern for the environment and the society.

SCHOOL MISSION:
Holy Cross College, as a premiere educational institution, inculcates to its community the finest education at par with global standards through effective and
innovative instruction, training and immersion for professional growth; holistic character formation and strong faith in God; sustainable environmental protection
and preservation programs; and high sense of civic-mindedness and nationalism.

SCHOOL CORE VALUES:

Excellence
Spirituality
Social Responsibility

SUBJECT:
K to 12 SCIENCE 8

Prepared By: Reviewed By: Approved By:

Anjo C. Soliman Camille Joy C. Flores Arliza M. Reyes, MPS – EM

Science 7 & 8 Teacher Science Coordinator Acting JHS Principal

HCC-JHS-CM-SCI8 Page 0
 LEARNING PLAN

SUBJECT : SCIENCE
GRADE LEVEL : 8
TEACHER : ANJO C. SOLIMAN
SCHOOL YEAR : 2020 – 2021

TERM UNIT TOPIC CONTENT PERFORMANC COMPETENCIES ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
(CONTENT) STANDARD E STANDARD (SKILLS) CORE VALUES
(CS) (CS)
Grade 8 – Force, Motion, and Energy
FIRST QUARTER/ FIRST GRADING PERIOD
Twelve Unit 1: The learners The learners The learners should Science Links 8 Expressing ones
Day Motion demonstrate should be able be able to… (Teacher’s excellence in
an to: Resource understanding
Lesson 1: understanding A1. Explain how A1. Magic A1. Video Material) motion by making
Law of Inertia of: balanced and Popsicle Presentation a diorama that
unbalanced forces are The pair of The teacher will Science Links 8 shows concepts
Lesson 2: Law 1. Newton’s 1. Develop a related to motion. students who show a video clip (Worktext for about motion.
of Acceleration three laws written plan will be picked about balanced Scientific and
of motion and will share their and unbalanced Technological
Lesson 3: and uniform implement a ideas in the forces Literacy)
Law of circular “Newton’s class
Interaction motion Olympics” A2. State Newton’s A2. Reporting A2. A walk to https://
Laws of Motion The students
discover m.youtube.com/
will report theirThe teacher will watch?
observations guide students v=8Q1tw_QWy-
about the
around the 8
activity. campus and cite
examples of the
A2.1. Note laws of motion
Taking appearing in the
The students surroundings.
will write down
their
observations in
their notebooks.

A3. .Investigate A3. Paper and A3. Practice

HCC-JHS-CM-SCI8 Page 1
 between the amount Pencil Test Exercises
of force applied and The students The teacher will
the mass of the object will have provide worded
to the amount of worded problems for the
change in the object’s problems to students to solve
motion; solve on their
own
A4. . Infer that about A4. Paper and A4. Practice
the three laws of Pencil Test Exercises
motion; Inertia, The students The teacher will
Acceleration and will have provide worded
Interaction, when a worded problems for the
body exerts a force on problems to students to solve
another, an equal solve on their
amount of force is own
exerted back on it;
A5. Demonstrate how A5. Share your A5. You Try It!
a body responds to Thoughts. The students will
changes in motion; The students try to move
will try to reflect objects and
and conclude observe how they
about the behave
behavior of the
objects
A6. Relate the laws of A6. Paper and A6. Practice
motion to bodies in Pencil Test Exercises
uniform circular The students The teacher will
motion; will have provide worded
worded problems for the
problems to students to solve
solve on their
own
A7. Infer that circular A7. Paper and A7. Practice
motion requires the Pencil Test Exercises
application of constant The students The teacher will
force directed toward will have provide worded
the center of the worded problems for the
circle; problems to students to solve
solve on their

