LA SALETTE OF ROXAS

ROXAS, ISABELA
A.Y. 2018-2019

K to 12 Curriculum Map
SCIENCE
(Grade VII)

Prepared by: Checked by:

Miss NICOLE D, VALENCIA LPT Miss. REMEDIOS S. VELASCO, M.A.

Science Teacher Academic Supervisor

Noted and approved by:

SR. ROSAL TOQUILAR SFIC
Principal
 K TO 12 SCIENCE

CONEPTUAL RAMEWORK

Science education aims to develop scientific literacy among students that will prepare them to be informed and participative citizens who are
able to make judgments and decision regarding applications of scientific knowledge that may have social, health, or environment impacts. The
science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the civic,
personal, social, economic, and the values and ethical aspects of life. The science curriculum promotes a strong link between science and
technology including indigenous technology, keeping our country’s cultural uniqueness and peculiarities intact.
Whether or not student pursue careers that involve science and technology, the K to 12 science curriculum will provide students with a
repertoire of competencies important in the world of work and in knowledge-based society. The K to 12 Science Curriculum envisions the
development of scientifically, technologically, and environmentally literate and productive members of society who manifest skill as a critical
problem solvers, responsible stewards of nature, innovative and creative citizen, informed decision makers, and effective communicators. This
curriculum is designed around the three domains of learning science: understanding and applying scientific knowledge in local setting as well as
global context whenever possible, performing scientific processes are inertwined in the K to 12 Curriculum. Without the content the learners will
have difficulty utilizing science process skills since these processes are best learned in context. Organizing the curriculum around situations and
problems that challenge and arouse students’ curiosity motivates them to learn and appreciate science as relevant and useful. Rather than
relying solely on textbooks, varied hands on, minds on, and hearts on activities will be used to develop students’ interest and let them become
active members.
As a whole, the K to 12 Science curriculum is learner-centered and inquiry based, emphasizing the use of evidence in constructing explanations.
Concepts and skills in life sciences, physics, chemistry, and earth sciences are presented with increasing levels and complexity from one grade
level to another (spiral progression), thus paving the way to deeper understanding of a few concepts. This concepts and skills are integrated
rather than discipline based, stressing the connections across science topics and other disciplines as well as applications and concepts and
thinking skills to real life.

CORE LEARNING AREA STANDARD

The learner demonstrates understanding of basic science concepts, applies science process skills and exhibits scientific attitudes and values to
solve the problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and
wellness of people, and make informed and unbiased decisions about social issues that involve science and technology. This understanding
will lead to learners manifestation of respect for life and the environment, bearing in mind that Earth is our ONLY HOME.
 KEY STAGE STANDARDS: (STANDARD FOR SCIENCE LEARNING AREA FOR K-3, 4,6,7, 7-10 AND 11-12)
K-3 4-6 7-10 11-12
At the end of Grade 3, the At the end of Grade 3, the At the end of Grade 10, the At the end of Grade 12, the
learners should have acquired learners should have of learners should have of learners should have gained skills
healthful habits and develop developed the essential skills of developed scientific, in obtaining scientific and
curiosity about self and their scientific inquiry designing simple technological, and environmental technological information from
environment using basic process investigations, using appropriate literacy so that they will not be varied sources about global
skills of observing, procedure, materials and tools to isolated from the society where issues that have impact on the
communicating, comparing, gather evidence, observing they live, will not be country. They should have
measuring, inferring and patterns, determining overwhelmed by change, and can acquired attitudes that will allow
predicting, This curiosity will help relationship, drawing conclusion make rational choices on issues them to innovate and/or create
learner’s value science as an based on evidence and confronting them. Having been product useful to the community
important tool in helping them communicating ideas in varied exposed to scientific or country. They should be able
continue to explore their natural ways to make meaning on the investigations related to real life to process information to get
and physical environment. observations and/or changes that they should recognize that the relevant data to a problem at
occur in the environment. The central feature of one hand. In addition, learners should
content and skills learned will be investigation is that if one have made plans related to their
applied to maintain good health, variable is changed (while interest and expertise,
ensure the protection and controlling all others, the effect considering the needs of their
improvement of the of change on another variable is community and the country- to
environment, and practice safety measured. The context of the pursue either employment,
measures. investigation can be problems at entrepreneurship or higher
the local or national level to education.
allow them to communicate with
students in other parts of the
Philippines or even from other
countries using appropriate
technology.
 K TO 12 BASIC EDUCATION CURRICULUM

