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Olmhra Science 8 Curriculum MAP

BS Secondary Education (Mindoro State College of Agriculture and Technology)

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CURRICULUM MAP CUR-FRM-001

SUBJECT AREA: SCIENCE GRADE LEVEL: 8 FIRST QUARTER S.Y. 2021-2022

EXPECTED LEARNING OUTCOMES:
WK 1-2 WK 5-7
 Define force.  Define current, voltage, and resistance.
 Describe inertia and relate it to the mass of the object.  Identify how current, voltage, and resistance by demonstrating the Ohm’s law.
 Determine the relationship among force , mass and acceleration.
 Identify situations that demonstrates current, voltage, and resistance
 Determine the force applied and the equivalent force to it.
 Solve problems using the concept of Ohm’s law.
 Develop games that applies the three laws of Motion.
WK 3  Describe a series circuit
 Define work, power, and energy.  Describe a parallel circuit.
 Differentiate potential and kinetic energy.  Identify circuits whether they are series circuits or parallel circuits.
 Identify the factors affecting kinetic and potential energy.  Determine between series and parallel circuits is more safe to use.
 Explain situations where changes of kinetic to potential and vice versa occur.  Explain the importance of electrical safety features and devices found inside your
 Explain how work and energy affects power. home.
 Demonstrate exercises involving work, power, and energy.  Develop ways to avoid electrical-related fires
WK 4  Explain the importance of electrical safety features and devices found inside your
 Infer how the movement of particles of an object affects the speed of sound home.
through it.  Develop ways to avoid electrical-related fires
 Determine the speed of sound in different media (solid, liquid, and gas)
 Explain the hierarchy of colors in relation to energy.
 Explain different natural phenomena using the concept of frequency and
wavelength of life.
 Distinguish between heat and thermal energy.
 Differentiate heat and temperature.
 Explain the effects of excessive heat in the human body and in the environment.

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INSTITUTI
UNIT SKILLS:
TIME ESSENTIAL STANDARDS: ONAL
TOPIC/ (CG-S8 s.2016 & ACTIVITIES ASSESSMENT TECHNOLOGY
FRAME QUESTION CORE
CONTENT MELC s.2020)
VALUES
ACQUISITION
 Sci-Kick: Comic  Formative
Analysis Assessment- Power Point
 Situational Picture Analysis: Presentation
LC1: Describe the Analysis suing a Balanced or Printed Lecture
laws of motion as Video Presentation Unbalanced?
stated by Newton. Applications of The  Formative Graphic
CS: The learners Laws of Motion in Assessement: Organizers
demonstrate Real Life What Seatbelts Do!
understanding of the Printed
MEANING-MAKING
Newton’ s three laws Worksheets and
of motion  Game # 1: Bilisan  Formative Activity Sheets
mo, Hilahin Mo! – Assessment: What
1. How Happens to the Downloaded GIF
Guide Questions Care for the
can you develop LC2: Investigate Object? File:
 I am on a Jeepney: Environment
the relationship  Practice Time: Roller Coaster.gif
a written plan Short Narrative of
between the Problem Solving
and implement a Experience
amount of force  Formative Honesty
 Game #2: The Laboratory
Week “Newton’s Laws of Assessment: The
applied and the Igiban Race— Car or Motorcycle? Equipment:
1-2 Olympics” Motion mass of the object Unity
PS: The learners Guide Questions Pendulum (string,
through to the amount of  The Sack Race: ball, wooden
should be able to
understanding change in the Situational Analysis frame)
develop a written plan
the three laws of  Problem Solving:
and implement a object’s motion Second Law of
motion?
“ Newton ’ s Motion

Olympics”
LC3: Infer that  Game#3: Push Mo  Formative
when a body exerts Yan!—Guide Assessment: Wall
a force on another, Push-Ups Analysis
Questions
an equal amount of  “Act and React
force is exerted
back on it Force!”

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TRANSFER

 Scaffold: I can Give,  Performance Task:

and I can Explain: NEWTON
LC4: Give Citing Sample OLYMPICS
situations where the Situations
laws of motion are
being observed.