HCC-JHS-CM-SCI8 Page 2
 own
Note: Teacher-aided Instruction, Direct Instruction, Essential
Questioning and/or Essential Understanding or Oral
Questioning, Pre-Assessment [Frayer Model], Performance
Tasks Using GRASPS, and KPUP Summative Assessment
are the common denominator (activities and assessment) of
each competency in the unit topic.
Eleven Unit 2: The learners The learners A1. Formulate a A1. Living A1. Article Science Links 8 Expressing ones
Days Work, Power, demonstrate should be able scientific definition of Dictionary Analysis (Teacher’s excellence in
and Energy an to: work. The students The teacher will Resource understanding
understanding will present give articles about Material) motion by making
of: their own work to students. a diorama that
definition of These articles will Science Links 8 shows concepts
Lesson 1: Work using Develop a work based on be explained and (Worktext for about motion.
Mechanical constant force, written plan and their outputs in then students will Scientific and
Work power, implement a the be asked to Technological
gravitational “Newton’s brainstorming. formulate their Literacy)
Lesson 2: potential Olympics” own.
Work, Power, energy, kinetic A1.1. https://
and Machines energy, and Brainstorming. www.britannica.c
elastic The students, in om/science/
Lesson 3: Work potential groups, will talk work-physics
and Mechanical energy about the
Energy articles being
given by the
teacher and
generate ideas
about work.
A2. Identify situations A2. A2. Build! Build!
in which work is done Presentation of Build!
and in which no work Projects The students will
is done; The diorama build a diorama
will be that shows
presented by situations in which
the students in work is done and
the class in which no work
is done;
A3. Describe how A3. Present the A3. Let’s Map
work is related to Fruit of Your Out!

HCC-JHS-CM-SCI8 Page 3
 power and energy Labor The teacher
The students together with the
will make their students will
own mind map create a mind
and present it in map regarding
the class work power and
energy and their
relatedness
A4. Solve for work A4. A4. Practice
and power Comprehensive Exercises
Quiz The teacher will
The students provide worded
will have problems for the
worded students to solve
problems that
they need to
solve on their
own
A5 Differentiate A5. A5. Venn Diagram
potential and kinetic Comprehensive The teacher
energy; Quiz together with the
They will students will
identify the differentiate
differences and potential and
similarities kinetic energy
between through the use of
potential and a venn diagram
kinetic energy
A6. Solve for Potential A6. A6. Problem
and kinetic energy Comprehensive Solving
Quiz The teacher will
The students provide worded
will have problems for the
worded students to solve
problems that
they need to
solve on their
own
A7. Relate speed and A7. A7. Problem

HCC-JHS-CM-SCI8 Page 4
 position of object to Comprehensive Solving
the amount of energy Quiz The teacher will
possessed by a body The students provide worded
will have problems for the
worded students to solve
problems that
they need to
solve on their
own
Note: Teacher-aided Instruction, Direct Instruction, Essential
Questioning and/or Essential Understanding or Oral
Questioning, Pre-Assessment [Compare and Contrast Chart],
Performance Tasks Using GRASPS, and KPUP Summative
Assessment are the common denominator (activities and
assessment) of each competency in the unit topic.
Five Unit 3: The learners The learners A1. Infer how the A1. Share Your A1. Go Ask Me! Science Links 8 Expressing ones’
Days Light and demonstrate should be able movement of particles Own The students will (Teacher’s excellence in
Sound an to: of an object affects the Understanding ask the teacher Resource understanding
understanding speed of sound As the students about their Material) Sound which will
Lesson 1: of: through it; ask questions queries show concepts
Propagation of they will also concerning the Science Links 8 about sound.
Sound 1. The 1. Develop share their prior movement of (Worktext for
propagation of a written plan knowledge the particles of an Scientific and
Lesson 2 sound through and implement way they object affects the Technological
Doppler Effect solid, liquid a “Newton’s understand speed of sound Literacy)
in Sound and gas Olympics” things through it;
A2. Investigate the A2. Share Your A2. The Voice,
Lesson 3: effect of temperature Findings Grade 8 Edition
Visible Light to speed of sound Each group will The students will
through fair testing; share their be singing in
Lesson 4: observation groups in different
Color about the parts of the
quality of sound classroom
in different part
of the room.
A3. Describe the A3. Share Your A3. The Voice,
apparent change in Findings Grade 8 Edition
frequency observed in Each group will The students will
the Doppler Effect share their be singing in

HCC-JHS-CM-SCI8 Page 5
 observation groups in different
about the parts of the
quality of sound classroom
in different part
of the room.