GRADE/LEVEL GRADE LEVEL STANDARDS

Grade 7 Learners will recognize the system of classification of matter through semi-guided investigations but emphasizing fair testing.
Learners will describe what makes up the Philippines as a whole and the resources found in the archipelago, they will explain
the occurrence of breezes, monsoons, and ITCZ and how these weather system affects people. Using concept in the previous
grade. Learners will demonstrate why the season change and how eclipse occur. Learners will describe the motion of objects
in terms of distance and speed and represent this in tables, graphs, charts, and equations. They will also investigate how
various forms of energy travel through different media. After studying how organ system work together in plants and in
animals in the lower grades the learners will now observe very small organisms and structure using a microscope. They will
understand that living things are organized into different levels: cells, tissues, organs, organ systems, and organism. These
organisms comprise populations and communities which interact with non-living things in ecosystem
Grade 8 Learners will now recognize reproduction as a process of cell division resulting in growth of organisms. They will also deal
deeper into the process of digestion studied in the lower grades giving emphasis in proper nutrition overall wellness. This will
lead them to participate in activities that will protect and conserve economically important species use for food. Learners will
explain the behaviour of matter in terms of the particles it is made o. They will recognize that ingredients in food and medical
product are made up of these particles and absorbed by the body in form of ions. Learners will explain how active faults
generate earthquakes and how tropical cyclones originate from warm ocean waters. They will also learn about the other
members of the solar system. Learners will investigate the effect of some factors on the motion of an object based on the
Laws of Motion. They will also differentiate the concept of work as used in science and in layman’s language. They will also
learn factors the affect the transfer of energy such as the molecular structure of the medium and temperature difference

