Anda di halaman 1dari 34

CHECHECKLIST OF TOPICS AND LEARNING COMPETENCIES

REGULAR/ENHANCED SCIENCE, GRADES 7-10

Note: Topics/competencies which are italicized are the additional competencies for STE/SSC.
GRADE 7 SCIENCE

DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),


TOPICS LEARNING COMPETENCY
REMARKS
Grade 7 – Matter
FIRST QUARTER/FIRST GRADING PERIOD
Doing Scientific Investigations The Learners should be able to…

1. Ways of acquiring knowledge and


solving problems
1. describe the components of a scientific
investigation;
2. Describe the components of a solution
3. investigate properties of unsaturated or
2. Diversity of Materials in the
saturated solutions;
Environment
4. express concentrations of solutions
quantitatively by preparing different
2.1 Solutions
concentrations of mixtures according to uses
and availability of materials;
2.2 Substances and Mixtures 5. distinguish mixtures from substances based
on a set of properties;
6. recognize that substances are classified into
elements and compounds;
2.3 Elements and Compounds
7. recognize uses of common elements and
compound

2.4 Acids and Bases 8. determine basic and acidic mixtures using
natural indicators; and
9. describe some properties of metals and non-
metals such as luster, malleability, ductility,
2.5 Metals and Non-metals
and conductivity.
10. recognize uses of metals and non-metals

Page 1 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS
Grade 7 – Living Things and Their Environment
SECOND QUARTER/SECOND GRADING PERIOD
I.Parts and Functions The Learners should be able to…

1. Identify parts of the microscope and their


functions;
1. Microscopy

2. Focus specimens using the compound


microscope;
2. Biological Techniques,
Procedures and Methods
 Proper use of laboratory
 Conduct laboratory hands-on activities in
Apparatus/Equipment
preparing biological specimen.
 Slide preparation

2. Levels of Biological Organization 3. describe the different levels of biological


organization from cell to biosphere;
3. Animal and Plant Cells 4. differentiate plant and animal cells
according to presence or absence of
certain organelles;
5. explain why the cell is considered the
basic structural and functional unit of all
organisms;
4. Fungi, Protists, and Bacteria 6. identify beneficial and harmful
microorganisms;

Page 2 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS
7. differentiate asexual from sexual
II. Heredity: Inheritance and reproduction in terms of:
Variation 7. 1 number of individuals involved;
7. 2 similarities of offspring to parents;
1. Asexual reproduction
2. Sexual reproduction 9. describe the process of fertilization;

10. differentiate biotic from abiotic


II. Ecosystems components of an ecosystem;
11. describe the different ecological
relationships found in an ecosystem;
1. Components of an ecosystem 12. predict the effect of changes in one
2. Ecological relationships population on other populations in the
2.1 Symbiotic relationships ecosystem; and
2.2 Non symbiotic relationships
3. Transfer of energy through 13. predict the effect of changes in abiotic
trophic levels factors on the ecosystem.

Grade 7 – Force, Motion and, Energy


THIRD QUARTER/THIRD GRADING PERIOD
I. Motion in One Dimension The Learners should be able to…

1. Descriptors of Motion 1. describe the motion of an object in terms


1.1 Distance or Displacement of distance or displacement, speed or
1.2 Speed or Velocity velocity, and acceleration;
1.3 Acceleration 2. differentiate quantities in terms of
magnitude and direction;

Page 3 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS
2. Motion Detectors
2.1 Scalars and Vectors 3. Determine the resultant vector using
2.2. Graphical Method in finding the
graphical method
Resultant Vector
4. create and interpret visual representation
2.3. Graphing Motion of the motion of objects such as tape
charts and motion graphs;

II. Waves 5. infer that waves carry energy;

1. Types of Waves 6. differentiate transverse from longitudinal


2. Characteristics of Waves waves, and mechanical from
2.1 Amplitude electromagnetic waves;
2.2 Wavelength 7. relate the characteristics of waves;
3. Wave Velocity
III. Sound 8. describe the characteristics of sound
using the concepts of wavelength,
1. Characteristics of sound frequency, velocity, and amplitude ;
1.1.Pitch 9. explain sound production in the human
1.2 Loudness voice box, and how pitch, loudness, and
1.3 Quality quality of sound vary from one person to
another;
10. describe how organisms produce,
transmit, and receive sound of various
frequencies (infrasonic, audible, and
ultrasonic sound);
IV. Light 11. Relate characteristics of light such as color
1. Characteristics of Light to frequency and wavelength, and intensity
1.1 Intensity or Brightness to amplitude.
1.2 Color
12. infer that light travels in a straight line;