A4. Demonstrate the A4. Writing an A4. Experiment

existence of the color Essay Time
components of visible regarding Use prism to
light using a prism or Sound and disperse light into
diffraction grafting; Light different colors

A5. Explain the A5. Draw and A5. Picture

hierarchy of colors in color an image Analysis
relation to energy; in Science The teacher will
The students show a set of
will draw a pictures such as
poster keeping the a rainbow, a
in mind the painting, and
hierarchy of flowers
colors
A6. Explain that red is A6. Draw and A6. Picture
the least bent and color an image Analysis
violent the most bent in Science The teacher will
according to their The students show a set of
wavelengths or will draw a pictures such as
frequencies; poster keeping the a rainbow, a
in mind the painting, and
hierarchy of flowers
colors
Note: Teacher-aided Instruction, Direct Instruction, Essential
Questioning and/or Essential Understanding or Oral
Questioning, Pre-Assessment [Frayer Model], Performance
Tasks Using GRASPS, and KPUP Summative Assessment
are the common denominator (activities and assessment) of

HCC-JHS-CM-SCI8 Page 6
 each competency in the unit topic.
Six Days Unit IV: Heat The learners The learners A1. Differentiate A1. Lottery A1. The Science Links 8 Instilling
demonstrate should be between heat and Recitation Discussion is (Teacher’s excellence in
Lesson 1: an able to: temperature at the The teacher will Heating! Resource gaining
Temperature understanding molecular level; pick a name The teacher will Material) understanding of
of: from a box and ask the students Heat by
Lesson 2: the lucky questions about Science Links 8 expressing own
Heat Energy 1. Heat 1. Discuss student will the difference and (Worktext for ideas
and phenomena share his/her similarities of heat Scientific and
Lesson 3: temperature, such as blue thoughts about and temperature Technological
Effects of Heat and the effects sky, rainbow, the topic and discuss them Literacy)
of heat on the and red sunset
body using the
concept of
wavelength and
frequency of
visible light.

Ten Unit V: Current- Discuss A1. Infer the A1. Unit Test A1. Slides Science Links 8 Achieve
Days Electricity voltage- phenomena relationship between The student will Presentation (Teacher’s excellence in
resistance such as blue current and charge have a test The teacher will Resource Electricity by
Lesson 1: relationship, sky, rainbow, covering heat, present the Material) mean of solving
Electrical electric power, and red sunset temperature, relationship worded
Quantities electric using the current, charge, between current Science Links 8 problems.
energy, and concept of series and and charge (Worktext for
Lesson 2: home circuitry wavelength and parallel as well through slides Scientific and
Ohm’s Law frequency of as electrical presentation Technological
visible light power and Literacy)
Lesson 3: electrical
Equivalent energy
Resistances

HCC-JHS-CM-SCI8 Page 7
 Lesson 4: A2. Explain the A2. Unit test A2. Venn Diagram
Electric Circuits advantages and The student will The teacher
Lesson 5: disadvantages of have a test together with the
Electricity series and parallel covering heat, students will
Safety connections in homes; temperature, identify the
by current, charge, differences and
series and similarities of
parallel as well series and parallel
as electrical connections in
power and terms of
electrical advantages and
energy disadvantages

A3. Demonstrate the A3. Unit Test A3. Practice

manner of solving for The student will Exercises
series and parallel have a test The teacher will
circuit covering heat, provide worded
temperature, problems for the
current, charge, students to solve
series and
parallel as well
as electrical
power and
electrical
energy

A4. Differentiate A4. Unit Test A4. Venn Diagram

electrical power and The student will The students will
electrical energy; and have a test be tasked to
covering heat, differentiate
temperature, electrical power
current, charge, and electrical

HCC-JHS-CM-SCI8 Page 8
 series and energy
parallel as well
as electrical
power and
electrical
energy
A5. Explain the A5. Unit Test A5. Show and Tell
functions of circuit The student will The teacher will
breakers, fuses, have a test show pictures of
earthing, double covering heat, circuit breakers,
insulation, and other temperature, fuses, earthing,
safety devices in the current, charge, double insulation,
home. series and and other safety
parallel as well devices in the
as electrical home and ask
power and students about
electrical these pictures.
energy