ACQUISITION
CS: The learners
 No Work and  Formative
2. Why is demonstrate
Work Assessment:
it important to understanding of the
Demonstration: Work, Work, Printed Lecture Awareness
understand that work using constant
Lifting the Box Work! of the
the work using force, power,
 Let us Play!: The  Formative Graphic Surrounding
constant force, gravitational potential
Bowling Game— Assessment: Organizers
power, energy, kinetic energy,
Problem Solving Responsibilit
gravitational and elastic potential LC1: Identify the Guide Questions
Work,  Formative Printed y
potential energy, energy. factors that affect  Let’s Work it
Week 3 Power, and Assessment: Worksheets and
kinetic energy, potential and
Energy Out!: Situation and Multiple choice Activity Sheets Care for the
and elastic kinetic energy
Problem Analysis Short Test Body
potential energy
 “You Have The  Practice Time: Downloaded GIF
in identifying
Kinetic and File: Care for the
the relationship Potential, You have
Potential Energy Roller Coaster.gif Environment
of work, energy, the Kinetic”  Formative
and power in a PS: The learners
Problem Solving Assessment: Laboratory Commitment
given situation? should be able to
Match the Factors Equipment: to Work
create a graphic
MEANING-MAKING

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organizer that shows  Situational  Formative Pendulum (string,

the relationship of Analysis: Assessment: ball, wooden Caring for
work, energy, and #1 Observing a What’s with a frame) Other People
Power in a given GIF of a Roller
Pendulum
situation. Coaster
 Long Test
LC2: Explain the #2 Pendulum
 3-2-1 Exit Slip
factors that affect Demonstration
potential and  “A Roller
kinetic energy
Coaster Ride”:
Work Resulting to
Energy—
Worksheet
Completion
TRANSFER
LC3: Perform  How Fast and  Performance
activities which Powerful am I?: Task: GRAPHIC
demonstrate Running Activity ORGANIZER
relationships of
work, power, and
energy.
ACQUISITION
3. Why is  Video Presentation:  Activating Prior
it important to CS1: The learners Sound, Light, and Knowledge: The
understand demonstrate Heat How’s and Printed Lecture
sound, light, and understanding of the LC1: Describe  Let us Play!: My
Sound, Light, Why’s Graphic
heat to discuss propagation of sound sound, light, and String Telephone—
and Heat Organizers Responsibilit
phenomena such through solid, liquid, heat. Guide Questions
as blue sky, and gas. y
Week 4 Printed
rainbow and red
sunset? CS2: The learners Worksheets and Care for the
demonstrate Activity Sheets Body
MEANING-MAKING

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understanding of  Speed of Sound:  Formative

LC2: Investigate Where does it Travel Assessment:
some properties and Downloaded Care for the
the effect of Arrange them#1!
characteristics of Faster at?—What’s Video: Sound Environment
temperature to the  Practice Time:
visible light in the Table? Light and Heat
speed of sound Problem Solving
 Problem Solving: Commitment
CS3: The learners Situational Analysis Laboratory to Work
demonstrate  Reading Science:  Formative
Equipment:
understanding of heat Situational Analysis Assessment: String, tin can, Caring for
and temperature, and LC3: Explain the  What a Colorful Arrange Them#2! tape Other People
the effects of heat on hierarchy of colors Rainbow: Focus on
the body in relation to the Visible Light
energy of visible  What a Wonderful
light World: Why oh
PS: The learners
Why!—Worksheet
should be able to
discuss phenomena Completion
such as blue sky,  Heat and  Formative
rainbow, and red Temperature: Assessment: What
sunset using the Situational Analysis does heat Do?
concept of wavelength  Heat and
and frequency of LC4: Differentiate Temperature: Venn
visible light. between heat and Diagram Completion
temperature at the  Long Test
molecular level  3-2-1 Exit Slip

TRANSFER
LC5: Create a  Concept Map  Performance
graphic organizer Completion Task: GRAPHIC
to show ORGANIZER
relationship of
sound, light, and
heat.
3. Why is Sound, Light, ACQUISITION

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it important to and Heat  OHM’s LAW:  Practice Time:

understand CS: The learners Problem Solving
LC1: Describe the Problem Solving
sound, light, and demonstrate  Formative Printed Lecture Truth
three components of Activity
heat to discuss understanding of the Assessment: What
Ohm’s Law:  Safety with
Week 5-7 phenomena such current- voltage- happens When? Graphic Honesty
Current, Voltage, Resistance:
as blue sky, resistance relationship, and Resistance.
Organizers
Watchu’ Gonna’
rainbow and red electric power, electric Responsibilit
sunset? energy, and home Do? Printed y
circuitry MEANING-MAKING Worksheets and
 Current and  Formative Activity Sheets Care for the
Voltage: Narrative- Assessment: Picture Body
Situational Analysis Downloaded
PS: The learners shall Analysis (MDL) or Video: Making Commitment
be able to suggest ways LC2: Infer the Laboratory Series and to Work
by which you can relationship Activity (F2F) Parallel Circuits
contribute to government between current  Voltage and Caring for
efforts in prevention of and voltage. Resistance: Laboratory Other People
electrical fires.
Narrative- Equipment:
Situational battery, wire,
Analysis (MDL) or switch, light bulb
Laboratory
Activity (F2F)
 Sci-Kick: Picture  Formative
Analysis Assessment: Draw
 Video Watching: the Circuit Symbols
Making Series and
LC3: Explain the Parallel Circuits  Narrative-
advantages and  Electrical Circuits: Situational
disadvantages of Pictorial Diagram Analysis: Series
series and parallel to Schematic and Parallel
connections in Diagram
homes.  I’ll do the Math1:
Talking about
Series—Problem
Solving