Page 4 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS
V. Heat
1. Heat Transfer
1.1 Conduction 13. infer the conditions necessary for heat
1.2 Convection transfer to occur;
1.3 Radiation
VI. Electricity 14. describe the different types of charging
1. Charges processes; and
2. Charging processes 15. explain the importance of earthing or
grounding.
Grade 7 – Earth and Space
FOURTH QUARTER/FOURTH GRADING PERIOD
1.The Philippine Environment The Learners should be able to…

1.1 Location of the Philippines using a 1. demonstrate how places on Earth may be
coordinate system located using a coordinate system;
1.2. Location of the Philippines with 2. describe the location of the Philippines with
respect to landmasses and bodies respect to the continents and oceans of the
of water world;
1.3. Conservation of natural resources 5. recognize that soil, water, rocks, coal, and
1.4. Pollution in the environment other fossil fuels are Earth materials that
people use as resources;
1. describe ways of using Earth's resources
sustainably;
2. explain how soil, water, and air may be
polluted as a result of the different ways that
people use Earth’s resources
3. cite ways to lessen the pollution of soil,
water, and air as Earth’s resources are used
in everyday life
7. plan (and implement, if possible) an
environmental activity or project

Page 5 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS
2.Interactions in the Atmosphere 8. discuss how energy from the Sun interacts
2.1. Greenhouse effect and global with the layers of the atmosphere;
warming
2.3. Land and sea breezes 10. explain how some human activities affect
2.4. Monsoons the atmosphere ;
2.5. Intertropical convergence zone 12. account for the occurrence of land and sea
breezes, monsoons, and intertropical
convergence zone (ITCZ)
14. describe the effects of certain weather
systems in the Philippines;
3. Seasons in the Philippines 9. using models, relate:
3.1. Relation of seasons to the position 9.1 the tilt of the Earth to the length of
of the Sun in the sky daytime;
3.2. Causes of seasons in the 9.2 the length of daytime to the amount of
Philippines energy received;
9.3 the position of the Earth in its orbit to the
height of the Sun in the sky;
9.4 the height of the Sun in the sky to the
amount of energy received;
9.5 the latitude of an area to the amount of
energy the area receives;
10. show what causes change in the seasons in
the Philippines using models;
4. Eclipses
4.1. Solar Eclipse 11. explain how solar and lunar eclipses occur;
4.2. Lunar Eclipse and

Page 6 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

12. collect, record, and report data on the beliefs


and practices of the community in relation to
eclipses.

Note: Topics/competencies which are italicized are the additional competencies for STE/SSC.
Topics/competencies which were already discussed/addressed in the add-on subject (e.g. Earth
Science, Biotechnology) may only be taken for review purposes. GRADE 8 SCIENCE

DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),


TOPICS LEARNING COMPETENCY
REMARKS

Grade 8 – Force, Motion, and Energy

FIRST QUARTER/FIRST GRADING PERIOD

The Learners should be able to…

Forces and Motion

1. investigate the relationship between the


amount of force applied and the mass of the
1. Balanced and Unbalanced object to the amount of change in the
Forces
object’s motion;
2. Free Body Diagrams
3. Laws of Motion
2. infer that when a body exerts a force on
3.1 Law of Inertia
another, an equal amount of force is exerted
3.2 Law of Acceleration
3.3 Law of Interaction back on it;

Page 7 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

3. demonstrate how a body responds to changes


in motion;

4. relate the laws of motion to bodies in uniform


circular motion;

5. infer that circular motion requires the


application of constant force directed toward
the center of the circle;

2. Work Power and Energy 6. identify situations in which work is done and
in which no work is done;
1.1. Work
7. describe how work is related to power and
1.2 Energy energy;
1.3 Kinetic Energy 8. differentiate potential and kinetic energy;

1.4 Potential Energy

1.5 Power 9. relate speed and position of object to the


amount of energy possessed by a body;

3. Sound 10. infer how the movement of particles of an


object affects the speed of sound through it;

Page 8 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

11. investigates the effect of temperature to


speed of sound through fair testing;

4. Light 12. demonstrate the existence of the color


components of visible light using a prism or
diffraction grating;

13. explain the hierarchy of colors in relation to


energy;

