CG Science

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide for

SPECIAL SCIENCE PROGRAM
SCIENCE
(Grade 3-10)
K to 12 BASIC EDUCATION CURRICULUM
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July 2017
CONCEPTUAL FRAMEWORK
Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgments
and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic,
personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our
country’s cultural heritage.
K to 12 Special Science Program Curriculum Guide August 2017 Page 2 of 227

Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools.
The K to 12 science curriculum will provide learners with a repertoire of competencies important in the world of work and in a knowledge-based society. It envisions
the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of
nature, innovative and creative citizens, 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 and skills, and developing and
demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science-
technology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy
namely, constructivism, social cognition learning model, learning style theory, and brain-based learning.
Science content and science processes are intertwined in the K to 12 Curriculum. Without the content, 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 learners’ 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 learners’
interest and let them become active learners.
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
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Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving the
way to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and its
application to real-life situations.

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Scientific, Technological and
Environmental Literacy
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Developing and
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Demonstrating Scientific
Attitudes and Values
Brain-based
learning
The Conceptual Framework of Science Education

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Developing and
Demonstrating Scientific
Attitudes and Values
CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)
The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve
problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed
decisions, and engage in discussions of relevant issues that involve science, technology, and environment.
Key Stage Standards: (Standards for Science Learning Areas for K-3, 4-6, 7-10 and 11-2)
K–3 4–6 7–10 11-12
At the end of Grade 3, the At the end of Grade 6, the learners At the end of Grade 10, the learners should At the end of Grade 12, the learners
learners should have acquired should have developed the essential have developed scientific, technological, and should have gained skills in obtaining
healthful habits and skills of scientific inquiry – designing environmental literacy and can make that
scientific and technological information
have developed curiosity about simple investigations, using appropriate would lead to rational choices on issues
self and their environment using procedure, materials and tools to gather confronting them. Having been exposed to from varied sources about global
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issues that have impact on the
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basic process skills of observing, evidence, observing patterns, scientific investigations related to real life,
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communicating, comparing, determining relationships, drawing they should recognize that the central feature country. They should have acquired
classifying, measuring, inferring conclusions based on evidence, and of an investigation is that if one variable is scientific attitudes that will allow them
and predicting. This curiosity will communicating ideas in varied ways to changed (while controlling all others), the
to innovate and/or create products
help learners value science as make meaning of the observations effect of the change on another variable can
an important tool in helping and/or changes that occur in the be measured. The context of the investigation useful to the community or country.
them continue to explore their environment. The content and skills can be problems at the local or national level They should be able to process
natural and physical learned will be applied to maintain good to allow them to communicate with learners information to get relevant data for a
environment. This should also health, ensure the protection and in other parts of the Philippines or even from problem at hand. In addition, learners
include developing scientific improvement of the environment, and other countries using appropriate technology.
knowledge or concepts. practice safety measures. The learners should demonstrate an should have made plans related to
understanding of science concepts and apply their interests and expertise, with
science inquiry skills in addressing real-world consideration forthe needs of their
problems through scientific investigations. community and the country — to
pursue either employment,
entrepreneurship, or higher education.

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GRADE/LEVEL Grade-Level Standards

The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, animals and varied
materials in their environment and their observable characteristics; general weather conditions and how these influence what they wear; and
Kindergarten
other things in their environment. Understanding of their bodies and what is around them is acquired through exploration, questioning, and
careful observation as they infer patterns, similarities, and differences that will allow them to make sound conclusions.
At the end of Grade 1, learners will use their senses to locate and describe the external parts of their body; to identify, external parts of animals
and plants; to tell the shape, color, texture, taste, and size of things around them; to describe similarities and differences given two objects; to
differentiate sounds produced by animals, vehicles cars, and musical instruments; to illustrate how things move; to, describe the weather and
Grade 1
what to do in different situations; to use appropriate terms or vocabulary to describe these features; to collect, sort, count, draw, take things
apart, or make something out of the things; to practice healthy habits (e.g., washing hands properly, choosing nutritious food) and safety
measures (e.g., helping to clean or pack away toys, asking questions and giving simple answers/ descriptions to probing questions).
At the end of Grade 2, learners will use their senses to explore and describe the functions of their senses, compare two or more objects and
using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain events in the
Grade 2 home or school and express how these are affecting them, do simple measurements of length, tell why some things around them are important ,
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decide if what they do is safe or dangerous; give suggestions on how to prevent accidents at home, practice electricity, water, and paper
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conservation, help take care of pets or of plants , and tell short stories about what they do, what they have seen, or what they feel.
At the end of Grade 3, learners can describe the functions of the different parts of the body and things that make up their surroundings --- rocks
and soil, plants and animals, the Sun, Moon and stars. They realize that different materials they encounter in everyday life are recognizable by
Grade 3 their properties. These things can be classified as solid, liquid or gas. They can describe how objects move and what makes them move. They
can also identify sources and describe uses of light, sound, thermal energy, and electrical energy.
Learners can describe changes in the conditions of their surroundings. These would lead learners to become more curious about their
surroundings, appreciate nature, and practice health and safety measures.
Grade 4 At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other materials or when
force is applied on them. They can identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in
the community.
Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They can classify
plants and animals according to where they live and observe interactions among living things and their environment. They can infer that plants
and animals have traits that help them survive in their environment.
Learners can recognize common forces in daily life. They can investigate how different forces can change the shape, size or movement of
objects. They can demonstrate conceptual understanding on how light, thermal energy, and sound travel through various types of materials.
Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They learned about what
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makes up weather and apply their knowledge of weather conditions in making decisions for the day. They can infer the importance of the Sun to
life on Earth.
At the end of Grade 5, learners can decide whether materials are safe and useful or potentially harmful by investigating about some of their
properties. They can infer that new materials may form when there are changes in properties due to certain conditions.
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty.
They can compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They have
become aware of the importance of estuaries and intertidal zones and help in their preservation.
Grade 5 Learners can describe the motion of an object in terms of its distance covered and time travelled. Learners can explain how different types of
materials interact with light, heat, and electricity. They can recognize the effects of light, heat, and electricity on people and objects. They can
determine the important components of a simple DC (Direct Current) circuit. They can investigate the relationship between electricity and
magnetism in electromagnets.
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Learners can describe the changes that earth materials undergo. They can make emergency plans with their families in preparation for typhoons.
They can observe patterns in the natural events by observing the appearance of the Moon.
At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these materials may be recovered
using different separation techniques. They can prepare useful mixtures such as food, drinks and herbal decoctions.
Learners understand how the different organ systems of the human body work together. They can classify plants based on reproductive
structures, and animals based on the presence or lack of backbone. They can design and conduct an investigation on plant propagation. They
can describe larger ecosystems such as rainforests, coral reefs, and mangrove swamps.
Grade 6
Learners can explain how gravity and friction affect the movement of objects. They can recognize that the different forms of energy that have
been previously studied can undergo transformation. They can explain how mechanical energy is transformed in simple machines.
Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur. They can infer
that the weather follows a pattern in the course of a year. They have learned about the solar system, with emphasis on the motions of the Earth
as prerequisite to the study of seasons in another grade level.

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At the end of Grade 7, learners can distinguish mixtures from substances through engaging in scientific inquiry using appropriate laboratory tools
and techniques. They realize the importance of gathering evidence through systematic observation that leads to fair testing. After studying how
organ systems work together in plants and animals in the lower grade levels, learners can use a microscope when observing very small organisms
and structures. They recognize that living things are organized into different levels: Cells, tissues, organs, organ systems, and organisms. These
organisms comprise populations and communities, which interact with non-living things in ecosystems.
Grade 7 Learners can describe the motion of objects in terms of distance and displacement, speed and velocity, and acceleration; and represent it using
tables, graphs, charts, and equations. They can demonstrate conceptual and mathematical understanding of free fall motion in one direction.
They can describe waves in terms of different parameters. Learners can explain how heat is transferred through various media. They can
describe the different types of charging processes.
Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain why seasons change,
relate patterns of tides to the positions of the Moon and the Sun with respect to the Earth and demonstrate how eclipses occur.
At the end of Grade 8, learners can describe the factors that affect the motion of an object based on Newton’s Laws of motion. They can
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differentiate the concepts of work, power, and energy, as used in science and in layman’s language. They can investigate the propagation of
sound as well as discuss some properties and characteristics of visible light. They can differentiate between heat and temperature at the
molecular level and investigate the effects of heat on the body. They can explain the relationship among current, voltage, and resistance.
Learners can recognize the difference between electric power and electric energy and appreciate the importance of electrical safety practices in
home circuitry.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters and are affected by
Grade 8
other factors such as landforms, sea surface temperature, wind shear and Coriolis effect.
Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that behavior and arrangement of atoms
explain the properties of different materials. In studying the historical development of the atomic structure, learners realize that any theory or
model can be changed based on new experimental data.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper into the process of
digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can participate in activities that protect
and conserve economically important species used for food.