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 I’ll do the Math2:

Talking about
Parallel—Problem
Solving
 Which is Better?:
Planning and
Drawing My
Bedroom
 Sci-Kick: Picture  Formative
Analysis Assessment: I Hate
 Electricity at Octopus!
Home: Identifying
LC4: Explain the
Electrical Safety  Formative
functions of circuit
Features—Activity Assessment: What
breakers, fuses,
Happens When?
earthing, double Sheet
insulation, and  Electricity at
 Long Test
other safety devices Home: Let Me
in the home. Analyze the
 3-2-1 Exit Slip
Situation—
Worksheet
Completion
TRANSFER
 How Electricians  Integrative
LC5: Gather Work: Interviewing Performance Task:
information about and Answering SAVE AND
ways to prevent Worksheet SAFETY
electrical fires. CAMPAIGN

Prepared by: Checked by: Approved by:

___________________________ ___________________________ ___________________________

Julius Ivann Ebora Mr. Julius Ivann Ebora Sr. Mary Rose L. Lumbaning, OP
Subject Teacher Academic Affairs Coordinator Principal

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CURRICULUM MAP CUR-FRM-001

SUBJECT AREA: SCIENCE GRADE LEVEL: 8 SECOND QUARTER S.Y. 2021-2022

EXPECTED LEARNING OUTCOMES:
WK 1-2
 Define what an earthquake and a fault line are. WK 5-6
 Differentiate the different types of faults.  Describe other members of the solar system (comets, meteors, and asteroids).

 Differentiate the epicenter of an earthquake from its focus.

 Differentiate intensity and magnitude.  Explain the differences between and among comets, meteors, and asteroids.

 Explain how earthquake waves provide information about the interior of the Earth.
 Show awareness of the precautionary measures to take during and after an earthquake, a  Gather data on the beliefs and practices about comets and meteors.

volcanic eruption, and a tsunami.

WK 3-4  Discuss the beliefs and practices about comets and meteors whether they have scientific

 Discuss how typhoons develop. basis.

 Explain why the Philippines is prone to typhoons.
 Analyze how the different bodies of water and landforms affect typhoons.
 Identify the different typhoon signals and their wind intensity.
 Describe the Philippine Area of Responsibility also known as PAR.
 Enumerate the different ways or what to do before, during and after a typhoon

INSTITUTI
UNIT SKILLS:
TIME ESSENTIAL STANDARDS: ONAL
TOPIC/ (CG-S8 s.2016 & ACTIVITI ASSESSMENT TECHNOLOGY
FRAME QUESTION CORE
CONTENT MELC s.2020)
VALUES
ACQUISITION
CS: The learners  Decoding the  Formative
demonstrate cryptogram: Assessment- Let’
LC1: Differentiate Power Point
understanding of the the ‘What’s the Safety for
s Recall--’What Presentation
1. How relationship between 1 epicenter of an message?’ Earthquake Wave everyone
understanding faults and earthquakes. earthquake from its Model Making:
Week 
is it?’ Printed Lecture
the relationship focus; (Faults and Valuing Life
1-2 Earthquakes  Venn Diagram
between 2 intensity of an Earthquake)
and Fault Completion: Graphic
earthquakes and earthquake from its  It’s Your Fault: Responsible
‘Active and Organizers
faults help in magnitude; ‘What can a fault leadership
participating in 3 active and Inactive faults’,
do? Printed
decision-making inactive faults Situational ‘Epicenter and Trust