Note: Teacher-aided Instruction, Direct Instruction, Essential

Questioning and/or Essential Understanding or Oral
Questioning, Pre-Assessment [Magnet Word], Performance
Tasks Using GRASPS, and KPUP Summative Assessment
are the common denominator (activities and assessment) of
each competency in the unit topic.
Grade 8 – Earth and Space
SECOND QUARTER/SECOND GRADING PERIOD
Twelve Unit VI: The learners The learners A1. Using models or A1. A1. Extrapolate Science Links 8 Achieve social
Days Earthquakes demonstrate shall be illustrations, explain Comprehensive ideas about Faults (Teacher’s responsibility in
and Faults an able to: how movements along Quiz The teacher will Resource sharing
understanding faults generate The students solicit ideas Material) information about
of… earthquakes; will have a quiz among the the things
that covers students about Science Links 8 needed to do
faults, intensity, Faults (Worktext for before, during,
Lesson1.1: The 1. Participa magnitude, Scientific and and after
Active and relationship te in decision underwater Technological earthquake
inactive faults between faults making on earthquakes, Literacy) through a video
and where to build tsunamis, and blog.
Lesson1.2: earthquakes structures seismic waves

HCC-JHS-CM-SCI8 Page 9
 How based on A2. Differentiate the A2.1 A2.1 Venn
movements knowledge of A2.1. epicenter of an Comprehensive Diagram
along faults the location of earthquake from its Quiz The teacher
generate active faults in focus; The students together with the
earthquakes the community will have a quiz students will
that covers identify the
Lesson1.3: 2. Make an faults, intensity, similarities and
How emergency magnitude, differences of
earthquakes plan and underwater epicenter of an
generate prepare an earthquakes, earthquake from
tsunamis emergency kit tsunamis, and its focus;
for use at home seismic waves
Lesson1.4: and in school A2.2. intensity of an A2.2 A2.2 Venn
Earthquake earthquake from its Comprehensive Diagram
focus and magnitude; Quiz The teacher
Epicenter The students together with the
will have a quiz students will
Lesson1.5: that covers identify the
Earthquake faults, intensity, similarities and
intensity and magnitude, differences of
magnitude underwater epicenter of an
earthquakes, earthquake from
Lesson1.6: tsunamis, and its focus;
Earthquake seismic waves
preparedness A2.3. active and A4. Video Blog A4. Slides
inactive faults; The students Presentation
Lesson1.7: will produce a The teacher will
How earthquake vlog that present the active
waves provide educates and inactive faults
information people about and their
about the earthquakes, examples
interior of the faults and the
Earth things that are
needed to do
before, during
and after
earthquakes.
A3. demonstrate how A3. Video Blog A3. Picture
underwater The students Analysis

HCC-JHS-CM-SCI8 Page 10
 earthquake generate will produce a The teacher will
tsunamis; vlog that show pictures
educates such as tsunami,
people about the movie 2012
earthquakes, and ocean as well
faults and the as the layers of
things that are the earth with
needed to do varied lines.
before, during
and after
earthquakes.
A4. explain how A4. Video Blog A4. Picture
earthquakes waves The students Analysis
provide information will produce a The teacher will
about the interior of vlog that show pictures
the Earth educates such as tsunami,
people about the movie 2012
earthquakes, and ocean as well
faults and the as the layers of
things that are the earth with
needed to do varied lines.
before, during
and after
earthquakes.
Note: Teacher-aided Instruction, Direct Instruction, Essential
Questioning and/or Essential Understanding or Oral
Questioning, Pre-Assessment [Anticipation Guide],
Performance Tasks Using GRASPS, and KPUP Summative
Assessment are the common denominator (activities and
assessment) of each competency in the unit topic.
Twelve Unit VII: The learners The learners A1. Explain how A1. Share your A1. Watching a Science Links 8 Realize social
Days Understanding demonstrate shall be typhoons develop; own thoughts weather forecast (Teacher’s responsibility in
Typhoon an able to: The students The teacher will Resource disseminating
understanding will be asked show a video Material) news about
of… about their about a weather typhoon through
observation and forecast Science Links 8 tv broadcasting.
Lesson 1.1: the formation 1. demonst the things they (Worktext for
How typhoons of typhoons rate understand Scientific and
develop and their precautionary from the video Technological