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At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall
health. They have become familiar with some technologies that introduce desired traits in economically important plants and animals. Learners
can explain how new materials are formed when atoms are rearranged. They become aware that a wide variety of useful compounds arise from
such rearrangements. They recognize that when substances combine, they form a new substance with properties different from the original one.
Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped
for human use. They are familiar with climatic phenomena that occur on a global scale. They can explain why certain constellations can be seen
Grade 9
only at certain times of the year. They can describe the Milky Way Galaxy and discuss latest discoveries on other objects that make it up.
Learners can investigate the motion of objects in two dimensions. They can predict the outcomes of interactions among objects in real life
applying the laws of conservation of mechanical energy and linear momentum. They can explain the relationship between heat and work. They
can explain how electrical energy is generated, transmitted, and distributed from power plants to home. They can also recognize the functions of
the basic electronic components in an integrated circuit.
At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate
boundaries. They can analyze a simplified Philippine Tectonic Map. Learners can distinguish the different regions of the electromagnetic spectrum
and the types of nuclear radiation. They can describe the images formed by the different types of mirrors and lenses. They can explain the
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relationship between electricity and magnetism in electric motors and generators. Learners will have completed the study of the entire organism
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Grade 10 with their deeper study of the excretory and reproductive systems. They can explain in greater detail how genetic information is passed from
parents to offspring, and how diversity of species increases the probability of adaptation and survival in changing environments. Learners can
explain the importance of quantifying amounts of substances and controlling the conditions under which a chemical reaction occurs. They
recognize that evidence is used to test ideas so that results will depend on the collection and interpretation of data. Learners can describe the
major categories of biomolecules and explain their sources, and functions in the human body.
SEQUENCE OF DOMAIN/STRANDS PER QUARTER
G3 G4 G5 G6 G7 G8 G9 G10

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Living Things
Force, Motion,&
1st Quarter Matter Matter Matter Matter Matter and Their Earth & Space
Energy
Environment
Living Things Living Things Living Things Living Things Living Things
Force, Motion,&
2nd Quarter and Their and Their and Their and Their and Their Earth & Space Matter
Energy
Environment Environment Environment Environment Environment
Living Things
Force, Motion,& Force, Motion,& Force, Motion & Force, Motion,& Force, Motion,&
3rd Quarter Matter Earth & Space and Their
Energy Energy Energy Energy Energy
Environment
Living Things
Force, Motion,&
4th Quarter Earth & Space Earth & Space Earth & Space Earth & Space Earth & Space and Their Matter
Energy
Environment
SPIRALLING OF CONCEPTS GRADE 3 – GRADE 10
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MATTER
Grade 3 Grade 4 Grade 5 Grade 6
PROPERTIES OF MATTER
When learners observe different objects Aside from being grouped into After learning how to read and interpret In Grade 4, the learners have observed the
and materials, they become aware of solids, liquids, or gases, materials product labels, learners can critically decide changes when mixing a solid in a liquid or a
their different characteristics such as may also be grouped according to whether these materials are harmful or not. liquid in another liquid.
shape, weight, definiteness of volume their ability to absorb water, They can also describe ways in which they From these investigations, learners can now
and ease of flow. Using characteristics, ability to float or sink, and can use their knowledge of solids and describe the appearance of mixtures as
objects and materials can be grouped whether they decay or not liquids in making useful materials and uniform or non-uniform and classify them as
into solids, liquids or gases. products. homogeneous or heterogeneous mixtures.

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CHANGES THAT MATTER UNDERGO
Using the characteristics observed Changes in some characteristics In Grade 4, learners investigated changes in Based on the characteristics of the components
among solids, liquids, and gases, of solid materials can be observed materials that take place at certain of a heterogeneous mixture, learners
learners investigate ways in which solid when these are bent, hammered, conditions, such as applying force, mixing investigate ways of separating these
turns into liquid, solid into gas, liquid pressed, and cut. materials, and changing the temperature. In components from the mixture. They will infer
into gas, and liquid into solid, as Grade 5, they investigate changes that take that the characteristics of each of the
affected by temperature. After investigating the changes in place under the following conditions: components remain the same even when the
some observable characteristics presence or lack of oxygen (in air), and component is part of the mixture.
of materials due to temperature applying heat. They learn that some of
in Grade 3, learners can now these conditions can result in a new
inquire about changes observed product. Knowing these conditions enable
when a solid is mixed with a them to apply the “5R method” (recycling,
liquid or when a liquid is mixed reducing, reusing, recovering and repairing)
with another liquid. at home and in school.
Learners learn that some changes

in the characteristics of a product
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such as food or medicine may
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affect its quality. One way of
finding out is by reading and
interpreting product labels. This
information helps them decide
when these products become
harmful.

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PROPERTIES AND STRUCTURE OF MATTER
In Grade 6, learners learned how to Using models, learners learn that Using their understanding of atomic Learners investigate how gases behave in
distinguish homogenous from matter is made up of particles, the structure learned in Grade 8, learners different conditions based on their knowledge
heterogeneous mixtures. In Grade 7, smallest of which is the atom. These describe how atoms can form units of the motion of and distances between gas
learners investigate properties of particles are too small to be seen called molecules. They also learn about particles. Learners then confirm whether their
solutions that are homogeneous through a microscope. The ions. Further, they explain how atoms explanations are consistent with the Kinetic
mixtures. They learn how to express properties of materials that they form bonds (ionic and covalent) with Molecular Theory. They also learn the
concentrations of solutions qualitatively have observed in earlier grades can other atoms by the transfer or sharing of relationships between volume, temperature,
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and quantitatively. They distinguish now be explained by the type of electrons. and pressure using established gas laws.
mixtures from substances based on a particles involved and the attraction
They also learn that the forces holding
set of properties. between these particles. In Grade 9, learners learned that the bonding
metals together are caused by the
characteristics of carbon result in the formation
attraction between flowing electrons and
Learners begin to do guided and semi- of large variety of compounds. In Grade 10,
the positively charged metal ions.
guided investigations, making sure that they learn more about these compounds that
the experiment they are conducting is a Learners explain how covalent bonding include biomolecules such as carbohydrates,
fair test. in carbon forms a wide variety of carbon lipids, proteins, and nucleic acids. Further, they
compounds. will recognize that the structure of these
compounds comprises repeating units that are
Recognizing that matter consists of an
made up of a limited number of elements such
extremely large number of very small
as carbon, hydrogen, oxygen, and nitrogen.
particles, counting these particles is not
practical. So, learners are introduced to
the unit—mole.
CHANGES THAT MATTER UNDERGO
Learners recognize that materials Learners learn that particles are Learners explain how new compounds In Grade 9, learners described how particles

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combine in various ways and through always in motion. They can now are formed in terms of the rearrange to form new substances. In Grade
different processes, contributing to the explain that the changes from solid rearrangement of particles. They also 10, they learn that the rearrangement of
wide variety of materials. Given this to liquid, solid to gas, liquid to solid, recognize that a wide variety of useful particles happen when substances undergo
diversity, they recognize the importance and liquid to gas, involve changes in compounds may arise from such chemical reaction. They further explain that
of a classification system. They become the motion of and relative distances rearrangements. when this rearrangement happens, the total
familiar with elements and compounds, between the particles, as well as the number of atoms and total mass of newly
metals and non-metals, and acids and attraction between them. formed substances remain the same. This is
bases. the Law of Conservation of Mass. Applying this
They also recognize that the same law, learners learn to balance chemical
Further, learners demonstrate that particles are involved when these equations and solve simple mole-mole, mole-
homogeneous mixtures can be changes occur. In effect, no new mass, and mass-mass problems.
separated using various techniques. substances are formed.
LIVING THINGS AND THEIR ENVIRONMENT
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PARTS AND FUNCTION OF ANIMALS AND PLANTS
In Grade 3, learners observe and In Grade 4, the learners are After learning in Grade 4 how the major In Grade 6, learners describe the interactions
describe the different parts of living introduced to the major organs of organs of the human body work together, among parts of the major organs of the
things focusing on the sense organs the human body. the learners now focus on the organs of human body.
of humans and the more familiar the reproductive systems of humans,
external parts of animals and plants. They also learn about some parts animals, and plants. They also learn how vertebrates and
that help plants and animals survive invertebrates differ and how non-flowering
They also explore and describe in places where they live. plants reproduce,
characteristics of living things that
distinguish them from non-living
things.
HEREDITY:INHERITANCE AND VARIATION
Learners learn that living things Learners learn that humans, Learners learn how flowering plants and Learners learn how non-flowering plants
reproduce and certain traits are animals, and plants go through life some non-flowering plants reproduce. (spore-bearing and cone-bearing plants, ferns,
passed on to their offspring/s. cycles. Some inherited traits may be and mosses) reproduce.
affected by the environment at They are also introduced to the sexual and
certain stages in their life cycles. asexual modes of reproduction.
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BIODIVERSITY AND EVOLUTION
Different kinds of living things are Learners investigate that animals Learners learn that reproductive structures They learn that plants and animals share
found in different places. and plants live in specific habitats. serve as one of the bases for classifying common characteristics which serve as bases
living things. for their classification.
ECOSYSTEMS
Learners learn that living things Learners learn that there are Learners are introduced to the interactions Learners are introduced to the interactions
depend on their environment for food, beneficial and harmful interactions among components of larger habitats such among components of habitats such as
air, and water to survive. that occur among living things and as estuaries and intertidal zones, as well as tropical rainforests, coral reefs, and mangrove
their environment as they obtain the conditions that enable certain swamps.
their basic needs. organisms to live.