Worksheets and
on earthquake PS: The learners Analysis: Focus’,
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safety should be able to Illustrating ‘Intensity and Activity Sheets Honesty

awareness in the participate in decision Magnitude and
Intensity Magnitude’
community? making on where to “BT: Magnitude Unity
1. build structures 7.2 earthquake na
MEANING-MAKING
based on knowledge of tumama sa Bohol, Understandin
the location of active  Formative katumbas ng 32 g the
faults in the LC2: Using  Where does an Assessment: What Hiroshima atomic environment
community. models or earthquake start?: Happens to the bomb”
2. make an emergency illustrations, Part 1. Modeling Object? https://www.yout
plan and prepare an explain how Faults and  Where does an ube.com/watch?v
Earthquakes earthquake
emergency kit for use movements along =1qyYYO3McbE
start?: Part 2.
at home and in school. faults generate Drawing
earthquakes Generalizations Materials for the
model (printed
 Formative template for the
Assessment- Let’ box, cutting
LC3: Explain how s Recall-- tools, glue)
earthquake waves ‘What’s the
 Picture Analysis:
provide The Interior of the scenario?’
information about Earth  Short Quiz:
the interior of the Checking
earth. Knowledge
 3-2-1 Exit Slip
 Long Test

TRANSFER

 Scaffold:
Organizing Safety  Essay Writing:
Checklist: Before, “Why is it
LC4: Participate in During, and After an
important to be
earthquake safety Earthquake
prepared before an
awareness in the  Scaffold: Video earthquake
community. Presentation “BT: happens?”
Magnitude 7.2
earthquake na
 Differentiated
tumama sa Bohol,
Performance Task:
katumbas ng 32
Earthquake
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Hiroshima atomic Preparedness

bomb” Campaign
https://www.youtube
.com/watch?v=1qyY
YO3McbE

ACQUISITION
CS: The learners  Formative
demonstrate  Picture Analysis: Assessment:
understanding of the LC1: Describe One Picture, Five Work, Work, Printed Lecture Awareness
formation of typhoons typhoons. Words! Work! of the
and their movement  Formative Graphic Surrounding
within the PAR.  Arrange It, Assessment: Organizers
Describe It! Problem Solving Valuing Life
2. Why is MEANING-MAKING Printed
it important to Worksheets and Responsibilit
 Picture Analysis  Formative
understand the 1: The Mountain Assessment: Self Activity Sheets y
formation of and the Rain. Check--Complete
typhoons and PAG-ASA-DOST Truth
PS: The learners  Picture Analysis It!
their movement LC2: Explain how website
should be able to 1. 2: The Philippines  Diagram
in the PAR in typhoon develops https://www.paga Honesty
demonstrate and the Largest Completion:
demonstrating Understandi and how it is sa.dost.gov.ph/inf
Week 3-4 precautionary Ocean Tropical Cyclone
precautionary ng Typhoons affected by ormation/about- Care for the
measures  Different Development
measures landmasses and tropical-cyclone Environment
before, during, and Location  Writing a News
before, during, bodies of water
after a typhoon, Analysis: The Report:
and after https://www.typh Commitment
including following Typhoon, the Philippines, Prone
typhoons and oon2000.ph/storm to Work
advisories, storm Mountain, and to Typhoons
lessen the risks archives/2006/tra
signals, and calls for Ocean  3-2-1 Exit Slip
brought by x/caloy06_03tx.gi Caring for
evacuation given by  Long Test
typhoons? f Other People
government agencies TRANSFER
in charge LC3: Trace the  Observing the PAR:
2. participate in Reflect on This! Philippine Area of
path of typhoons
activities that lessen (Guide Questions) Responsibility
that enter the  Formative
the risks brought by  Inferring Scenario: Map
Philippine Area of Assessment: Self
typhoons What will be?
Responsibility Check--What is It?
 Remebering,
(PAR) using a map  Tracking
Observing, and
and tracking data Typhoon Caloy
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Tracing Typhoon (2006): On

Haiyan (Yolanda) Becoming a
Guide Questions: Weather
Where at? Man/Woman!
 Tracking Typhoon
 Performance
Caloy (2006): Mark
Task: Assessing
at the PAR!
 Hazard Worksheet
The Risks and
Completion: Hazards of
Identifying Risks of Typhoon
the Community
ACQUISITION

 Prior Knowledge
Check: C, M, or Printed Lecture
A?
 Anticipation- Graphic
CS: The learners Reaction Guide Organizers Responsibilit
demonstrate Entry y
understanding of the  Formative Printed
3. How
characteristics of  Drawing a Comet Assessment: Is it Worksheets and Truth
can the Other
comets, meteors, and the Truth? Activity Sheets
characteristics Members of
asteroids.  Meteoroid, Meteor,  Formative Honesty
of comets, the Solar
and Meteorite, Assessment: Downloaded
meteors, and System: LC1: Define
Where in the Identify It, Explain video Care for the
asteroids Comets, comets, meteors,
Atmosphere? It! COMET, Environment
explain the Meteors, and and asteroids.
PS: The learners  Formative METEOR OR
Week 5-6 beliefs and Asteroids
should be able to  Illustrating “ What Assessment: ASTEROID - The Commitment
practices about
discuss whether or not Explain It! REAL difference to Work
them? if Ceres Hits
beliefs and practices https://www.yo
about comets and Earth?” utube.com/watc Caring for
meteors have scientific h?v=ToPBxyY Other People
basis. DDDQ