Grade 9 After learning about digestive system, learners will now expand their knowledge into deeper understanding of the respiratory
and circulatory system to promote overall health. They will also learn about some technologies that will introduce desire
traits in economically important plants and animals. Learners will explain how new materials are formed when atom
rearranged. They will recognize that a wide variety of useful compounds may arise from such rearrangements. Learners will
identify volcanoes in the community of region and distinguish between active and inactive ones. They will do explain how
energy from volcanoes may be tapped for human use. Learners will also learn about climatic phenomena occur on a global
scale. They will also explain why certain constellation can be seen only at a certain times of the year. Learners will predict the
outcome of interaction between objects in real life applying the laws of conservation of energy and momentum.
Grade 10 Learners will now complete the study of the entire organisms with their deeper study of the excretory and reproductive
systems. They will also explain in greater detail how genetic information is past from parents to offspring and how diversity of
the species increases the probability of adoption and survival changing environments. Learners will recognize the importance
of controlling the conditions under which a phenomena or reaction occurs. They will also recognize that cells and tissues of
the human body are made up of water, a few kinds of ions and bio molecules. These biomolecules will also be found on the
food they eat. Learners will show that volcanoes and earthquakes occurs in the same places in the world and these are
related to plate boundaries. Learners will also demonstrate ways to ensure safety and reduce damage during earthquakes,
tsunamis and volcanic eruptions. Learners will investigate factors that will affect the balance and stability of an object to
enable them to practice appropriate positions and movement to achieve efficiency and safety such as in sports and dancing.
They will also analyse situations where energy is harnessed for human use where by heat are released affecting the physical
and biological components of the environment
 K TO 12 SCIENCE
GRADE 7
QUARTER: First TIME ALLOCATION: 20 Meetings
CHAPTER 1 MATTER DATE: June- August
CONTENT CONTENT PERFORMNACE FORMATION TRANSFER LERANING LEARNING
STANDARDS STANDARD STANDARD GOAL COMPETENCIES STRATEGIES/MATERIALS
Doing The learners The learners Appreciation at Learners will The learners…  Laboratory
scientific demonstrate and shall be able to: the role and be able to 1. Describe the Manual
investigations understanding uses of the independently components of a  Science phoenix
of: different forms use their scientific investigation book
1. ways of Perform in in matter in life learning to: S7MT-Ia-1  Manila paper
acquiring Scientific ways of groups in guided conduct an  Marker
knowledge acquiring investigations investigation  Laboratory
and scientific knowledge and involving using the activity on
investigation solving problems community scientific density Match
based problems method to Me activity (LG)
using locally create a new  Investigative
available safe and demonstration
materials realiable and analysis
resources (LG)
 Reading
analysis
through think
pair and share
 Situation
analysis in
dissolution
rates (LG)
 CLG activity:
preparing and
illustrating
solution with
different
concentrations
2. Diversity of Some important Prepare different Awareness on Create a 2. Investigate  Picture of a
materials in properties of concentrations the substances product that properties of store of a
the solutions of mixture responsible use is innovative unsaturated or kitchen
environment according to of different. beneficial, saturated solutions  Science Phoenix
uses and and helpful to S7MT-Ic-2 book
availability of the  Laboratory
materials environment 3. express manual
and country concentrations of  Match me copy
using solutions  Concept web
commonly quantitatively by  CLG: Match me
found waste preparing different activity
at home concentrations of  Sample
community or mixture according to computations
city town uses and availability density
of material S7MT-Id-3  Laboratory
activity
2.2 The properties of Investigate the 4. distinguish  Concept
Substances substances that properties of mixtures from  Web previously
and Mixtures distinguish them mixtures of substances based on made
from mixture varying a set of properties  Science phoenix
concentrations S7MT-Ie-f-4 book
using available  Laboratory
materials in the manual
community for  Magazines
the specific  Think pair share
purposes strategy
 Game of words
 Laboratory
activity
2.3 Elements Classifying Make a chart 5. recognize that  Picture of coal
and substances as poster, or substances are and diamond
compounds elements or multimedia classified into  Periodic table
compounds presentation of elements and and elemnets
common compounds S7MT-Ig-  CLG activity
 elements h-5 concept
showing their webbing
names symbols  Brainstorming
and uses  Think pair share
strategy
2.4 Acids and The common Properly Investigate properties  Strips of paper,
bases properties of acidic interpret of acidic and basic orange, pH
basic mixtures product label of mixtures using natural paper, antacia,
acidic and bases, indicators S7MT-Ii- blue, litmus
mixture and paper, diluted
practice safe toothpaste,
ways of handling water
acids and bases  Pictures
using protective (substances)
clothing and  CLG activity:
safety gear brainstorming
on properties of
compounds
 One-stay,
group-stary
strategy
 Laboratory
manual
 Laboratory
activity
2.5 Metals Properties of 7. describe some
and Non metals and properties of metals
metals non metals and non metals such
as luster, malleability,
ductility and
conductivity

SECOND QUARTER/SECOND QUARTER GRADING PERIOD

LIVING THINGS AND THEIR ENVIRONMENT
QUARTER: SECOND TIME ALLOCATION: 20 Meetings
CHAPTER: 3 DATE: August- October