PARTS AND FUNCTION: ANIMAL AND PLANTS
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In Grade 7, learners are introduced to the In Grade 8, learners gain knowledge of Learners study the coordinated Learners learn that organisms have
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levels of organization in the human body how the body breaks down food into functions of the digestive, respiratory, feedback mechanisms that are
and other organisms. They learn that forms that can be absorbed through and circulatory systems. coordinated by the nervous and
organisms consist of cells, most of which the digestive system and transported endocrine systems. These mechanisms
are grouped into organ systems that to cells. They also learn that nutrients enter help the organisms maintain
perform specialized functions. the bloodstream and combine with homeostasis to reproduce and survive.
Learners learn that gases are oxygen taken in through the
exchanged through the respiratory respiratory system. Together, they are
system. This provides the oxygen transported to the cells where oxygen
needed by cells to release the energy is used to release the stored energy.
stored in food.
They also learn that dissolved wastes

are removed through the urinary
system while solid wastes are
eliminated through the excretory
system.
HEREDITY:INHERITANCE AND VARIATION

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After learning how flowering and non Learners study the process of cell Learners study the structure of genes Learners are introduced to the structure
flowering plants reproduce, Grade 7 division by mitosis and meiosis. They and chromosomes, and the functions of the DNA molecule and its function.
learners are taught that asexual understand that meiosis is an early they perform in the transmission of
reproduction results in genetically identical step in sexual reproduction that leads traits from parents to offspring. They also learn that changes that take
offspring whereas sexual reproduction gives to variation. place in sex cells are inherited while
rise to variation. changes in body cells are not passed on.
BIODIVERSITY AND EVOLUTION
Learners learn that the cells in similar Learners learn that species refers to a Learners learn that most species that Learners revisit the mechanisms involved
tissues and organs in other animals are group of organisms that can mate with have once existed are now extinct. in the inheritance of traits and the
similar to those in human beings but differ one another to produce fertile offspring. Species become extinct when they fail changes that result from these
somewhat from cells found in plants. They learn that biodiversity is the to adapt to changes in the environment. mechanisms. Learners explain how
collective variety of species living in an natural selection has produced a
ecosystem. This serves as an succession of diverse new species.
introduction to the topic on hierarchical Variation increases the chance of living
taxonomic system. things to survive in a changing
environment.
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ECOSYSTEMS
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Learners learn that interactions occur Learners learn how energy is Learners learn how plants capture Learners investigate the impact of human
among the different levels of organization in transformed and how materials are energy from the Sun and store energy activities and other organisms on
ecosystems. Organisms of the same kind cycled in ecosystems. in sugar molecules (photosynthesis). ecosystems.
interact with each other to form This stored energy is used by cells
populations; populations interact with other during cellular respiration. These two They learn how biodiversity influences
populations to form communities. processes are related to each other. the stability of ecosystems.
FORCE, MOTION AND ENERGY

FORCE AND MOTION
Learners observe and explore and Learners now learn that if force is This time, learners begin to accurately Aside from the identified causes of

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investigate how things around them applied on an object, its motion, size, measure the amount of change in the motion in Grade 3, such as people,
move and can be moved. They also or shape can be changed. They will movement of an object in terms of its animals, wind, and water, learners
identify things in their environment that further understand that these changes distance travelled and time of travel also learn about gravity and friction as
can cause changes in the movement of depend on the amount of force applied using appropriate tools. other causes or factors that affect the
objects. on it (qualitative). They also learn that movement of objects.
magnets can exert force on some
objects and may cause changes in their
movements.
ENERGY
Learners observe and identify different Learners learn that light, heat, and This time, learners explore how different At this grade level, learners are
sources of light, heat, sound, and sound travel from the source. They objects interact with light, heat, sound, introduced to the concept of energy.
electricity in their environment and their perform simple activities that and electricity (e.g., identifying poor and They learn that energy exists in
uses in everyday life. demonstrate how they travel using good conductors of electricity using different forms, such as light, heat,
various objects. simple circuits). sound and electricity, and it can be
Note: Electricity is not included in They learn about the relationship transformed from one form to
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Grade 4 because the concept of ‘flow between electricity and magnetism by another. They demonstrate how
of charges’ is difficult to understand at constructing an electromagnet. energy is transferred using simple
this grade level. They also learn about the effects of light, machines.
heat, sound, and electricity on people.
FORCE AND MOTION
From a simple understanding of motion,

This time, learners study the concept of To deepen their understanding of motion, From learning the basics of forces in
learners study more scientific ways of
force and its relationship to motion. learners use the Law of Conservation of Grade 8, learners extend their
describing (in terms of distance, speed,
They use Newton’s Laws of Motion to Momentum to further explain the motion understanding of forces by describing
and acceleration) and representing (using
explain why objects move (or do not of objects. how balanced and unbalanced forces,
motion diagrams, charts, and graphs) the
move) the way they do (as described in From motion in one dimension in the either by solids or liquids, affect the
motion of objects in one dimension.
Grade 7). They also realize that if force previous grades, they learn at this level movement, balance, and stability of
is applied on a body, work can be done about motion in two dimensions using objects.
and may cause a change in the energy projectile motion as an example.

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of the body.
ENERGY
This time learners recognize that

Learners realize that transferred energy Learners explain how conservation of Learners acquire more knowledge about
different forms of energy travel in
may cause changes in the properties of mechanical energy is applied in some the properties of light as applied in
different ways—light and sound travel
the object. They relate the observable structures, such as roller coasters, and in optical instruments.
through waves, heat travels through
changes in temperature, amount of natural environments like waterfalls. They Learners also use the concept of moving
moving or vibrating particles, and
current, and speed of sound to the further describe the transformation of charges and magnetic fields in explaining
electrical energy travels through moving
changes in energy of the particles. energy that takes place in hydroelectric the principle behind generators and
charges.
power plants. motors.
In Grade 5, they learned about the
Learners also learn about the relationship
different modes of heat transfer. This
between heat and work, and apply this
time, they explain these modes in terms
concept to explain how geothermal power
of the movement of particles.
plants operate.
After they have learned how electricity is
generated in power plants, learners
further develop their understanding of
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transmission of electricity from power
stations to homes.
EARTH AND SPACE

schools.
GEOLOGY
Learners will describe what makes up After familiarizing themselves with In this grade level, learners will learn that Learners will learn that aside from weathering
their environment, beginning with the general landscape, learners will our surroundings do not stay the same and erosion, there are other processes that
the landforms and bodies of water investigate two components of the forever. For example, rocks undergo may alter the surface of the Earth: earthquakes
found in their community. physical environment in more detail: weathering and soil is carried away by and volcanic eruptions. Only the effects of
soil and water. They will classify soils erosion. Learners will infer that the surface earthquakes and volcanic eruptions are taken
in their community using simple of the Earth changes with the passage of up in this grade level, not their causes (which
criteria. They will identify the time. will be tackled in Grades 8 and 9). Learners
different sources of water in their will also gather and report data on earthquakes
community. They will infer the and volcanic eruptions in their community or
importance of water in daily region.
activities and describe ways of using
water wisely.
METEOROLOGY
Learners will describe the different After making simple descriptions Learners will learn that the weather does After learning how to measure the different
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types of local weather, about the weather in the previous not stay the same the whole year round. components of weather in Grades 4 and 5,
grade, learners will now measure the Weather disturbances such as typhoons learners will now collect weather data within
components of weather using simple may occur. Learners will describe the the span of the school year. Learners will
instruments. They will also identify effects of typhoons on the community and interpret the data and identify the weather
trends in a simple weather chart. the changes in the weather before, during, patterns in their community.
and after a typhoon.
ASTRONOMY
Learners will describe the natural After describing the natural objects After learning about the Sun, learners will In Grade 6, learners will turn their attention to
objects that they see in the sky. that are seen in the sky, learners will now familiarize themselves with the Moon Earth as another natural object in space (in
now focus on the main source of and the stars. They will describe the addition to the Sun, Moon, and stars).
heat and light on Earth: the Sun, its changes in the appearance of the Moon and Learners will learn about the motions of the
role in plant growth and discover that the changes are cyclical, and Earth: rotation and revolution. Learners will
development, and its effect on the that the cycle is related to the length of a also compare the different members that
activities of humans and other month. Learners will identify star patterns make up the Solar System and construct
animals. that can be seen during certain times of the models to help them visualize their relative
year. sizes and distances.

schools.