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MEANING-MAKING
 Table Completion:
 Video Presentation: Meteors, Comets,
LC2: Compare and Guide Questions and Asteroids: How
contrast comets, COMET, METEOR are they Different?
meteors, and OR ASTEROID - The  Anticipation-
asteroids. REAL difference Reaction Guide
https://www.youtube. Entry
com/watch?v=ToPBx  3-2-1 Exit Slip
yYDDDQ  Long Test

TRANSFER
LC3: Present data  Performance
on the beliefs and  Scaffold: Are you Task: Breaking
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practices about Superstitious? the Myth:

comets, meteors, Using the Lens of Discussing the
and asteroids. Science! Beliefs and
Practices About
Comets and
Meteors
Prepared by: Checked by: Approved by:

___________________________ ___________________________ ___________________________

Julius Ivann Ebora Mr. Julius Ivann Ebora Sr. Mary Rose L. Lumbaning, OP
Subject Teacher Academic Affairs Coordinator Principal

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CURRICULUM MAP CUR-FRM-001

SUBJECT AREA: SCIENCE GRADE LEVEL: 8 THIRD QUARTER S.Y. 2021-2022

EXPECTED LEARNING OUTCOMES:
WK 1-2
 Define the assumptions of the particle nature model of matter.
 Define and describe properties of the states of matter.
 Explain the process of physical change in water.
WK 5-6
 Trace the brief history of the development of periodic table of elements.
 Describe the arrangement of elements in the periodic table of elements.

 Explain how change in physical state in water occurs.

 Create a pop-up diagram showing the changes in physical state of water in the water
cycle.
WK 3-4
 Enumerate and appreciate the contributions of scientists in the discovery of atomic
structure.
 Name and describe the subatomic particles.
 Determine the number of protons, neutrons, and electrons in an atom.
 Recognize that an element is identified by the number of protons in the nucleus
 Describe the chemical properties of elements based from their covalent radius, ionization
energy, electron affinity, ionic radius, metallic, or nonmetallic character, electronegativity.
 Demonstrate appreciation on the application, uses, and history of some elements in the
periodic table of elements.
 Demonstrate understanding of the origin, background, uses, and applications of some
elements in the periodic table of elements.

INSTITUTI
UNIT SKILLS:
TIME ESSENTIAL STANDARDS: ONAL
TOPIC/ (CG-S8 s.2016 & ACTIVITIES ASSESSMENT TECHNOLOGY
FRAME QUESTION CORE
CONTENT MELC s.2020)
VALUES
ACQUISITIONP
 Activating prior  Pre-Assessment: Care for the
Knowledge: Can Multiple Choice Power Point Environment
CS: The learners you Identify? Presentation
demonstrate  Formative Honesty
understanding of the  Sci-Kick: Comic Assessment: Solid, Printed Lecture
1. How Analysis Liquid, or Gas?
the particle nature of LC1: Define the Unity
Week can the particle Graphic
Particle matter as basis for assumptions of the
1-2 nature of matter  Concept Map  Table Organizers
Nature of explaining properties, particulate nature Presentation Completion: Truth
explain how
Matter physical changes, and of matter. SOLID, LIQUID,
water behaves in Printed
structure of substances AND GAS Commitment
different states Worksheets and
and mixtures. DIFFERENTIATI to Work
within the water ON Activity Sheets
cycle?
https://www.bri

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PS: The learners tannica.com/sci

should be able to ence/sublimatio
present how water MEANING-MAKING n-phase-change

behaves in its different  Situational Analysis:

The Gas
states within the water  Formative Materials:
Situational Analysis: Assessment: Balloon, plastic
cycle. LC2: Explain the 

The Fluids Another One! bag, water, oil,

properties of solids,
 ASSESS, SORT, alcohol, wooden
liquids, Point it Out: The

AND block, stones
and gases based on Solids GENERALIZE!
the particle nature  Table Completion:
 Article Analysis
of matter. (Reading Science): 3 Give Me What
IN 1 PLUS TWO: The You’ve Got!
Plasma and BEC!