HCC-JHS-CM-SCI8 Page 11
 movement measures A2. Describe the A2. TV A3. Collaborative Literacy)
Lesson 1.2: within the PAR before, during, factors that affect a Broadcasting Discussion
Why the and after a typhoon The students The teacher and https://
Philippines is typhoon, will report in the students will m.youtube.com/
prone to including groups a describe the watch?
typhoons following weather factors that affect v=FU_P2yNmNt
advisories, disturbance a typhoon g
Lesson 1.3: storm signals, A3. Infer why A3. TV A3. Slides
How landforms and calls for Philippines is prone to Broadcasting Presentation
and bodies of evaluation typhoons; The students The teacher will
water affect given by will report in show examples of
typhoons within government groups a typhoon that
the Philippine agencies in weather travelled along
Area of charge disturbance Philippines
Responsibility A4. Explain how A4. Unit Test A4. Topographic
(PAR) 2. participa landmasses and The students Map Reading
te in activities bodies of water affect will have a test The class will
that lessen the typhoons; covering have a picture of a
risks brought typhoons, the map with distinct
by typhoons factors that features. It will
affect typhoons, serve as they
how Philippines subject for reading
is prone to have and later on
typhoon, how discussion
landmasses
and bodies of
water affect
typhoons and
the PAR
A5. Trace the path of A5. Unit Test A5. Topographic
typhoons that enter The students Map Reading
the Philippine Area of will have a test The class will
Responsibility (PAR) covering have a picture of a
using a map and typhoons, the map with distinct
tracking data; factors that features. It will
affect typhoons, serve as they
how Philippines subject for reading
is prone to have and later on
typhoon, how discussion

HCC-JHS-CM-SCI8 Page 12
 landmasses
and bodies of
water affect
typhoons and
the PAR
Note: Teacher-aided Instruction, Direct Instruction, Essential
Questioning and/or Essential Understanding or Oral
Questioning, Pre-Assessment, Performance Tasks Using
GRASPS, and KPUP Summative Assessment are the
common denominator (activities and assessment) of each
competency in the unit topic.

Eight Unit VIII: Characteristics Discuss A1. Compare and A1. Share your A1. Slides Science Links 8 Actualize
Days Beyond the of comets, whether or not contrast comets, own thoughts! Presentation (Teacher’s spirituality in
Earth meteors, and beliefs and meteors and The students The teacher will Resource understanding
asteroids practices about asteroids; will be ask to show some Material) and respecting
Lesson 1: comets and raise their pictures and beliefs about the
Other members meteors have questions and information about Science Links 8 appearance of
of the Solar specific basis share thoughts the origin of solar (Worktext for comets, meteors
System in the class system Scientific and and asteroids
1.1: Comets about the Technological
1.2: Meteors comparison of Literacy)
1.3: Asteroids comets,
meteors and https://
asteroids m.youtube.com/
A2. Predict the A2. Share you A2. Socialized watch?
appearance of comets own Discussion v=NwCyN3ZYxK
based on recorded Understanding! The teacher c
data of previous The students together with the
appearances; and will be ask to students will
raise their discuss the other
questions and Members of the
share Solar System
understanding
in the class
about the
appearance of
comets based
on recorded

HCC-JHS-CM-SCI8 Page 13
 data of previous
appearances
A3.Explain the regular A3. Unit Test A3. Video
occurrence of meteor The students Presentation
showers will take a test The teacher will
covering solar prepare a video
system, comets, regarding the
meteors, and impacts of
asteroids. Meteors,
Asteroids and
Comets then
afterwards there
will be questions.
Grade 8 – Matter
THIRD QUARTER/THIRD GRADING PERIOD
Twelve Unit IX: The learners The learners A1. Explain the A1. Share your A1. Experiment Science Links 8 Attain excellence
Days The Particle demonstrate shall be able to: properties of solid, thoughts Experimentation (Teacher’s in familiarizing
Nature of an liquids, and gases The students The students will Resource oneself to the
Matter understanding based on the particle will be asked by investigate the Material) different
of: nature of matter; the teacher properties of the elements,
about their prior three states of Science Links 8 compounds, and
Lesson 1.1: The particle Present how knowledge matter through an (Worktext for mixtures
Elements, nature of water behaves about states of experiment Scientific and
Compounds, matter as in its different matter Technological
and Mixtures basis for states within the Literacy)
explaining water cycle
Lesson 1.2: properties,
Atoms and physical
Molecules changes, and
structure of
substances
and mixtures

A2. Infer the A2. A2. Socialized

particulate nature of Comprehensive Discussion
matter Quiz The teacher
The students together with the