GEOLOGY
Learners will explore and locate places As a result of being located along the Ring Being located along the Ring of Fire, the Using maps, learners will discover
using a coordinate system. They will of Fire, the Philippines is prone to Philippines is home to many volcanoes. Using that volcanoes, earthquake
discover that our country’s location earthquakes. Using models, learners will models, learners will explain what happens epicenters, and mountain ranges are
near the equator and along the Ring of explain how quakes are generated by when volcanoes erupt. They will describe the not randomly scattered in different
Fire influences elements of up faults. They will try to identify faults in the different types of volcanoes and differentiate places but are located in the same
Philippine environment (e.g., natural community and differentiate active faults active volcanoes from inactive ones. They areas. This will lead to an
resources and climate). from inactive ones. will also explain how energy from volcanoes appreciation of plate tectonics—a
may be tapped for human use. theory that binds many geologic
processes such as volcanism and
earthquakes.
METEOROLOGY
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Learners will explain the occurrence of Being located beside the Pacific Ocean, the In this grade level, learners will distinguish Note: The theory of plate tectonics
atmospheric phenomena (breezes, Philippines is prone to typhoons. In Grade between weather and climate. They will is the sole topic in Earth and Space
monsoons, and ITCZ) that are 5, the effects of typhoons were tackled. explain how different factors affect the in Grade 10. This is because the
commonly experienced in the country Here, learners will explain how typhoons climate of an area. They will also be theory binds many of the topics in
as a result of the Philippines’ location develop, how typhoons are affected by introduced to climatic phenomena that occur previous grade levels, and more
with respect to the equator, and landforms and bodies of water, and why over a wide area (e.g., El Niño and global time is needed to explore
surrounding bodies of water and typhoons follow certain paths as they move warming). connections and deepen learners’
landmasses. within the Philippine Area of Responsibility. understanding.
ASTRONOMY
Learners will explain the occurrence of Learners will complete their survey of the Learners will now leave the Solar System and
the seasons and eclipses as a result of Solar System by describing the learn about the stars beyond. They will infer
the motions of the Earth and the characteristics of asteroids, comets, and the characteristics of stars based on the
Moon. Using models, learners will other members of the Solar System. characteristics of the Sun. Using models,
explain that because the Earth revolves learners will show that constellations move in
around the Sun, the seasons change, the course of a night because of Earth’s
and because the Moon revolves around rotation, while different constellations are
the Earth, eclipses sometimes occur. observed in the course of a year because of
schools.
the Earth’s revolution.
GRADE 3
PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CONTENT STANDARDS CODE
STANDARDS COMPETENCY MATERIALS EQUIPMENT
Grade 3 – MATTER
FIRST QUARTER/FIRST GRADING PERIOD
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schools.
1. BEAM 5. Unit 4. 1. 5-Newton
1. Properties The learners demonstrate The learners should be The learners should be able Learning Guides. 3 Spring
1.1. Characteristics understanding of… able to… to… Materials. Module 1. Balance
of solids, February 2007.
liquids, and ways of sorting materials group common objects 1. describe different 2. Moving Onward 2. Beral
gases and describing them as found at home and in objects based on with Science and Pipette
solid, liquid or gas based school according to their characteristics Health 1 Teacher’s Dropper
on observable properties solids, liquids and gas (i.e. shape, Manual. Dungan-
SSP_S3MT-Ia-
weight, volume, Ramires, Cristeta, 3. Double-
b-1
ease of flow, et al. 1997. pp. 56- pan
texture, ability to 69 Balance,
float or sink); 3. Growing with 500g
Science and Health
1. Domanais, Lucia
C., et al. 1997. pp.
115-119, 152-155.*
4. Science and Health
1. Coronel,
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Carmelita C., et al.
2000. pp. 83-91.
1. Bañez,
Resurreccion S., et
al. 1998. pp. 108-
121. *
Today 1. Apolinario,
Nenita A. 1997. pp.
125-133. *
7. Into the Future:
Science and Health
2. Estrella, Sonia
1. Properties V., et al. 1997. pp.
1.1. Characteristics The learners demonstrate The learners should be The learners should be able 84-97.*
of solids, understanding of… able to… to… 8. Science and Health
liquids, and Today 2. Apolinario,
gases ways of sorting materials group common objects 2. classify objects and Nenita A. 1997. pp.
schools.
1. BEAM 5. Unit 4.
3. describe ways on SSP_S3MT-Ie- Learning Guides. 3
the proper use and g-3 Materials. Module 1.
handling solid, February 2007.
1. Properties The learners demonstrate The learners should be liquid and gas 2. Our World of
1.1. Characteristics understanding of… able to… found at home and Science and Health
of solids, in school; and 1. Santiago, Erlinda
liquids, and group common objects M. 1997. pp. 105-
gases ways of sorting materials found at home and in 124. *
and describing them as school according to 3. Science and Health
solid, liquid or gas based solids, liquids and gas Today 2. Apolinario,
on observable properties Nenita A. 1997. pp.
126-136. *
4. Exploring Science 2.
Siringan-Rasalan,
Elizabeth. 1999. pp.
82-100. *
PY
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2. Apostol, Joy A.,
et al. 1997. pp.
112-123. *
6. Growing with
Science and Health
2. Domanais, Lucia
C., et al. 1997. 114-
130. *
7. Science for Daily
Use 2. Menguito,
Perla B., et al.
1997. pp. 111-125. *
8. Science for
Everyone 2. De
Lara, Ruth G. 1997.
pp. 98-112. *
2. Coronel,
Carmelita C. 1997.
schools.

3 Teacher’s Manual.
Jacinto, Emilio S.
Jr., et al. 1997. pp.
109-111. *
2. Science Around Us
3. Garcia, Ligaya B.,
et al. 1997. pp.
113-114. *
4. Changes that effects of temperature on investigate the different 4.describe changes in BEAM 5. Unit 4. 8 Plastic
Materials materials changes in materials as materials upon heating: Physical and Chemical Thermometer,
Undergo affected by 4.1 solid to liquid SSP_S3MT-Ih- Changes. Distance non-mercury
temperature 4.2 liquid to solid j-4 Learning Modules. DLP
4.3 liquid to gas 26.
4.4 solid to gas
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Grade 3 – Living Things and Their Environment
SECOND QUARTER/SECOND GRADING PERIOD

schools.
1. BEAM 3. Unit 1. 1. Human Ear
1. Living Things The learners demonstrate The learners should be The learners should be able Distance Learning Model
understanding of… able to … to… Modules. DLP 1. 2. Human
1.1 Humans 2. Science for Nose
The sense organs of the practice healthful habits 1. describe the sense SSP_S3LT-IIa- Everyone 1. De Model
1.1.a Sense human body and their in taking care of the organs of the human b-1 Lara, Ruth G. 1997. 3. Human
Organs functions sense organs body and their pp. 1-11* Torso
functions; 3. Science and Health Model
1. Santiago, Ma. (miniature-
Lourdes B. 1997. type)
pp. 1-7.*
4. Into the Future:
1. Living Things The learners demonstrate The learners should be The learners should be able SSP_S3LT-IIa- Science and Health
understanding of… able to … to… b-1 1. Estrella, Sonia
1.2 Humans V., et al. 1997. pp.
The sense organs of the practice healthful habits 1. describe the parts and 1-9. *
1.1.a Sense Organs human body and their in taking care of the functions of the sense 5. Science and Health
functions sense organs organs of the human body; Today 1. Apolinario,
PY
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Nenita A. 1997. pp.
2-17. *
6. Moving Onward
with Science and
Health 1. Dungan-
Ramirez, Cristeta.
1997. pp. 11-17. *
7. Growing with
Science and Health
1. Domanais, Lucia
C., et al. 1997. pp.
2-4. *
1. Bañez,
Resurreccion S., et
al. 1998. pp. 2-8. *
1. Coronel,
schools.
1. BEAM 3. Unit 1.
2. enumerate healthful SSP_S3LT-IIa- Distance Learning
habits to protect the b-2 Modules. DLP 9.
sense organs; 2. BEAM 3. Unit 1.
Distance Learning
Modules. DLP 10.
3. BEAM 3. Unit 1.
Distance Learning
Modules. DLP 11.
4. BEAM 3. Unit 1.
Distance Learning
Modules. DLP 12.
2. Coronel,
3.demonstrate ways of SSP_S3LT-IIa- Carmelita C. 1997.
taking good care of the b-3 pp. 19-23. *
sense organs; 6. Exploring Science 2.
Siringan-Rasalan,
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9-13. *
7. Into the Future:
Science and Health
2. Estrella, Sonia
V., et al. 1997. pp.
4-13. *
2. Coronel,
2000. pp. 15-21.
9. Science for
Everyone 2. De
Lara, Ruth G. 1997.
pp. 19-25. *
Nenita A. 1997. pp.
28-34. *
schools.
1.Model of
1.Living Things parts of animals and their enumerate ways of 3. describe animals in SSP_S3LT-IIc- invertebrates
functions grouping animals based their immediate d-4 1. BEAM 3. Unit 2. 2.Model of
1.2 Animals on their structure and surroundings; Distance Learning vertebrates
importance of animals to importance Modules. DLP 18.
humans 2. Science for Daily
Use. Menguito,
Perla B., et al.
1997. pp. 52-55. *
3. Into the Future:
Science and Health
2. Estrella, Sonia
V., et al. 1997. pp.
36-37. *
Siringan-Rasalan,
33-35. *
PY
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5. Into the Future:
Science and Health
1. Estrella, Sonia
V., et al. 1997. pp.
44-45. *
1. Bañez,
Resurreccion S., et
al. 1998. pp. 52-55. *
7. Science for
Everyone 1. De
Lara, Ruth G. 1997.
pp. 59-62. *
Nenita A. 1997. pp.
72-76. *
1. Coronel,
schools.
4. identify the parts of SSP_S3LT-IIc- 1. BEAM 3. Unit 2. 1.Hand

animals and their d-5 Distance Learning Magnifying
functions; Modules. DLP 19. Lens, 5X
2. Science and Health 2.Model of
1. Coronel, invertebrates
Carmelita C. 1997. 3.Model of
pp. 53-57.* vertebrates
3. Science for
Everyone 1. De
Lara, Ruth G. 1997.
pp. 52-54. *
1. Bañez,
Resurreccion S., et
al. 1998. pp. 56-60. *
5. Into the Future:
Science and Health
PY
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6. Differentiate animals in SSP_S3LT-IIc- 1. Estrella, Sonia
terms of their body d-6 V., et al. 1997. pp.
structures for locomotion 36-43. *
and survival; 6. Science for
Everyone 2. De
Lara, Ruth G. 1997.
pp. 49-53. *
7. Into the Future:
Science and Health
2. Estrella, Sonia
V., et al. 1997. pp.
26-33. *
Nenita A. 1997. pp.
60-63. *
2. Apostol, Joy A.,
et al. 1997. p. 57. *
schools.
8. state the importance of SSP_S3LT-IIc- 1. BEAM 3. Unit 2.

animals to humans; d-8 Distance Learning
Modules. DLP 29.
2. Science for
Everyone 1. De
Lara, Ruth G. 1997.
pp. 70-72. *
3. Into the Future:
Science and Health
2. Estrella, Sonia
V., et al. 1997. pp.
48-49. *
PY
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schools.
9. describe proper ways of SSP_S3LT-IIc-

caring for animals; d-9
1. BEAM 3. Unit 2.
Distance Learning
Modules. DLP 31.
Use 2. Menguito,
Perla B., et al.
1997. pp. 76-79. *
for Life 2. Carale,
Lourdes R. 1997.
pp. 94-99. *
4. Into the Future:
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Science and Health
2. Estrella, Sonia V.
1997. pp. 50-51. *
2. Coronel,
2000. pp. 60-61.
2. Apostol, Joy A.,
et al. 1997. pp. 71-
72. *
Nenita A. 1997. pp.
92-97. *
Siringan-Rasalan,
47-49. *
schools.
1. Living Things external parts of plants demonstrate proper 10. describe the parts of SSP_S3LT-IIe- Hand
and their functions ways of taking care of different kinds of plants; f-10 magnifying
1.3 Plants plants lens
Importance of plants to
humans 11. identify unique SSP_S3LT-IIe-
features of plants; f-11
1. BEAM 3. Unit 3.
Distance Learning
Modules. DLP 33.
2. BEAM 3. Unit 3.
Distance Learning
Modules. DLP 34.
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et al. 1997. pp. 78-
89. *
4. Science and Heath
2. Coronel,
Carmelita C. 1997.
pp. 86-97. *
Siringan-Rasalan,
56-65. *
Nenita A. 1997. pp.
106-108. *

2. Coronel,
schools.
1. 12. state the SSP_S3LT-IIe- 1. BEAM 3. Unit 3.

importance of plants f-12 Distance Learning
to humans; Modules. DLP 38.