LC3: Explain  Formative

physical changes in  Graphic Organizer Assessment:
Presentation: The Identify It!
terms of the Mighty Water
arrangement and
 What Process is It?
motion of atoms
and molecules.
TRANSFER

LC4: Present the  Performance Task:

 Scaffold: In the POP-UP
water cycle based
Water Cycle! DIAGRAM
on how water MAKING
behaves.

ACQUISITION
 Activating Prior  Pre Assessment:
CS: The learners Knowledge: A Tree What do you
demonstrate and a Gold Atom! Know? Printed Lecture Awareness
LC1: Name and
2. How Structure of understanding of the  Timeline  Formative of the
Week 3-4 describe the
does the an Atom identity of a substance Presentation: Assessment: Graphic Surrounding
subatomic particles.
knowledge on according to its atomic Atomic Theory Looking Back-- Organizers
the identity of a structure.  Making my Version Who was it? Responsibilit
substance of Timeline of  Formative Printed y
according to its Development of Assessment: Worksheets and
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atomic structure Atomic Theory Problem Solving Activity Sheets Care for the
help in creating  Concept Body
a model that PS: The learners Mapping: Getting Periodic Table of
describes the should be able to to Know Atoms-- Elements Care for the
sub-atomic present a model that Organize It! Environment
particles? describes the sub- MEANING-MAKING Laboratory
atomic particles.  Let’s Do This: Equipment: Commitment
LC2: Determine
Computing the to Work
the number of
Neutron, Proton,
protons,  Formative
and Electron of Caring for
neutrons, and Assessment: Fill
Elements Other People
electrons in a Out the Tables
 Find It in the
particular  Long Test
Periodic Table!
atom.  3-2-1 Exit Slip
 Getting to Know
Atoms: Knowing the
Elements!
TRANSFER
LC3: Present a
 Scaffold: Getting  Performance
model that
to Know Atoms: Task: My Model
describes the
Illustrating Atoms! of Atom
subatomic particles.
ACQUISITION
 Illustration  Activating Prior
CS: The learners Presentation: Knowledge: Key
demonstrate Application of Elements Questions Printed Lecture
3. Why is understanding of the in Real Life  Pre Assessment:
it important to periodic table of  Video Presentation: Multiple Choice Graphic
The Periodic Table Song Organizers Responsibilit
understand that elements as an  Formative
LC1: Describe the (2018 Update)│ SCIENCE
the periodic organizing tool to Assessment: y
Periodic arrangement of SONGS
table of determine the Looking Back-- Printed
Table of elements in the https://www.youtube.co
elements is an chemical properties of WhoDunIt? Worksheets and Care for the
Elements periodic table. m/watch?v=rz4Dd1I_fX
Week 5-6 organizing tool elements  Formative Activity Sheets Body
0
to determine the Assessment:
Coloring the
chemical Looking Back-- Downloaded Care for the
Elements!
properties of What’s the Video: Environment
Guide Questions
elements and Element? The Periodic
their history, PS: The learners Table Song (2018 Commitment
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significance, should be able to MEANING-MAKING Update)│ to Work

and products? exhibit understanding  Diagram Analysis: SCIENCE
of elements in the What’s Trending? SONGS Caring for
 Getting to Know the
periodic table LC2: Use the  Formative https://www.yout Other People
Properties: Part 1--
including their history, Assessment: ube.com/watch?v
periodic table to Truth or False?
significance, and Looking Back-- =rz4Dd1I_fX0
predict the  Getting to Know the WHICH AMONG
products. chemical behavior Properties: Part 2-- THE
of an element. Analyze It, Graph It! Pamphlet of
ELEMENTS…? Periodic Table of
 Getting to Know the
Properties: Part 3-- Elements
Process Questions
TRANSFER
LC3: Prepare an
exhibit of
understanding of  Performance
the elements  Scaffold: I KNow Task:
including the My Elements! Differentiated
history, Exhibit Task
background, uses,
and properties.
Prepared by: Checked by: Approved by:

___________________________ ___________________________ ___________________________

Julius Ivann Ebora Mr. Julius Ivann Ebora Sr. Mary Rose L. Lumbaning, OP
Subject Teacher Academic Affairs Coordinator Principal