CONTENT CONTENT PERFORMANCE FORMATION GOAL LEARNING LEARNING MATERIALS/

STANDARD STANDARD STANDARD STANDRAD TRANSFER COMPETENCIES STRATEGIES

I. Parts and The learners The learners Acceptance Learners will be able 1. identify parts of BEAM: Tools used in the
functions demonstrate and shall be able to: and to independently the microscope and development of biology
understanding appreciation use their learning their functions and Biotechnology
of: Employ of one self to: S7LT-IIa-1 Tools in biology
1.Microscopy appropriate  Picture puzzle
the parts and techniques Engage activity that of a cell
function of the using the promotes proper  Compound
compound compound nutrition and microscope
microscope microscope to healthful habits in  Flashcards
gather data order to maintain
about very proper functioning  KWL charting
small objects of the organ system
 Laboratory
activity

 Group sharing

 One-stray, rest
stay strategy

 Meaning
making
reflection
2. Levels of The different Teamwork 3. describe the  Video clip
biological levels of different levels of (organization of
organization biological biological life)
organization organization from
cell to biosphere
S7LT-IIc-3
3. Animal The difference Recognition of 4. differentiate BEAM: the basic unit of
and plant between animal the plant and animal life
cells and plant cell importance of cells according to  Pictures and
others presence or videos flash
absence of certain cards
organelles S7LT-IId-  One-stay, rest
4 stray strategy
 One minute
5. explain why the paper strategy
cell is the basic  Fishbowl
structural and strategy
functional unit of  Image analysis
all organisms S7LT-
IIe-5
4. Fungi, Organism that The learners Initiate and 6. Identify  Pictures, videos
protest and can only be seen working in small participate activities beneficial and  Power point
bacteria through the groups plan and that protect and harmful presentation
microscope, develop an preserve microorganisms
many of which “Adopt an ecosystems in the S7LT-IIf-6  Unlock
consist of only Ecosystem” locality difficulties
one cell project that will
protect  Group buzz
preserve an strategy
ecosystem in
the locality  Meaning
making
II. Heredity: Learners Learnings, Organization Decide on which 7. Differentiate  Science phoenix
Inheritance demonstrate working in small method of asexual and sexual book
and variation that: group plan and reproduction is reproduction in  LCD
1. Asexual reproduction develop appropriate to use terms of:  Video analysis
reproduction being both community in propagating 7.1 number of  CLG quiz: Mix n
asexual or sexual project that will economically individuals involved Match game
2. Sexual ensure important plants in 7.2 similarities of  Recitation
reproduction perpetuation the community to offspring to parents  Role playing
and survival of S7LT-  Pen and paper
the species by quiz (CLG)
applying their  CLG quiz
knowledge and ( Fishbowl
understanding strategy)
on the methods  Close-up
of reproduction activity (LG)
in organisms.
Conduct an
interview with
farm caretakers
on the kinds of
plants that are
best propagated
asexual
III. Learners Learners, Show deep Learners will be able 9. differentiate  Flashcards,
Ecosystems demonstrate working in small respect for life to independently biotic from abiotic pictures videos
understanding groups, conduct use their learning: components of an  Power point
1. that: a collaborative Advocate and To initiate and ecosystem S7LT-IIh- presentation
Components action to supports bio participate in 9  Connect me
of an Organisms preserve the conservation activities that activity
ecosystem interacting with ecosystem in efforts protect and 10. describe the  Situation
each other and the locality preserve different ecological analysis
2. Ecological with their Promote the ecosystems in the relationships found  Pen and paper
Relationship environment to proper use of locality in an ecosystem quiz
survive energy, S7LT-IIh-10  One minute
2.1 Symbiotic especially paper strategy
relationship during critical 11. predict the
times effect of changes in
2.2 Non one population on
symbiotic Contribute to other populations
relationships the solution of in the ecosystem
global S7LT-Iii-11
3. Transfer of environmental
energy problems 12. predict the
through effect of changes in
trophic levels abiotic factors on
the ecosystem
S7LT-IIj-12