14. explain that red is the least bent and violet


the most bent according to their
wavelengths or frequencies;

5. Heat 15. differentiate between heat and temperature


at the molecular level;

6. Electricity 16. infer the relationship between current and


charge;
6.1 Current
17. explain the advantages and disadvantages of
6.2 Voltage series and parallel connections in homes;
6.3 Resistance 18. differentiate electrical power and electrical
energy; and
6.4 Circuit Connection

Page 9 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

6.5 Schematic Diagrams

6.6 Electronic Components 19. explain the functions of circuit breakers,


fuses, earthing, double insulation, and other
6.7 Electrical Safety safety devices in the home.

6.8 Electrical Hazards

Grade 8 – Earth and Space

SECOND QUARTER/ SECOND GRADING PERIOD

The Learners should be able to…


1. Earthquakes and Faults

1.1 Active and inactive faults


1.2 How faults generate earthquakes 1. using models or illustrations, explain how
1.3 How earthquakes generate movements along faults generate
tsunamis earthquakes;
1.4 Earthquake focus and epicenter 2. differentiate the
1.5 Earthquake intensity and 2.1 epicenter of an earthquake from its
magnitude focus;
1.6 Earthquake preparedness 2.2 intensity of an earthquake from its
magnitude;
2.3 active and inactive faults;

Page 10 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

1.7 How earthquake waves provide


information about the interior of 3. describe the different hazards that result
the Earth from the occurrence of earthquakes
2. Earthquake Hazards
3. Earthquake waves and the Earth’s
4.demonstrate how underwater earthquakes
interior
generate tsunamis;

5. explain how earthquake waves provide


information about the interior of the earth

2. Understanding Typhoons
2.1 How typhoons develop 3. explain how typhoons develop;
2.2 Why the Philippines is prone to
typhoons
2.3 How landforms and bodies of
water affect typhoons within the 4. infer why the Philippines is prone to
Philippine Area of Responsibility typhoons;
(PAR)
2.4. Storm surges, flooding, landslides 5. explain how landmasses and bodies of
water affect typhoons;

Page 11 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

6. trace the path of typhoons that enter the


Philippine Area of Responsibility (PAR)
using a map and tracking data;

7. describe the different effects of


tropical cyclones depending on the
location of the community

3. Other members of the Solar 8. compare and contrast comets, meteors,


System and asteroids;
3.1 Comets
9. predict the appearance of comets based on
3.2 Meteors
recorded data of previous appearances;
3.3 Asteroids
and

10. explain the regular occurrence of meteor


showers

Grade 8 – Matter

THIRD QUARTER/THIRD GRADING PERIOD

Page 12 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

The Learners should be able to…

1. explain the difference between an element


1. The Particle Nature of Matter and a compound
2. explain the properties of solids, liquids, and
1.1 Elements, Compounds, and gases based on the particle nature of matter;
Mixtures
1.2 Atoms and Molecules 3. explain physical changes in terms of the
arrangement and motion of atoms and
molecules;

2. Atomic Structure
4. determine the number of protons, neutrons,
2.1 Protons
and electrons in a particular atom;
2.2 Neutrons
2.3 Electrons

3. Periodic Table (PT) of Elements 5. trace the development of the periodic table
from observations based on similarities in
3.1 Development of the PT
3.2 Arrangement of elements properties of elements; and
3.3 Periodic trends in properties of
elements in the periodic table 6. use the periodic table to predict the chemical
3.4 Reactive and nonreactive metals behaviour of an element.

Grade 8 – Living Things and Their Environment

FOURTH QUARTER/ FOURTH GRADING PERIOD

Page 13 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

1. Structures and Functions: Focus The Learners should be able to…


on the Digestive System

1. explain ingestion, absorption, assimilation, and


1.1 Organs of the digestive system excretion;
and their interaction with organs
of the respiratory, circulatory, and
excretory systems 2. explain how diseases of the digestive system
are prevented, detected, and treated;

1.2 Changes in food as it undergoes


physical and chemical digestion

1.3 Diseases resulting from nutrient


deficiency and ingestion of
harmful substances 3. identify healthful practices that affect the
digestive system;

1.4 Prevention, detection, and


treatment of diseases of the
digestive system

Page 14 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

2. Heredity: Inheritance and


4. compare mitosis and meiosis, and their role in
Variation of Traits
the cell-division cycle;