HCC-JHS-CM-SCI8 Page 14
 will have a students will
comprehensive explain and
quiz covering discuss the lesson
the three states
of matter and
their properties
A3. Explain physical A3. Pinoy A3. Socialized
changes in terms of Henyo Discussion
the arrangement and The teacher will The teacher
motion of atoms and randomly pic together with the
molecules; two students at students will
a time that will explain and
play pinoy discuss the lesson
henyo and
guess the
concept about
physical
changes in
terms of the
arrangement
and motion of
atoms and
molecules;
A4. Use the A4. Unit Test A4. Socialized
particulate nature of The students Discussion
matter to explain will have a test The teacher
melting, freezing, covering phase together with the
evaporation, and changes as well students will
condensation as the three explain and
states of matter discuss the lesson

HCC-JHS-CM-SCI8 Page 15
 Note: Teacher-aided Instruction, Direct Instruction, Essential
Questioning and/or Essential Understanding or Oral
Questioning, Pre-Assessment [Vocabulary Worksheet],
Performance Tasks Using GRASPS, and KPUP Summative
Assessment are the common denominator (activities and
assessment) of each completely in the unit topic.

Twelve Unit X: The learners The learners A1. . Determine the A1. Quiz A1. Video Science Links 8 Becoming
Days Atomic demonstrate shall be able to: number of protons, The students Presentation (Teacher’s excellent in terms
Structure an neutrons, and will have a quiz The teacher will Resource of determining
understanding electrons in a about the prepare a video Material) and describing
of: particular atom; particles of regarding the the number of
atom and their Atomic Theory Science Links 8 protons,
behavior (Worktext for neutrons, and
Lesson 2.1 the identity of Present how A2. Describe the A2. Quiz A2. Picture Scientific and electrons in a
Protons a substance water behaves behavior of electrons The students Analysis Technological particular atom;
according to in its different using the quantum will have a quiz The teacher will Literacy)
Lesson 2.2 its atomic states within the numbers and electron about the show a picture of
Neutrons structure water cycle configuration particles of the atom. While
atom and their students will be
Lesson 2.3 behavior ask with a set of
Electrons questions

Note: Teacher-aided Instruction, Direct Instruction, Essential

Questioning and/or Essential Understanding or Oral

HCC-JHS-CM-SCI8 Page 16
 Questioning, Pre-Assessment [Inquiry Lab], Performance
Tasks Using GRASPS, and KPUP Summative Assessment
are the common denominator (activities and assessment) of
each competency in the unit topic.
Twelve Unit XI: The learners The learners A1. Trace the A1. Quiz A1. Brain Blast! Science Links 8 Attain excellence
Days Periodic Table demonstrate shall be able to: development of the The students The teacher will (Teacher’s in presenting how
(PT) of an periodic table from will have a quiz ask the students Resource water behaves in
Elements understanding observations based on covering the about their prior Material) its different states
of: similarities in development of knowledge within the water
properties of the periodic regarding the Science Links 8 cycle
Lesson 1.1: the periodic Present how elements; and table and the Development of (Worktext for
Development of table of water behaves chemical the Periodic Scientific and
the PT elements as in its different behavior of an Technological
an organizing states within the element Literacy)
Lesson 1.2: tool to water cycle A2. Use the periodic A2. Quiz A2. Look at that
Arrangement of determine the table to predict the The students Periodic Table
elements chemical chemical behavior of will have a quiz The students will
properties of an element covering the bring their own
Lesson 1.3: elements development of periodic table.
Reactive and the periodic With the help of
nonreactive table and the the teacher they
metals chemical will search for the
behavior of an different periods,
element blocks and trends
Note: Teacher-aided Instruction, Direct Instruction, Essential
Questioning and/or Essential Understanding or Oral
Questioning, Pre-Assessment [Yes-No Flashcards],
Performance Tasks Using GRASPS, and KPUP Summative
Assessment are the common denominator (activities and
assessment) of each competency in the unit topic.
Grade 10 – Living Things and Their Environment
FOURTH QUARTER/FOURTH GRADING PERIOD
Twelve Unit XII: The learners The learners A1. The learners A1 A1 Science Links 8
Days Structure and demonstrate shall be able to: should be able to… A1.1. A1.1. (Teacher’s
Functions: The an Show and Tell Dissecting the Resource
Digestive understanding A1.1 Describe the The students Human Torso Material) Attain social
System of: different organs of the will be asked to The teacher will responsibility
digestive system and pick a part of show parts of the Science Links 8 informing and in
Lesson 1: their function. the digestive digestive system. (Worktext for presenting an