QUARTER: THIRD TIME ALLOCATION: 20 Meetings

CHAPTER 4: DATE: October- December
CONTENT CONTENT PERFORMNACE FORMATION GOAL LKEARNING LEARNING STRATEGIES/
STANDARDS STANDARD STANDARD TRANSFER COMPETENCIES MATERIALS
I. Motion in one The learners The learners Comply with Learners will be The learners…  Word puzzle
dimension demonstrate shall be able to: traffic rules and able to 1. describe the  Pictures showing
and regulations for independently motion of an different forces
1. Descriptors of understanding Conduct a road safety use their object in terms  Maze
motion of: forum on learning to: of distance or  Science phoenix
1.1 Distance of motion in one mitigation in Interact with displacement or book, physics book
displacement dimension disaster risk others Integrate their speed or  Dyad
reduction harmoniously understanding velocity and  CLG
1.2 Speed or of motion acceleration Concept mobile
Velocity Deal and handle through a S7FE-IIIa-1
conflicts with comprehensive  Amaze me (LG)
1.3 Acceleration others reasonably campaign rally 2. differentiate  One stay group
and seminar to quantities in stray strategy
2. Motion promote road terms of  Laboratory activity
Detectors safety and magnitude and  Article analysis
protection of direction S7FE-  Research and role
everyone IIIa-2 playing (CLG)

3. create and
interpret visual
representation
of the motion of
object as tape
charts and
motion graphs
S7FE-IIb-3
II. Waves Waves as a Learners will be 4. infer that  Science phoenix
carrier of able to waves carry book
1. Types of energy independently energy S7LT-IIIc-  Photos taken after
waves use their 4 an earthquake
2. Characteristics learning to:  String or marker
of waves 5. differentiate  Reading activity
2.1 Amplitude Create a news transverse from  Match me activity
2.2 Wavelength article featuring longitudinal  Group experiment
 the function, waves and  Laboratory
3. Wave Velocity importance, mechanical from activities
innovations and electromagnetic  Video analysis
advancement in waves S7LT-IIIc-
a technology 5
that utilizes
waves 6. relate the
characteristics
of waves S7LT-
IIId-6
III. Sound The Develop creativity Integrate their 7. describe the  Recorded sound
characteristics and knowledge characteristics  Slinky
1. Characteristics of sound such resourcefulness about sounds in of sound using  Ultrasounds
of sound as itch and creating a the concepts of sample
loudness melodious wavelength,  Reading activity
1.1 Pitch music using velocity, and  Journal entry
1.2 Loudness indigenous or amplitude  Laboratory
1.3 Quality recycled S7LT-IIId-7 activities
instruments
8.explain sound
production and
the human voice
box and how
pitch loudness
and quality of
sound vary from
one person to
another S7LT-
IIIe-8

9. describe how
organism
transmit, and
receive sound of
 various
frequencies
(infrasonic,
audible, and
ultrasonic
sound) S7LT-IIIe-
9
IV. Light The Suggest proper Demonstrate 10. relate of  Mirror, flashlight,
1. Characteristics characteristics lightning in humility and characteristics laser, prism
of light of light various consideration for of light such as  Science phoenix
activities others color and book
1.1 intensity of intensity to  Group activity
brightness frequency and  Experiment
1.2 Color wavelength  Laboratory
S7LT-IIIf-10 activities
11. infer that
light travels in a
straight line
S7LT-IIIg-11
V. Heat How heat is Design a house Uphold and Choose the right 12. infer the  Thermometer, hot
transferred using practice materials for conditions water, tap water
1. Heat transfer appropriate conservation of designing a necessary for  Science phoenix
material energy house located in transfer to occur book
1.1 Conduction a tropical S7LT-IIIh-i-12  Reading activity
1.2 Convection Show a care and country like the  One stray team
1.3 Radiation concern for the Philippines stay strategy
environment  Laboratory activity