2.1 Stages of mitosis


5. explain the significance of meiosis in
2.2 Stages of meiosis maintaining the chromosome number;

2.3 Mendelian Genetics


2.4 Introduction to Biotechnology 6 .predict phenotypic expressions of traits
2.5 Modern Biotechnology following simple patterns of inheritance;

7.apply understanding of biotechnology used in


the livelihood, promotion of food production and
health

3. Biodiversity
7. explain the concept of a species;
3.1 Species diversity
3.2 Hierarchical taxonomic system of 8. classify organisms using the hierarchical
classification taxonomic system;
3.3 Protection and conservation of
endangered and economically 9. explain the advantage of high biodiversity in
important species maintaining the stability of an ecosystem;

Page 15 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

4. Ecosystems 10. describe the transfer of energy through the


trophic levels;
4.1 Transfer of Energy in Trophic
Levels
11. analyze the roles of organisms in the cycling
4.2 Cycling of materials in the
of materials;
ecosystem

4.2.1Water cycle 12. explain how materials cycle in an ecosystem;


and
4.2.2Oxygen-carbon cycle

4.2.3Nitrogen cycle
13.suggest ways to minimize human impact on
4.3 Impact of human activities in an the environment.
ecosystem

Page 16 of 34
Note: Topics/competencies which are italicized are the additional competencies for STE/SSC.
Topics/competencies which were already discussed/addressed in the add-on subject (e.g. Earth
Science, Biotechnology, Basic Physics) may only be taken for review purposes.
GRADE 9 SCIENCE

DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),


TOPICS LEARNING COMPETENCY
REMARKS

Grade 9 – Living Things and Their Environment

FIRST QUARTER/ FIRST GRADING PERIOD

1. Respiratory and Circulatory The Learners should be able to…


Systems Working with the other
Organ Systems
1. explain how the respiratory and circulatory
systems work together to transport nutrients,
gases, and other molecules to and from the
different parts of the body;

Page 17 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

2. infer how one’s lifestyle can affect the


functioning of respiratory and circulatory
systems;

2. Heredity: Inheritance and


Variation 3. describe the location of genes in chromosomes;
4. explain the different patterns of non-Mendelian
2.1 Location of genes on inheritance;
chromosomes
2.2 Non-Mendelian inheritance
2.2.1 Incomplete dominance
2.2.2 Sex-linked traits 5.Explain how modern biotechnology works.
2.2.3 Multiple alleles
2.6 Multiple genes 6.Propose how biotechnology can be applied in
addressing certain situations or solving some
3.Foundation and application of
problems (e.g. crimes
Biotechnology

3. Biodiversity and Evolution

5. relate species extinction to the failure of


populations of organisms to adapt to abrupt
3.1 Causes of Species Extinction changes in the environment; and

3.1.1 natural

3.1.2 anthropogenic

Page 18 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

4. Ecosystems

4.1 Flow of Energy and Matter in 6. differentiate basic features and importance of
Ecosystems photosynthesis and respiration.

4.1.1 Photosynthesis

4.1.2 Respiration

Grade 9 – Matter

SECOND QUARTER/SECOND GRADING PERIOD

The Learners should be able to…

1. Electronic Structure of Matter


4.describe how the Bohr model of the atom
improved Rutherford’s atomic model
5.explain how the Quantum Mechanical Model of
the atom describes the energies and positions
of the electrons

Page 19 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

1. explain the formation of ionic and covalent


bonds;

2. Chemical Bonding 2. recognize different types of compounds (ionic or


covalent) based on their properties such as
2.1 Ionic and Covalent Bonding
melting point, hardness, polarity, and electrical
and thermal conductivity;

2.2 Metallic Bonding 3. explain properties of metals in terms of their


structure;

4. explain how ions are formed;

3. The Variety of Carbon Compounds 5. explain how the structure of the carbon atom
affects the type of bonds it forms;
3.1 Carbon Atoms
3.2 Organic Compounds 6. recognize the general classes and uses of
organic compounds;

4. Mole Concept 7. use the mole concept to express mass of


substances; and
4.1 Mass
4.2 Moles 8. determine the percentage composition of a
4.3 Percentage Composition of a compound given its chemical formula and vice
Compound versa.