HCC-JHS-CM-SCI8 Page 17
 Organs of the 1. The Present an system and Scientific and analysis to
digestive digestive analysis of the explain Technological people about the
system and their system and its data gathered something Literacy) data gathered on
interaction with interaction with on diseases about it. diseases
organs of the the circulatory, resulting from A2. Explain ingestion, Show and Tell Lecture Method resulting from
respiratory, respiratory, nutrient absorption, The students The teacher will nutrient
circulatory, and and excretory deficiency assimilation, and will be asked to explain the deficiency by
excretory systems in excretion; pick a part of processes of means of video
systems providing the the digestive digestion. blogging
body with system and
Lesson 1.1: nutrients for explain
Changes in food energy something
as it undergoes about the
physical and 2. Diseas processes
chemical es that result involved in its
digestion from nutrient function.
deficiency and A3. Explain how Recitation Lecture Method
Lesson 1.2: ingestion of diseases of the The students The teacher will
Diseases harmful digestive system are will be asked explain how
resulting from substances, prevented, detected, about a disease diseases of the
nutrient and their and treated; or disorder digestive system
deficiency and prevention and based on the are prevented,
ingestion of treatment given detected, and
harmful symptoms. treated;
substances A4. Identify healthful Recitation Slides
practices that affect The students Presentation
Lesson 1.3: the digestive system; will be asked The teacher will
Prevention, about healthful present healthful
detection, and practices that practices that
treatment of affect the affect the
diseases of the digestive digestive system.
digestive system.
system Note: Teacher-aided Instruction, Direct Instruction, Essential
Questioning and/or Essential Understanding or Oral
Questioning, Pre-Assessment [Frayer Model and Agree-
Disagree Response Chart), Performance Tasks Using
GRASPS, and KPUP Summative Assessment are the
common denominator (activities and assessment) of each
competency in the unit topic.

HCC-JHS-CM-SCI8 Page 18
 Twelve Unit XIII: The learners The learners A1. Compare mitosis A1. Venn A1. Library Work Science Links 8 Actualize
Days Heredity: demonstrate shall be and meiosis, Diagram The teacher will (Teacher’s excellence by
Inheritance an able to: The students give the students Resource showing an
and understanding will then answer a set of questions Material) understanding of
Variation of of: a diagram regarding mitosis how cells divide
Traits showing the and meiosis. He Science Links 8 to produce new
differences and will assist them in (Worktext for cells.
Lesson 1: 1. How 1. Present similarities of the use of STAR Scientific and
Stages of cells divide to an analysis of the two books. Technological
Mitosis produce new the data Literacy)
cells gathered on A2. Identify their roles A2. A2. Slides
Lesson 2: diseases in the cell-division Comprehensive Presentation
Stages of 2. Meiosis resulting from cycle. Quiz The teacher will
Meiosis as one of the nutrient The students present the roles
processes deficiency will identify the of cell division in
Lesson 3: producing roles of cell the cell cycle.
Mendelian genetic 2. Report division
Genetics variations of on the
the Mendelian importance of A3. Explain the A3. A3. Socialized
Pattern of variation in significance of meiosis Comprehensive Discussion
Inheritance. plant and in maintaining the Quiz The teacher will
animal chromosome number; The students
explain about the
breeding will be asked to
significance of
answer essay meiosis in
questions. maintaining the
chromosome
number
A4. Predict phenotypic A4. A4.
expressions of traits Comprehensive Demonstration
following simple Quiz The teacher will
patterns of inheritance The students demonstrate how
will be asked to phenotypes and
express genotypes can be
phenotypes and expressed.
genotypes

Note: Teacher-aided Instruction, Direct Instruction, Essential

Questioning and/or Essential Understanding or Oral
Questioning, Pre-Assessment, Performance Tasks Using