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CURRICULUM MAP CUR-FRM-001

SUBJECT AREA: SCIENCE GRADE LEVEL: 8 FOURTH QUARTER S.Y. 2021-2022

EXPECTED LEARNING OUTCOMES:
WK 1-2
 Describe the structure and function of the digestive system.
 Explain ingestion, absorption, assimilation, and excretion.
 Identify which part of the digestive system the processes occur at.
 Describe some diseases and disorders in the digestive system and their affected parts.
 Develop awareness on the caring of the digestive system by suggesting ways on how to
improve the health and diet.
WK 3-4
 Differentiate mitosis and meiosis.
 Discuss the events taking place in each stage.
 Explain meiosis and its stages as an important process to ensure variation of life.
 Explain the crossing-over process in the cell cycle.
 Solve problems involving inheritance of contrasting traits.
 Express the genotypic and phenotypic ratios of the offspring formed by crossing
contrasting traits.
 Demonstrate awareness on the application of meiosis in plant and animal breeding in the
industry.
 Create an info-graphic material about the plant and animal breeding.
WK 5
 Define biodiversity and its importance
 Describe how the science of taxonomy came about.
 Classify organisms using the hierarchical taxonomic system based on structure and
function.
 Explain the concept of species as a reproductive distinct group.
 Explain how important is having a stable biodiversity in an area.
 Demonstrate awareness on wildlife conservation and biodiversity.
WK 6-7
 Describe the transfer of energy through the trophic levels.
 Analyze the roles of organisms in the cycling of materials.
 Explain how materials cycle in an ecosystem.
 Suggest ways to minimize human impact on the environment.

INSTITUTI
UNIT SKILLS:
TIME ESSENTIAL STANDARDS: ONAL
TOPIC/ (CG-S8 s.2016 & ACTIVITIES ASSESSMENT TECHNOLOGY
FRAME QUESTION CORE
CONTENT MELC s.2020)
VALUES
ACQUISITION
 Pre Assessment
Power Point Care for the
 Formative
CS: The learners LC1: Define the  A Food Tracer, I Assessment:LOO Presentation Body
Structure
Week 1. How demonstrate parts and function am! KING BACK! Printed Lecture
and
1-2 can we prevent understanding of the of the structure of  Activating prior WHICH DOES Truth
Function: Knowledge: Key IT?
diseases from 1. the digestive system the digestive Graphic
Digestive Questions  Short Quiz
nutrient and its interaction with system. Organizers Commitment
System
deficiency by the circulatory, to Work
understanding respiratory, and Printed

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the digestive excretory systems in MEANING-MAKING Worksheets and Awareness

system? providing the body Activity Sheets for the
with nutrients for LC2: Explain Community
energy ingestion,  Point It Where in https://courses.
 Formative
2. diseases that result absorption, the Digestive lumenlearning. Honesty
Assessment: What
assimilation, and System com/suny-
from nutrient Happens here? ap2/chapter/ov
deficiency and excretion . erview-of-the-
ingestion of harmful digestive-
substances, and their LC3: Explain the  Poster-Slogan system/
prevention and diseases and Making: A Healthy
Tummy is a Healthy https://www.vi
treatment disorders of the  WHERE IS THE siblebody.com
AFFECTED Body
digestive system /learn/digestiv
PART?  Formative e/digestive-
and their Assessment: accessory-
prevention and LOOKING BACK! organs
cure. TRUE OR FALSE?
PS: The learners TRANSFER
should be able to
present an analysis of
the data gathered on
diseases resulting from
nutrient deficiency.  Integrative
LC4: Suggest ways Performance Task
 Scaffold: Getting To
to prevent diseases (English):
Know My Diet
and disorders of the DIFFERENTIATE
 Process Questions
D AWARENESS
digestive system. TASK

ACQUISITION
LC1: Compare  Let’s Do Some  Activating Prior
Heredity: CS: The learners mitosis and Word Search! Knowledge: Key
Inheritance demonstrate meiosis, and their  Pre-Activity: Questions! Printed Lecture Awareness
Week 3-4
2. How and understanding of the role in the cell- MOTHER AND  Think This Over! of the
does the Variation 1. how cells divide to division cycle. FATHER FIGURE  Formative Graphic Surrounding
knowledge on produce new cells  Graphic Organizer Assessment: Organizers
cell divisions 2. meiosis as one of Presentation: The What’s the Phase Responsibilit
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used in plant the processes Cell Cycle Printed y