1. Santiago, Ma.
Lourdes B. 1997.
pp. 100-101. *

Santiago, Ma.
Lourdes B. 1997. p.
68. *
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schools.
2. 13. describe proper SSP_S3LT-IIe- 1. BEAM 3. Unit 3.

ways of caring for f-13 Distance Learning
plants; Modules. DLP 40.
2. BEAM 3. Unit 3.
Distance Learning
Modules. DLP 41.
2. Apostol, Joy A.
1997. pp. 104-105.
*
2. Coronel,
2000. pp. 79-80.
for Life 2. Carale,
Dr. Lourdes R., et
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al. 1997. pp. 136-
140. *
Use 2. Menguito,
Perla B., et al.
1997. Pp. 105-106.
*
et al. 1997. pp. 97-
98. *
8. Science for
Everyone 2. De
Lara, Ruth G. 1997.
pp. 93-94. *
1 Teachers Manual.
Santiago, Ma.
Lourdes B. 1997. p.
schools.
characteristics of living illustrates 4. 14. compare living SSP_S3LT-IIe-

things characteristics of living with nonliving f-14 Pilot School MTB-MLE.
things things; Science TG. Quarter 1.
Day 1.
compare characteristics
of living things with
those of nonliving
things
1. Living Things
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1.4 Characteristics of
living things
2. Heredity: reproduction in humans, given a photo of SSP_S3LT-IIg-

15. Provide evidence that
Inheritance and animals and plants offspring and parents, h-15
living things reproduce;
Variation make a checklist of
certain observable possible characteristics
characteristics that are that the offspring
5. 16. identify
passed on from parents to inherited from the
observable SSP_S3LT-IIg-
offspring parents
characteristics that h-16
are passed on from
parents to offspring;

schools.
3.Ecosystems basic needs of plants, perform activities at 17. identify the basic SSP_S3LT-IIi-
animals and humans home, in school, or in needs of humans, plants j-17 1. Science and Health
their neighborhood to and animals such as air, 2. Apostol, Joy A.,
keep the environment food, water, and shelter; et al. 1997. pp. 35-
clean
40, 70 and 103. *
2. Growing with
Science and Health
1. Domanais, Lucia
C., et al. 1997. pp.
20-40 and 78-80. *

Nenita A. 1997. pp.
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VA
114-116. *
8. 18. explain how SSP_S3LT-IIi-

living things depend j-18
on the environment
to meet their basic
needs; and

schools.
10. 19. recognize that SSP_S3LT-IIi-

there is a need to j-19
protect and conserve
the environment.
Grade 3 – Force and Motion

THIRD QUARTER/THIRD GRADING PERIOD
1. Force and Motion The learners demonstrate The learners should be The learners should be able 1. Pair of
understanding of… able to… to… Bar
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motion of objects observe, describe, and 1.describe the position of a 2. Plastic
investigate the position person or an object in relation Ruler, 12
and movement of to a reference point such as inches or
things around them stationary chair, door, or Into the Future: 30cm
another person Science and Health 2.
SSP_S3FE-IIIa- Estrella, Sonia V., et al.
1997. pp. 124-125. *

schools.
1. Science and Health 1. Pair of

The learners should be 2. observe and identify SSP_S3FE-IIIa-b- Bar
1. Force and Motion The learners demonstrate able to… factors that can change the Magnets
Nenita A. 1997. pp.
understanding of… state of motion of a body 2. Toy Car,
154-157. *
observe, describe, and 2. Into the Future: non-
motion of objects investigate the position Science and Health friction,
and movement of 2. Estrella, Sonia non-
things around them V., et al. 1997. pp. battery
126-131. *
for Life 2. Carale,
Dr. Lourdes R., et
al. 1997. pp. 171-
180. *
Use 2. Menguito,
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1997. pp. 144-150.
*
2. Apostol, Joy A.,
et al. 1997. pp.
147-153. *
6. Growing with
Science and Health
Domanais, Lucia C.,
et al. 1997. pp.
157-159. *
Bañez, Resurreccion
S. 1998. pp. 100-
102.

schools.
3. demonstrate ways in SSP_S3FE-IIIb-c-
which the state of motion
can be changed
4. describe the movements SSP_S3FE-IIIc- 1. Growing with Toy car, non-

of objects such as fast/slow, Science and Health friction, non-
forward/backward, 1. Domanais, Lucia battery
straight/turning left or right; C., et al. 1997. pp.
166-168. *
2. Exploring Science 3
Teacher’s Manual.
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Alsim-Madriaga,
IO
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Lucita. 2000. pp.
108-111. *
Teacher’s Manual.
Reynaldo-
Mangubat, Ma.
Carmina. 1999. pp.
100-102. *

schools.
1. Connecting
2. Energy: Light, Sound, sources and uses of light, list different sources 5. identify and describe SSP_S3FE-IIId-e- wires and
Thermal Energy, and sound, thermal energy, and uses of light, sources of light, sound, 1. BEAM 3. Unit 5. Bulb-Socket
Electrical Energy and electrical energy sound, thermal energy, thermal energy, and Distance Learning Assembly
and electrical energy Modules. DLP 50. a. 250 mm
electrical energy;
2. BEAM 3. Unit 5. long with
Distance Learning crocodile
Modules. DLP 51. clips, red
3. Science Around Us b. bulb and
2. Garcia, Ligaya B., socket
et al. 1997. pp. assembly
123-124 and 133-
134. * 2. Dry Cell
4. Science and Health Holder, 1
2. Coronel, chamber,
Carmelita C., et al. for size D
2000. pp. 105-106 dry cell
PY
and 114-115.
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5. Science for 3. Flashlight
Everyone 2. De with
Lara, Ruth G. 1997. Incandesce
pp. 116-119 and nt Bulb
126-127. *
6. Into the Future:
Science and Health
2. Estrella, Sonia
V., et al. pp. 105-
109 and 114-115. *
Use 2. Menguito,
Perla B., et al.
1997. pp. 127-129
and 138-140. *
Siringan-Rasalan,
101-105.*
schools.
7.characterize light as SSP_S3FE-IIIe-f -

bright and dim;
8.classify sounds as loud SSP_S3FE-IIIf-

and soft;
PY
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1. MISOSA 6. Module 1. Connecting
SSP_S3FE-IIIg- 21. wires and
9. classify objects as hot 2. MISOSA 6. Module Bulb-Socket
and cold; 22. Assembly
3. MISOSA 6. Module a. 250 mm
23. long with
4. Science for Daily crocodile
Use 4. Lozada, clips, red
10. identify different SSP_S3FE-IIIg-h- Buena A., et al. b. bulb and
sources of electrical energy 2002. p. 162. * socket
in the community; assembly

schools.
2. Dry Cell
11. explain the importance SSP_S3FE-IIIh-i - Holder, 1
of light, sound, thermal chamber,
energy and electrical for size D
energy in everyday life. dry cell
3. Flashlight
with
incandesce
nt bulb
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2. Energy: Light, Sound,