HCC-JHS-CM-SCI8 Page 19
 GRASPS, and KPUP Summative Assessment are the
common denominator (activities and assessment) of each
competency in the unit topic.
Twelve Unit XIV: The learners The learners A1. Describe the A1. Slides A1. Slides Science Links 8 Realizing social
Days Biodiversity demonstrate shall be able to: Linnaean System of Presentation Presentation (Teacher’s responsibility in
an Classification The students The teacher will Resource taking part in
understanding will be asked to show figures and Material) protecting the
of: describe the tables about the environment
figures and system of Science Links 8
Lesson 1: 1. The Report (e.g., tables about the classification (Worktext for
Species concept of a through a classification Scientific and
diversity species travelogue) on system. Technological
the activities A2. Explain the A2. Recitation A2. Teacher-aided Literacy)
Lesson 2: 2. The that concept of a species; The students Instruction
Hierarchical species as communities will be asked The teacher will
taxonomy being further engage in to about their prior explain the
system of classified into a protect and knowledge concept of
classification hierarchical conserve about the species.
taxonomic endangered concept of
Lesson 3: system and species.
Protection and economically A2.1. Classify A2. Exhibit of A2.1.
conservation of important organisms using the different Demonstration
endangered and species hierarchical taxonomic Animals The teacher will
economically system; The students demonstrate how
important will be asked to organisms can be
species classify the classified using
animals on the the hierarchical
given pictures. taxonomic
system;
A3. Explain the A3. Exhibit of A3. Socialized
advantage of high different Discussion
biodiversity in Animals The teacher will
maintaining the The students explain the
stability of an will be asked to advantage of high
ecosystem; explain the biodiversity in
advantage of maintaining the
high biodiversity stability of an
in maintaining ecosystem;
the stability of

HCC-JHS-CM-SCI8 Page 20
 an ecosystem
based on the
given pictures.
Note: Teacher-aided Instruction, Direct Instruction, Essential
Questioning and/or Essential Understanding or Oral
Questioning, Pre-Assessment, Performance Tasks Using
GRASPS, and KPUP Summative Assessment are the
common denominator (activities and assessment) of each
competency in the unit topic.
Twelve Unit XV: The learners The learners A1. Describe the A1. Loop A1. Loop Science Links 8 Achieve social
Days Ecosystems demonstrate should be able transfer of energy The students The teacher will (Teacher’s responsibility in
an to: through the trophic will answer an guide the students Resource sustaining the
understanding levels; activity about in answering the Material) environment by
of: transfer of activity. means of making
energy. Science Links 8 a poster
Lesson 1: The one-way Make a poster A2. Explain why the A2. Share your A2. Socratic (Worktext for comparing food
Transfer of flow of energy comparing food flow of energy is understanding Questioning Scientific and choices based on
Energy in and the cycling choices based pyramidal in shape The students The teacher will Technological the trophic levels’
Trophic Levels of materials in on the trophic will be asked to ask the students Literacy)
an ecosystem levels’ explain why the some leading
flow of energy question about the
Lesson 2: is pyramidal in energy pyramid.
Cycling of shape
Materials in the A3. Analyze the roles A3. Share your A3. Slides
ecosystem of organisms in the thoughts Presentation
cycling of materials; The students The teacher will
Lesson 2.1.: will be asked to show figures
Water Cycle explain the about the
roles of recycling of
Lesson 2.2.: organisms in materials in the
Oxygen-carbon the cycling of environment
cycle materials
A4. Explain how A4. Share your A4. Slides
Lesson 2.3: materials cycle in an thoughts Presentation
Nitrogen Cycle ecosystem; and The students The teacher will
will be asked to show figures
Lesson 2.4: explain how about the
Impact of materials cycle recycling of
Human in an materials in the

HCC-JHS-CM-SCI8 Page 21
 Activities in an ecosystem; and environment
ecosystem A5. Suggest ways to A5. The A5. Brain
minimize human students will Storming
impact on the make a video The teacher will
environment. blog on how guide the students
they can in generating
encourage ideas on how to
people minimize human
minimize impact impact on the
on the environment.
environment by
means of
suggesting
ways.
Note: Teacher-aided Instruction, Direct Instruction, Essential
Questioning and/or Essential Understanding or Oral
Questioning, Pre-Assessment, Performance Tasks Using
GRASPS, and KPUP Summative Assessment are the
common denominator (activities and assessment) of each
competency in the unit topic.

HCC-JHS-CM-SCI8 Page 22