and animal producing genetic  Graphic Organizer Worksheets and
breeding? variations of the Presentation: Activity Sheets Care for the
Mendelian Pattern of Meiosis Body
Inheritance  The Cell Cycle A Downloaded
Very Important Articles Care for the
Process: Seeing Environment
mitosis in Real Life
 The Cell Cycle A Commitment
PS: The learners Very Important to Work
should be able to Process: Seeing
report on the Meiosis in Real Life Caring for
importance of  The Cell Cycle A Other People
variation Very Important
in plant and animal Process:
breeding. Comparing Meiosis
and Mitosis
MEANING-MAKING
 The Cell Cycle A
LC2: Explain the
Very Important
significance of
Process:
meiosis in
Completing the  Formative
maintaining the
Table Assessment:
chromosome
 The Cell Cycle A Illustrate It!
number .
Very Important
Process: Life
Begets Life
LC3: Predict
 Let’s Try This:
phenotypic
The Garden Peas  It’s Your Turn!
expressions of traits
 Applying Punnett  3-2-1 Exit Slip
following simple
Square: What Will  Long Test
patterns of
Be?
inheritance.
TRANSFER
LC4: Gather and  Article Analysis:  Performance
present data on the Plant and Animal Task: Info-
applications of Breeding in the graphic Material
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genetics in plant Industry

and animal  Poster Making:
breeding. Plant and Animal
Breeding in the
Industry
ACQUISITION
 Let’s do Some Word Printed Lecture
 Activating Prior
Search!
Knowledge:
CS: The learners LC1: Explain the  Think This Over! Graphic
demonstrate concept of a species What’s Their
 Classify the Species Organizers Care for the
Kingdom?
understanding of of Pokemon Environment
1. the concept of a MEANING-MAKING Printed
species  Formative Worksheets and
2. the species as being  The Cat. Dog, Activity Sheets Responsibilit
Assessment:
further classified into a LC2: Classify Bangus, Wolf, and y
Comparing the
hierarchical taxonomic organisms using the Lion: Comparing The Downloaded
Organisms
system hierarchical Organisms News Article Environment
 Process Questions:
taxonomic system.  To Their Kingdom: al
The Hierarchies of
Classifying Organisms News Article 1 Conservation
Different Organisms
3. Why is  Guided Extinct” Bird
LC3: Explain the Generalization Stewardship
classification of Biodiversity  Essay Writing: Seen, Eaten
PS: The learners advantage of high (News Article of Gods
species Theme: “A World of
should be able to biodiversity in Analysis): Creation
important in the Biodiversity” News Article 2:
Week 5-6 report (e.g., through a maintaining the Biodiversity:
study of  3-2-1 Exit Slip
Endangered wild
travelogue) on the stability of Protecting and Commitment
biodiversity and  Long Test pig and deer in
activities that an ecosystem Conserving the to Work
conservation? Negros
communities engage in Environment photographed for
to protect and conserve TRANSFER Caring for
the first time
endangered and Other People
economically
News Article 3:
important species LC4: Participate in  Performance Feature:
the community  Poster Making: Task: ANIMAL Critically
awareness initiative Wildlife CONSERVATIO endangered
about conserving Conservation N DRIVE Tamaraws on the
endangered species. Rebound

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ACQUISITION
LC1: Describe the  Let’s Do Some  Formative
CS: The learners transfer of energy Word Search! Assessment: Look
demonstrate through the trophic  The Pyramid Again at the Responsibilit
understanding of the Power Point
levels. Analysis Pyramid y
one-way flow of Presentation
 Role it Out!  Illustrating the
4.How does the energy and the cycling Diet Care for the
of materials in an Printed Lecture
one-way flow of MEANING-MAKING Body
energy and ecosystem. LC2: Analyze the  Formative
The Flow of  Graphic Organizer Printed
cycling of roles of organisms Assessment: Care for the
Energy and Presentation: Worksheets
Week 7 materials in the in the cycling of Looking Back-- Environment
Cycling in the Water Cycle, Carbon
ecosystem affect materials. What Cycle is it?
Ecosystem PS: The learners Cycle, Oxygen Graphic
the food choices LC3: Explain how  Diagram Commitment
should be able to make Cycle, Nitrogen Organizers
in the trophic materials cycle in Completion: The to Work
a poster comparing Cycle. Water Cycle,
levels? an ecosystem . Cycles of Life
food choices based on Carbon Cycle,
TRANSFER Caring for
Oxygen Cycle,
the trophic levels’  Integrative Other People
LC4: Suggest ways  Table Completion: Nitrogen Cycle
Performance
to minimize human Impacts of Human
Task (Health ):
impact on the Activities.
Awareness
environment.  Slogan Making
Campaign
Prepared by: Checked by: Approved by:

___________________________ ___________________________ ___________________________

Julius Ivann Ebora Mr. Julius Ivann Ebora Sr. Mary Rose L. Lumbaning, OP
Subject Teacher Academic Affairs Coordinator Principal

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