Thermal Energy, and
Electrical Energy sources and uses of light, list different sources
sound, thermal energy, and uses of light,
and electrical energy sound, thermal energy,
and electrical energy
schools.
Grade 3 – Earth and Space
FOURTH QUARTER/FOURTH GRADING PERIOD
1. BEAM 3. Unit 6.
1. Earth and Space The learners demonstrate The learners should be The learners should be able SSP_S3ES-IVa- Learning Guides.
1.1The Surroundings understanding of… able to… to… b Me and my
Environment.
people, animals, plants, express their concerns 1. describe the things January 2007.
lakes, rivers, streams, hills, about their found in the 2. Science and Health
mountains, and other surroundings through surroundings; 1. Coronel,
landforms, and their teacher-guided and self Carmelita C. 1997.
importance –directed activities pp. 176-186. *
3. Moving Onward
with Science and
Health 1. Dungan-
Ramirez, Cristeta.
1997. pp. 175-
1. Earth and Space The learners demonstrate The learners should be The learners should be able SSP_S3ES-IVa- 187. *
PY
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understanding of… able to… to…
IO
1.1The Surroundings b 4. Science and Health
AT
LID
VA
Today 1.
people, animals, plants, express their concerns 1. describe the things found Apolinario, Nenita
lakes, rivers, streams, hills, about their in the surroundings; A. 1997. pp. 164-
mountains, and other surroundings through 170. *
landforms, and their teacher-guided and self 5. Moving Onward
importance –directed activities with Science and
Health 1 Teacher’s
Manual. Dungan-
Ramirez, Cristeta.
1997. pp. 83-87. *
6. Growing with
Science and Health
1 Teacher’s
Manual. Domanais,
Lucia C. 1997. pp.
169-171. *

schools.
1. BEAM 3. Unit 6.
2. relate the importance of SSP_S3ES-IVc- Learning Guides.
surroundings to people d Me and my
and other living things; Environment.
January 2007.
Nenita A. 1997. pp.
174-176.
3. Growing with
Science and Health
1. Domanais, Lucia
C., et al. 1997. pp.
193-197.
1. BEAM 4. Unit 8.
2. Earth and Space types and effects of express ideas about 3. describe the changes in SSP_S3ES-IVe- Distance Learning
2.1Weather weather as they relate to safety measures during the weather over a f Modules. DLP 57.
daily activities, health and different weather period of time; 2. Science and Health
PY
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safety conditions creatively Today 1.
(through artwork, Apolinario, Nenita
poem, song) A. 1997. pp. 183-
186. *
3. Growing with
Science and Health
1. Domanais, Lucia
C., et al. 1997. pp.
202-205. *
4. Our World of
Science and Health
1. Santiago,
Erlinda M. 1997.
pp. 166-169. *

schools.
4. communicate how SSP_S3ES-IVg- 1. BEAM 4. Unit 8.

different types of h Distance Learning
weather affect activities Modules. DLP 57.
in the community; 2. Our World of
Science and Health
1. Santiago,
Erlinda M. 1997.
pp. 176-180. *
Today 1.
Apolinario, nenita
A. 1997. pp. 187-
188. *
4. Growing with
Science and Health
1. Domanais, Lucia
4. communicate how C., et al. 1997. pp.
PY
CO
N
IO
AT
LID
VA
different types of SSP_S3ES-IVg- 187-188. *
2. Earth and Space types and effects of express ideas about weather affect activities h 5. Science for
2.1Weather weather as they relate to safety measures during in the community; Everyone 2. De
daily activities, health and different weather Lara, Ruth G.
safety conditions creatively 1997. pp. 177-178.
(through artwork, *
poem, song) 6. Into the Future:
Science and Health
2. Estrella, Sonia
V., et al. 1997. pp.
166-167. *
7. Growing with
Science and Health
2 Teacher’s
Manual. Domanais,
Lucia C., et al.
1997. pp. 168-170.
*
8. Growing with
schools.
daily activities, health and conditions creatively 1. BEAM 4. Unit 8.
safety (through artwork, 5. enumerate and practice SSP_S3ES-IVg- Distance Learning
poem, song) safety and precautionary h Modules. DLP 58.
measures in dealing with 2. Into the Future:
different types of Science and Health
weather; 2. Estrella, Sonia
V., et al. 1997. pp.
168-169. *
3. Growing with
Science and Health
1. Domanais, Lucia
C., et al. 1997. pp.
213-216. *
2. Apostol, Joy A.,
et al. 1997. pp.
211-212. *
5. Science for
PY
CO
N
IO
AT
LID
VA
Everyone 2
Teacher’s Manual.
De Lara, Ruth G.
1997. pp. 142-144.
*
6. Growing with
Science and Health
2 Teacher’s
Manual. Domanais,
Lucia C. 1997. pp.
171-173. *

schools.
3. Earth and Space natural objects in the sky list down activities 6. describe the natural SSP_S3ES-IVg- 1. Pilot School MTB-
affect one’s daily activities which affect their daily objects that are found h MLE. Science TG.
3.1Natural Objects activities in the sky during Quarter 4. Week 7.
in the Sky daytime and nighttime; 2. Science and Health
for Life 2. Carale,
Dr. Lourdes R., et
al. 1997., pp. 213-
217. *
1. Bañez,
Resurreccion S., et
al. 1998. pp. 198-
207. *
1. Santiago, Ma.
Lourdes B. 1997.
pp. 189-192. *
PY
CO
N
IO
AT
LID
VA
Today 1.
Apolinario, Nenita
A. 1997. pp. 196-
198. *
6. Our World of
Science and Health
1. Santiago,
Erlinda M. 1997.
pp. 182-186. *
1 Teacher’s
Manual. Bañez,
Resurreccion S.
1998. pp. 131-134.
*
8. Moving Onward
3. Earth and Space natural objects in the sky list down activities 6. describe the natural with Science and
affect one’s daily activities which affect their daily objects that are found SSP_S3ES-IVg- Health 1 Teacher’s
schools.
7. communicate how the SSP_S3ES-IVg-

natural objects in the h 1. Pilot School MTB-
sky affect daily MLE. Sciene TG.
activities; Quarter 4. Week 7.
2. Growing with
Science and Health
2. Domanais, Lucia
C., et al. 1997. pp.
198-200. *
et al. 1997. pp.
203-204. *

7. communicate how the SSP_S3ES-IVg- Use 2. Menguito,
natural objects in the h Perla B., et al.
PY
CO
N
IO
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LID
VA
sky affect daily 1997. pp. 199-200.
activities; and *

schools.
8. enumerate safety SSP_S3ES-IVg- 1. Pilot School MTB-

measures to avoid the h MLE. Science TG.
harmful effects of the Quarter 4. Week 8.
Sun’s heat and light 2. Science Around Us
et al. 1997. pp.
205-206. *
2. Coronel,
Carmelita C. 2000.
p. 170.
Emilio, Jacinto Jr. S.
1997. pp. 198-200.
*
PY
CO
N
IO
AT
LID
VA
3. Earth and Space Teacher’s Manual.
natural objects in the sky list down activities Alsim-Madriaga,
3.1Natural Objects affect one’s daily activities which affect their daily Lucita. 2000. pp.
in the Sky activities 167-170. *
6. Science Around US
Garcia, Ligaya B., et
al. 1997. 165-167.
*

schools.
GRADE 4
CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
Grade 4 – Matter
The learners should be SSP_S4MT-
1. Properties The learners The learners should be able to… Ia-1
demonstrate able to… 1. classify materials
1.1. Properties used to understanding of… based on the
group and store Recognize and practice ability to absorb
materials grouping different proper handling of or repel water and
1.2. Importance of materials based on products its tendency to
PY
CO
N
interpreting product their properties undergo decay
IO
AT
LID
VA
labels and
biodegradability;

schools.

CONTENT CODE
1.3. Proper disposal of 1. Exploring

waste 1. recognize the effects SSP_S4MT- Science 3
of decaying materials Ib-2 Teacher’s
on one’s health, Manual. Alsim-
safety and Madriaga,
environment; Lucita. 2000. pp.
84-89. *
2. Science Around
Us 3. Garcia,
Ligaya B., et al.
1997. pp. 110-
115. *
3. Science Around
Us 3 Techer’s
Manual. Garcia,
Ligaya B., et al.
PY
CO
1997. pp. 87-91.
N
IO
AT
LID
VA
*
The learners The learners should be 2. demonstrate proper SSP_S4MT-

1. Properties demonstrate able to… waste disposal Ic-d-3
understanding of… according to the
1.1. Properties used to Recognize and practice properties of
group and store grouping different proper handling of materials;
materials materials based on products
1.2. Importance of their properties
interpreting product
labels
Proper disposal of
waste

schools.

CONTENT CODE
2. Changes that Materials changes that evaluate whether changes 4. describe changes in SSP_S4MT- 1. MISOSA 6. 1. Long Nose Pliers,
Undergo materials undergo in materials are useful or solid materials when Ie-f-4 Module 15. 6"
2.1. Changes that are useful when exposed to harmful to one’s they are bent, 2. EASE Science I. 2. Mortar and
2.2. Changes that are certain conditions. environment pressed, hammered, Module 5. Pestle, 150ml
harmful or cut; 3. BEAM 5. Unit 4. capacity,
8 Physical and porcelain
Chemical
Changes.
Distance
Learning
Modules. DLP
26.
6. describe changes in SSP_S4MT- 1. OHSP Chemistry. 1. Beakers, 250 mL

properties of Ig-h-5 Module 15. 2. Beral Pipette, 5mL
PY
CO
N
materials when 2. MISOSA 4. 3. Double pan
IO
AT
LID
VA
exposed to certain Module 21. balance
conditions such as 3. Science and 4. Erlenmeyer flask,
changes in Technology I: 2250 mL
temperature or when Integrated 5. Graduated
mixed with other Science cylinder, plastic,
materials; and Textbook for 250mL
changes that evaluate whether changes First Year. 6. Stirring rod
2. Changes that Materials materials undergo in materials are useful or Villamil, Aurora 7. Test tubes
Undergo when exposed to harmful to one’s M., Ed.D. 1998. 8. Thermometer,
2.1. Changes that are useful certain conditions. environment pp. 48-50. * alcohol

schools.

CONTENT CODE
6. identify changes in SSP_S4MT- 1. Exploring

materials whether Ii-j-6 Science 3
useful or harmful to Teacher’s
one’s self and the Manual. Alsim-
environment. Madriaga,
Changes that are
Lucita. 2000.
harmful
pp. 84-89. *
2. MISOSA 6.
Module 17.