Grade 9 – Earth and Space

Page 20 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

THIRD QUARTER/THIRD GRADING PERIOD

The Learners should be able to…


1.Volcanoes

1.1 Type of volcanoes


1.2 Volcanic Eruptions 1. describe the different types of volcanoes;
1.3. Warning signs
1.4 Energy from volcanoes 2. differentiate between active and inactive
1.5. Volcanic Hazards volcanoes;

3. explain what happens when volcanoes erupt


using models or illustrations;

4. explain the warning signs that scientists use in


predicting volcanic eruptions

5. illustrate how energy from volcanoes may be


tapped for human use;

6. describe the different hazards that result when


volcanoes erupt.

2.Climate 7. explain how different factors affect the climate


of an area;

2.1 Factors that affect climate

Page 21 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

2.2 Global climate phenomena 8. describe certain climatic phenomena that occur
on a global level;

9. cite practical ways to reduce risks and lessen the


impact of climate change

3. Constellations
3.1 Characteristics of stars
3.2 Arrangement of stars in a group 10. infer the characteristics of stars based on the
3.3 Changing position of constellations characteristics of the Sun;
during the night and at different
times of the year
3.4 Beliefs and practices about
constellations and astrology
11. infer that the arrangement of stars in a group
4. Galaxies (constellation) does not change;

4.1. Components of galaxies


4.2. Types of galaxies
12. observe that the position of a constellation
4.3. Motions of galaxies
changes in the course of a night; and

Page 22 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

13. show which constellations may be observed at


different times of the year using models.

14. describe what makes up galaxies

15.identify the different types of galaxies


through pictures

16.discuss the motion of


galaxies

17.infer that the Universe is


expanding

Grade 9 – Force, Motion, and Energy

FOURTH QUARTER/FOURTH GRADING PERIOD

The Learners should be able to…


Motion in Two Dimensions

1. Projectile Motion
1.2.Impulse, Momentum and 1. describe the horizontal and vertical motions of a
Impulse projectile;

Page 23 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

1.3.Conservation of Linear 2. investigate the relationship between the angle of


Momentum release and the height and range of the
projectile;

3. relate impulse and momentum to collision of


objects (e.g., vehicular collision);

4. infer that the total momentum before and after


collision is equal;

5. examine effects and predict causes of collision-


related damages/injuries;

6. explain energy transformation in various


2. Work Power and Energy activities/events (e.g., waterfalls, archery,
amusement rides);

Page 24 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

2.1 Changes in form of mechanical


energy 7. perform activities to demonstrate conservation
2.2 Conservation of energy of mechanical energy;

8. infer that the total mechanical energy remains


the same during any process;

3. Heat, Work, and Efficiency

9. construct a model to demonstrate that heat can


do work;

10. infer that heat transfer can be used to do work,


and that work involves the release of heat;

11. explain why machines are never 100-percent


efficient;

12. explain how heat transfer and energy


transformation make heat engines like
geothermal plants work; and

Page 25 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

4. Electricity and Magnetism


4.1 Power generation and energy
losses 13. explain how electrical energy is generated,
4.2 Transmission and distribution of transmitted, and distributed.
electrical energy from power
plants to homes 14. Discuss/ identify different electronic
components and their functions
4.3 Step-up and Step-down
Transformers 15. Differentiate N-type and P-type
semiconductors
5. Electronics

Electronic components

(resistors, capacitors, inductors,


diodes, transistors)

Semiconductors

Page 26 of 34
Note: Topics/competencies which are italicized are the additional competencies for STE/SSC.
Topics/competencies which were already discussed/addressed in the add-on subject (e.g. Earth
Science, Biotechnology, Basic Physics, Adv. Chem/Physics) may only be taken for review purposes. GRADE 10 SCIENCE

DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),


TOPICS LEARNING COMPETENCY
REMARKS

Grade 10 – Earth and Space

FIRST QUARTER/FIRST GRADING PERIOD

The Learners should be able to…

1. Plate Tectonics
1.1 Distribution
1.1.1 volcanoes 1. describe the distribution of active volcanoes,
1.1.2 earthquake epicenters earthquake epicenters, and major mountain
1.1.3 mountain ranges belts;
1.2 Plate boundaries
1.3 Processes and landforms along
2. describe the different types of plate boundaries;
plate boundaries
1.4 Internal structure of the Earth
3. explain the different processes that occur along
1.5 Mechanism (possible causes of
the plate boundaries;
movement) 4. describe the internal structure of the Earth;
1.6 Evidence of plate movement
5. describe the possible causes of plate movement;
and