Act to reduce
emission of
greenhouse gases
VI. Electricity Charges and Demonstrate Practice economy Role play how 13. describe the  Inflated balloons,
the different how to protect and practicality in to protect different types wool, electronic
1. Charges charging themselves using energy oneself during a of charging papers, 2 soda cans
 during a thunderstorm processes S7LT-  Science phoenix
2. Charging thunder storm IIIj-13 book
processes  CLG brainstorm
14. explain the  Laboratory
importance of activities
earthling or  Video analysis
grounding S7LT-
IIIj-14

QUARTER: FOURTH
CHAPTER 4: EARTH SCIENCE
CONTENT CONTENT PERFORMNACE GOAL LEARNING COMPETENCIES LEARNING STRATEGIES/
STANDARDS STANDARD TRANSFER MATERIALS
1. The The learners The learners shall Learners will be able 1. The learners…  World map, globe,
Philippine demonstrate and be able to: to independently use 1. demonstrate how places of marker pen, post
environment understanding their learning to: earth may be located using a strips, illustration of
of: Analyse the coordinate system S7ES-Iva-1 coral triangle
1.1 Location advantage of the Practice and  Science phoenix
of the the relation of location of the protection natural 2. relate the location of the book
Philippines geographical Philippines in resources in the Philippine with respect to the  Picture of a lone
using a location of the relation to the community continents and oceans of the house
coordinate Philippines to its climate weather world S7ES-IVa-2  Compass
system environment and seasons  Laboratory
1.2 Location 3. recognize that soil, water activities
of the rocks, coal, and other fossils  Practice exercises
Philippines fuels are earth material  Group buzz strategy
with respect resources S7ES-IVb-3  Meaning making
to
landmasses 4. describe ways of using
and bodies earth’s resources sustainably
of water S7ES-IVb-4
1.3
Protection
and
conservation
of natural
resources
2. The different Participate in the 5. discuss how energy from  Pie chart
Interactions phenomena that project that will the sun enters the (composition of the
in the occur in the reduce the build-up atmosphere S7ES-IVd-5 atmosphere)
atmosphere atmosphere of greenhouse gases  Video clips
6. explain how some human  KWL charting
2.1 activities affect the  Dyads? Brainstorm
Greenhouse atmosphere S7ES-IVd-6  Diagram
effect and interpretation
global 7. account for the occurrence  CLG gam: name
warming of land and sea breezes, game
monsoons, and inter tropical  Article reading and
2.3 Land and convergence one (ITCZ) S7ES- analysis
sea breezes IVe-7  Meaning making
 Fishbowl strategy
2.4 8. describe the effects of
Monsoons certain weather systems in
the Philippines S7ES-IVe-8
2.5 Inter-
tropical
convergence
zone
3. Seasons in The relationship of 9. using models, relate:  Power point
the the season and 9.1 the tilt of the earth to the presentation
Philippines the position of the length of day time  Video clip ( state of
sun in the sky 9.2 the length of day time to the earth then and
3.1 Relation the amount of energy now)
of seasons to received  Meaning making
the position 9.3 the position of the earth in  Locating places
of the sun in its orbit to the height of the  Laboratory
the sky sun in the sky activities
9.4 the height of the sun in Video analysis
3.2 Causes of the sky to the amount of
seasons in energy recorded
the 9.5the latitude of the area to
Philippines the amount of energy the are
receives S7ES-IVe-9; S7ES-IVe-
10
10. show what causes change
in the seasons in the
Philippines using models
S7ES-IVi-11
4. Eclipses The occurrence of Make a brochure Make an informative 11. explain how solar and  Pictures mobile of
eclipses about the sun and creative out-put lunar eclipses occur S7ES-IVj- sun and moon,
4.1 solar moon and earth about the sun moon 12 Scibit
eclipse system and earth system  Science phoenix
and its effect to life 12. collect, record and report book
4.2 Lunar on earth data on the beliefs and  LCD
eclipse practices of the community in  Reading activity
relation to eclipses S7ES-IVj-  CLG activity
13  Meaning making
 Guided discussion
(LG)
 Moon activity (LG)
 Laboratory
activities