1. MISOSA 6.
1.Parts and Functions The learners The learners should be The learners should be SSP_S4LT- Module 4. Human torso model
demonstrate able to… able to…
PY
IIa-b-1 2. BEAM 3. Unit 1.
CO
N
IO
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LID
VA
1.1Humans understanding of… Distance
1.1.a Major organs of the construct a model of a 1. describe the Learning
body how the major major organ of the human functions of the Modules. DLP
1.1.b Caring for the internal organs body to show how it major organs; 1.
major organs such as the brain, works 3. BEAM 3. Unit 1.
1.1.c Diseases that affect heart, lungs, liver, Distance
the major organs of stomach, enumerate ways of taking Learning
the human body intestines, kidneys, care of the human body Modules. DLP
bones, and 2.
muscles keep the 4. Science for
body healthy Daily Use 4. pp.
13-15 and 30-
31. *
5. Science for
Daily Use 5. pp.
24-26 and 43-
44. *

schools.

CONTENT CODE
1. MISOSA 5.
2. using a model, SSP_S4LT- Module 1.
communicate how IIa-b-2 Skeleton model
the major organs 2. MISOSA 5.
work together to Module 2.
make the body
function properly; 3. MISOSA 5.
Module 4.
4. MISOSA 5.
Module 6.
5. MISOSA 4.
Module 5.
6. Science for
PY
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N
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AT
LID
VA
Daily Use 5.
Tan, Conchita
T. 2012. pp.
24-26 and 43-
44. *
7. Science for
Daily Use 4.
Lozada, Buena
A., et al. 2011.
pp. 13-15 and
30-31. *
3. identify causes and
SSP_S4LT-
treatment of diseases
IIa-b-3
of the major organs;

schools.

CONTENT CODE
Science for Daily

4. practice healthful SSP_S4LT- Use 4. Lozada,
habits that maintain IIa-b-4 Buena A., et al.
a healthy body; 2011. p. 34. *
1.2 Animals animals have body 5. infer that body SSP_S4LT- 1. BEAM 3. Unit 2.
parts that make structures help IIc-d-5 Distance
1.2.a Live on land or in them adapt to land animals to adapt and Learning
water or water survive in their
Modules. DLP
particular habitat;
27.
2. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
68-69. *
PY
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N
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LID
VA
8. compare body
SSP_S4LT-
movements of MISOSA 5. Module
IIc-d-6
animals in their 7.
habitat;

schools.

CONTENT CODE
7. make a survey of SSP_S4LT- 1. BEAM 3. Unit 2.

animals found in the IIc-d-7 Distance
community and their Learning
specific habitats;
Modules. DLP
28.
2. BEAM 5. Unit 2.
4 Animals and
their Food.
Distance
Learning
Modules. DL 13.
PY
CO
N
IO
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LID
VA
8. choose which animals SSP_S4LT- 1. BEAM 3. Unit 2.
to raise in a IIc-d-8 Distance
particular habitat; Learning
Modules. DLP
28.
2. BEAM 5. Unit 2.
4 Animals and
their Food.
Distance
Learning
Modules. DL 13.

schools.

CONTENT CODE
Conduct an investigation 9. identify the specialized 1. Learning Guide: Hand magnifying lens
1. 3 Plants on the growth of a specific structures of SSP_S4LT- How do plants
plants have parts plant with specialized terrestrial and IIe-f-9 Protect
1.3.a Live on land or in that make them structure given a certain aquatic plants; themselves
water adapt to land or environmental condition 2. Learning Guide
water 10. conduct investigation in Science and 1. Hand Magnifying
on the growth and Health: Plants, Lens, 5X
development of SSP_S4LT- Here. There
plants with IIe-f-10 and Everywhere 2. Thermometer,
specialized structures Alcohol, -20ᴼC
given different to 110ᴼC
environmental
conditions (light,
water, temperature,
and soil type);
PY
CO
N
IO
AT
LID
11. make a survey of
VA
plants found in the SSP_S4LT-
community and their IIf-g-11
specific habitats;
12. choose which plants SSP_S4LT-

to grow in a IIf-g-12
particular habitat;
1. BEAM 4. Unit 3.
2. Heredity: Inheritance and different 13. compare the stages SSP_S4LT- Life Cycle of
Variation organisms go in the life cycle of IIg-h-13 Animals.
2.1 Life Cycles through life cycle demonstrate ways of organisms;
2.1.a Humans, Animals, which can be controlling the spread of 2. MISOSA 4.
and Plants dengue disease by Module 7.

schools.

CONTENT CODE
affected by their BEAM 4. Unit 3. Life

environment 14. describe the effect of SSP_S4LT- Cycle of Animals.
the environment on IIg-h-14
the life cycle of
organisms;
1. EASE Science I. Fresh Water

3. Ecosystems beneficial and 15. describe some types SSP_S4LT- Module 10. Aquarium with Stand
harmful of beneficial IIi-j-15 Lesson 1.
3.1 Beneficial and interactions occur interactions among
Harmful interactions among living living things; 2. MISOSA 6.
things and their Interrelationshi
environment as p among living
they obtain basic organisms.
needs 1. EASE Science I.
modifying the environment 16. describe certain types SSP_S4LT- Module 10.
PY
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N
IO
AT
LID
VA
that affects the life cycle of of harmful IIi-j-16 Lesson 1.
mosquitoes interactions among
living things; 2. MISOSA 6.
Interrelationshi
p among living
organisms.
SSP_S4LT- 1. EASE Science I.
17. conduct IIi-j-17 Module 10.
investigations to Lesson 1.
3. Ecosystems determine
environmental 2. MISOSA 6.
3.1 Beneficial and beneficial and conditions needed by Interrelationshi
Harmful interactions harmful living things to p among living
survive; and organisms.

schools.

CONTENT CODE
interactions occur 18. describe the effects of SSP_S4LT-

among living interactions among IIi-j-18
things and their organism in their
environment as environment.
they obtain basic
needs
1. Forces in Everyday Life The learners The learners should be The learners should be
1.1 Contact Forces demonstrate able to… able to… SSP_S4FE- 1. EASE Science I.
- Push and Pull understanding of… IIIa-12 Module 7.
- Frictional Force 1. differentiate contact Lesson 1.
1.2 Non- Contact Forces force that can and non-contact forces; 2. Science Around
- Gravitational Force change the shape, Us 3. Garicia,
- Magnetic Force size or movement Ligaya B., et al.
of objects. 1997. p. 142. *
PY
CO
N
IO
AT
LID
2. classify common
VA
examples of forces in the SSP_S4FE-
environment as: IIIa-b
- applied force MISOSA 4. Module
(push or pull) 19.
- frictional force
- gravitational force
2. Effects of Force on the The learners
-magnetic force;
Shape, Size, and Movement demonstrate
of Objects understanding of…
3. explain how force can 1. Magnetic
force that can 1. EASE Physics.
affect the shape and size SSP_S4FE- Compass
change the shape, Module 8.
of an object; IIIb-c- 2. Pair of Bar
size or movement 2. Into the
Magnets
of objects. Future:Science
and Health 2.
Estrella, Sonia

schools.

CONTENT CODE
4. investigate the effects SSP_S4FE-IIIc- V., et al. 1997.

of force on the motion of d- pp. 128-131. *
an object; 3. Science and
Health Today 2.
Apolinario,
5. demonstrate the effect SSP_S4FE- Nenita A. 1997.
of gravitational force on IIId-e- pp. 161-163. *
the motion of an object; 4. Science and
Health 2.
6. investigate the forces SSP_S4FE-IIIe Coronel,
exerted by magnets - Carmelita C.
1997. pp. 160-
162. *
3. Light, Heat and Sound The learners The learners should be The learners should be able 1. BEAM 4. Unit 6.
PY
CO
demonstrate able to…
N
Distane
IO
AT
LID
VA
to…
understanding of… Learning
demonstrate conceptual 7. investigate how light SSP_S4FE- Modules. DLP
how light, heat understanding of IIIe-f- 45.
interacts with objects and
and sound travel properties/characteristics 2. Science Around
determine whether an
using various of light, heat and sound Us 2. Garcia,
objects object is opaque, Ligaya B., et al.
translucent and transparent; 1997. pp. 125-
126. *

schools.

CONTENT CODE
8. investigate how sound SSP_S4FE-IIIf- 3. Science for
travels through different g- Everyone 2. De
media; Lara. Ruth G.
1997. pp. 120-
121. *
4. Into the Future:
Science and
Health 2.
Estrella, Sonia
V., et al. 1997.
pp. 110-111. *
9. investigate how thermal SSP_S4FE-IIIg- 5. Science for
Daily Use 2.
energy travels through h-
Menguito, Perla
different materials B., et al. 1997.
pp. 130-131. *
PY
CO
6. Exploring
N
IO
AT
LID
VA
Science 2.
Siringan-
Rasalan,
Elizabeth. 1999.
pp. 106-107. *
8. investigate how sound SSP_S4FE-

travels through different IIIh- 1. EASE Physics.
media; Module 3.
2. EASE Physics.
Module 16.

schools.