Page 27 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

2. Plate tectonics and the 6. enumerate the lines of evidence that support
Philippines plate movement
7. relate geologic processes that occur in the
Philippines to its tectonic setting

Grade 10 – Force, Motion and, Energy

SECOND QUARTER/SECOND GRADING PERIOD

The Learners should be able to…


1. Electromagnetic Spectrum
1. compare the relative wavelengths of different
1.1 Radiowave forms of electromagnetic waves;

1.2 Microwave
2. cite examples of practical applications of the
1.3 Infrared Ray different regions of EM waves, such as the use
of radio waves in telecommunications;
1.4 Visible Light

1.5 Ultraviolet Ray

1.6 X-Ray
3. explain the effects of EM radiation on living
1.7 Gamma Ray things and the environment;
1.8 Radioactivity (Alpha, Beta, &
Gamma)

Page 28 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

2. Light
4. predict the qualitative characteristics
2.1 Reflection of Light in Mirrors (orientation, type, and magnification) of
2.2 Refraction of Light in Lenses images formed by plane and curved mirrors
and lenses;

5. apply ray diagramming techniques in describing


the characteristics and positions of images
formed by lenses;

6. identify ways in which the properties of mirrors


and lenses determine their use in optical
instruments (e.g., cameras and binoculars);

3. Electricity and Magnetism 7. demonstrate the generation of electricity by


movement of a magnet through a coil; and
7.1 Electromagnetic effects

Page 29 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

8. explain the operation of a simple electric


motor and generator.

8. Electronics
9. Differentiate between discrete electronic
8.1 Integrated Circuits components and integrated circuits.
8.2 Logics Gates
8.3 Applications of Electronics
10, Explain different types of logic gates and
explain how logic circuits are used in common
electronic devices

11. Discuss applications of electronics in different


fields (industries, communication companies,
medicine, transportation, scientific
laboratories, space exploration and research )

Grade 10 – Living Things and Their Environment

THIRD QUARTER/THIRD GRADING PERIOD

Page 30 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

The Learners should be able to…

1. Coordinated Functions of the 1. describe the parts of the reproductive system


Reproductive, Endocrine, and and their functions;
Nervous Systems
2. explain the role of hormones involved in the
female and male reproductive systems;

3. describe the feedback mechanisms involved in


regulating processes in the female
reproductive system (e.g., menstrual cycle);

4. describe how the nervous system coordinates


and regulates these feedback mechanisms to
maintain homeostasis;

2. Heredity: Inheritance and 5. explain how protein is made using information


Variation from DNA;

Page 31 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

6.explain how mutations may cause changes in


the structure and function of a protein;

3. Social and ethical Issues 1. Discuss some social and ethical issues
relating to Biotechnology associated with biotechnology

7. explain how fossil records, comparative


3. Biodiversity and Evolution
anatomy, and genetic information provide
evidence for evolution;

8. explain the occurrence of evolution;

4. Ecosystems
9. explain how species diversity increases the
4.1 Flow of Energy and Matter in probability of adaptation and survival of
Ecosystems organisms in changing environments;

4.2 Biodiversity and Stability 10. explain the relationship between population
growth and carrying capacity; and

Page 32 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

4.3 Population Growth and Carrying


Capacity 11. suggest ways to minimize human impact on
the environment.

Grade 10 – Matter

FOURTH QUARTER/FOURTH GRADING PERIOD

1. Gas Laws The Learners should be able to…

1.1 Kinetic Molecular Theory


1.2 Volume, pressure, and 1. investigate the relationship between:
temperature relationship 1.1 volume and pressure at constant
1.3 Ideal gas law temperature of a gas;
1.2 volume and temperature at constant
pressure of a gas;
1.3 explains these relationships using the
kinetic molecular theory;

2. Biomolecules

2.1 Elements present in biomolecules 2. recognize the major categories of


2.2 Carbohydrates, lipids, proteins, biomolecules such as carbohydrates, lipids,
and nucleic acids proteins, and nucleic acids;
2.2.1 Food Labels

Page 33 of 34
DATE/S DISCUSSED, NAME OF OBSERVER (IF THERE’S ANY),
TOPICS LEARNING COMPETENCY
REMARKS

3. Chemical Reactions
3. apply the principles of conservation of mass
to chemical reactions; and

4. explain how the factors affecting rates of


chemical reactions are applied in food
preservation and materials production, control
of fire, pollution, and corrosion.

Page 34 of 34