CONTENT CODE
10. manipulate simple SSP_S4FE-IIIi-
instruments in performing
laboratory activities related
to light, sound, and thermal
energy.
11. identify ways to protect SSP_S4FE-IIIi-

oneself from exposure to
excessive light, heat, and
sound
PY
CO
N
IO
AT
LID
VA
4. Soil The learners The learners should be The learners should be able Science Around Us Hand Magnifying
1.1 Types of soil demonstrate able to… to… 3. Garcia, Ligaya B., Lens, 5X
1.1.1 Soil for plant understanding of… 1. compare and contrast SSP_S4ES- et al. 1997. pp. 151-
growth practice precautionary the characteristics of IVa 153. *
the different types measures in planning different types of soil;
of soil activities
2. explain the importance SSP_S4ES-

of soil for plant growth. IVb

schools.
1. BEAM I. Unit 7.
2. Water in the The learners The learners should be 3. investigate the different Powers of Water.
Environment demonstrate able to… uses of water from Module 2. August
understanding of… various sources in the SSP_S4ES- 2009.
2.1 Sources and practice precautionary community; IVc 2. EASE Science I.
importance of the different measures in planning Module 13.
water sources of water activities 3. Science Around
suitable for human Us 3. Garcia,
consumption Ligaya B., et al.
1997. pp. 163-
165. *
1. BEAM I. Unit 7.
Powers of Water.
Module 2. August
2009.
SSP_S4ES-
4. infer the importance of
water in daily activities; IVd 2. Science Around
Us 3. Garcia,
Ligaya B., et al.
PY
CO
1997. pp. 166-
N
IO
AT
LID
VA
168. *
BEAM 5. Unit 6. 16
Blowing in the Wind.
5. use weather
SSP_S4ES- Distance Learning
instruments to measure
IVe Modules. DLP 45.
the different weather
components.

schools.
1. Simple
3. Weather The learners The learners should be 6.make simple SSP_S4ES- Anemometer
3.1 Components of demonstrate able to… interpretations about the IVf 2. Aneroid Barometer,
weather understanding of… weather as recorded in a wall-type
3.2 Weather practice precautionary 3. Hydrometer/
weather chart;
instruments components of measures in planning psychometer
3.3 Weather chart weather using activities 4. Magnetic compass
simple instruments 5. Rain gauge
6. Thermometers
7. Wind vane
Science and
Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. pp. 203-204.
*
PY
CO
N
IO
AT
LID
VA

schools.
7.identify safety precautions 1. Into the Future: Classroom
during different weather SSP_S4ES- Science and Thermometer
conditions; IVf-g Health 2. Estrella,
Sonia V., et al.
1997.p. 163. *
2. Science and
Health for Life 2.
Carale, Dr.
Lourdes R. 1997.
p. 208. *
1. Science and
Health 2. Coronel,
Carmelita C.,
1997. p. 206. *
2. Into the Future:
Science and
Health 2. Estrella,
Sonia V., et al.
PY
1997. pp. 164-
CO
N
IO
AT
LID
VA
165. *

schools.
1. BEAM 4. Unit 8.
Distance
Learning
Modules. DLP 58.
2. Science for
Everyone 2. De
Lara, Ruth G.
1997. p. 179. *
3. Science and
Health 2. Coronel,
Carmelita C.
1997. p. 208. *
4. Into the Future:
Science and
Health 2. Estrella,
Sonia V., et al.
1997. pp. 168-
169. *
5. Science Around
Us 2. Garcia,
PY
CO
N
IO
AT
LID
VA
Ligaya B. 1997.
The learners should be pp. 180-181. *
able to…
6. Science Around
practice precautionary Us 2 Teacher’s
measures in planning Manual. Garcia,
activities Ligaya B. 1997.
pp. 143-145. *

schools.
1.
4. The Sun The learners 8. describe the changes in SSP_S4ES- 1.BEAM 4. Unit 7.
4.1 Importance of the demonstrate the position and length of IVg-h 11 Solar and Lunar
Sun understanding of… shadows in the Eclipse. Distance
4.2 Effects of Sun on surroundings as the position Learning Modules.
living things the Sun as the of the Sun changes; DLP 68.
4.3 Safety precautions main source of heat 2. BEAM I. 9 The
and light on Earth Earth and its
Neighbors. Shadow
Cast. September
2009.
3. Science and
Health 2. Apostol,
Joy A. 1997. pp.
227-228. *
9.describe the water cycle SSP_S4ES- 1. BEAM 5. Unit 6.

and the role of the Sun in IVh-i 16 Blowing in the
the process; Wind. Distane
Learnig Modules.
PY
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N
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LID
VA
DLP 46.
2. BEAM 5. Unit 6.
16 Blowing in the
Wind. Distane
Learnig Modules.
DLP 45.

schools.
10.describe the effects of SSP_S4ES-

the Sun; and IVi-j
1. BEAM 3. Unit 5.
Distance Learning
11.identify safety SSP_S4ES-
Modules. DLP 52.
precautions given the IVj
2. BEAM 5. Unit 6.
effects of the Sun.
16 Blowing in the
Wind. Distane
Learnig Modules.
DLP 46.
3. Exploring Science
3 Teacher’s
Manual. Alsim-
Madriaga, Lucita.
2000. pp. 163-
165. *
4. Science Around
PY
CO
N
IO
AT
LID
Us 3. Garcia,
VA
Ligaya b. 1997.
pp. 203-204. *
Use 2. Menguito,
Perla B., et al.
1997. pp. 199-
200. *
6. Science Around
Us 2. Garcia,
Ligaya B., et al.
1997. pp. 192-
193. *
7. Science and
Health 3. Emilio,
Jacinto Jr. D., et
al. 1997. pp. 195-
197. *

schools.
GRADE 5

CONTENT CODE
Grade 5 – Matter
NFE. Matter 1B:
1. Properties The learners The learner… The learner… Forms,
demonstrate SSP_S5MT- Properties and
1.1 Useful and potentially understanding of… design a product out of 1. evaluate the Ia-b-1 Changes. 2001.
harmful materials local, recyclable solid condition of p. 18.
PY
CO
N
IO
AT
LID
VA

schools.
CONTENT CODE
and/ or liquid materials materials whether 1. Alcohol Lamp,
in making useful they are useful or glass, 150 ml.
products. potentially harmful Capacity
2. Stirring rod
properties of materials 1. EASE II.
to determine whether Chemistry
they are useful or Module 15.
potentially harmful Lesson 4.
2. NFE. Matter
1B: Forms,
Properties
and Changes.
2001. pp. 33-
36.
3. Chemistry III
Textbook.
Mapa, Amelia
PY
CO
N
IO
AT
LID
VA
P., Ph.D., et
2. Changes that Materials al. 2001. pp.
Undergo SSP_S5MT- 36-37. *
Ic-d-2 4. Science and
The learner… 2. investigate Technology I:
design a useful product changes that Integrated
out of local, recyclable happen in Science
solid and/or liquid materials under Textbook for
materials the following First Year.
The learners Villamil,
conditions:
demonstrate Aurora M.,
2.1 presence or
understanding of… Ed.D. 1998.
lack of
47-50. *
changes that materials oxygen; and
5. Sciene for
undergo due to oxygen 2.2 application of
Daily Use 5.
and heat heat; Tan, Conchita
T. 2012. pp.
134-143. *
6. Science and
schools.
CONTENT CODE
4.use local, recyclable solid SSP_S5MT- MISOSA 6.
and/or liquid materials in Ih-j-4 Module 17. pp.
making useful products 7-8.
PY
CO
N
IO
AT
LID
VA

schools.
CONTENT CODE
PY
CO
N
IO
AT
LID
VA
2. Changes that Materials
Undergo
The learners
demonstrate
understanding of…
materials undergo
changes due to oxygen
and heat

schools.
CONTENT CODE
PY
CO
N
IO
AT
LID
VA

schools.
CONTENT CODE
1. Parts and Functions The learners The learners should be The Learners should be
demonstrate able to… able to… 1. BEAM 5. Unit Human torso
1.1Humans understanding of… 1. 1 The model
practice proper hygiene 1. describe the parts of Human
1.1.a The reproductive how the parts of the and proper ways of the reproductive SSP_S5LT-
Reproductive
system human reproductive taking care of the system and their IIa-1
System.
system work reproductive organs functions;
Distance
Learning
Modules. DLP
1.
2. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
PY
CO
N
IO
AT
LID
VA
2-5. *
3. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp.
157-159.
4. Science and
Technology
II: Biology
Textbook.
NISMED.
2012. pp.
157-159.
Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. 5. NFE.
*These materials are in textbooks Ang
that have been delivered to
schools.
CONTENT CODE
1. BEAM 5. Unit
SSP_S5LT- 1. 1 The
2. describe the changes IIa-b-2 Human
that occur during
puberty; Reproductive
System.
Distance
Learning
Modules. DLP
3.
2. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
12-13. *
PY
CO
N
IO
AT
LID
VA
3. NFE. Ang
Reproductive
System. 2001.
pp. 27-29.

schools.
CONTENT CODE
1. BEAM 5. Unit
3. explain the menstrual SSP_S5LT- 1. 1 The
cycle; IIb-c-3 Human
Reproductive
System.
Distance
Learning
Modules. DLP
4.
2. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
15-17. *
PY
CO
N
IO
AT
LID
VA
3. NFE. Ang
Reproductive
System.
2001. pp. 11-
14.

schools.
CONTENT CODE
1. BEAM 5. Unit
SSP_S5LT- 1. 1 The
4. give ways of taking IIc-d-4 Human
care of the
reproductive organs; Reproductive
System.
Distance
Learning
Module. DLP
5.
2. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
19-22. *
PY
CO
N
IO
AT
LID
VA

schools.
CONTENT CODE
1. MISOSA 4.
1.2. Animals how animals reproduce 5. describe the different SSP_S5LT- Science Life
ways of producing IIe-5 Cycle of
1.2.a reproductive system young in different
Animals.
of animals species of animals;
1.2.b different ways of 2. Science for
producing young in Daily Use 4.
different species of Lozada,
animals Buena A., et
al. 2011. pp.
48-50. *
PY
CO
N
IO
AT
LID
VA
3. Science and
Technoogy II:
Biology
Textbook.
NISMED.
2012. pp.
153-157.
4. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp.
153-157.

schools.
CONTENT CODE
1. EASE Biology.
1.3. Plants how plants reproduce 6. describe the Module 7.
1.3.a reproductive parts in reproductive parts in SSP_S5LT- Lesson 2. pp.
plants plants and their IIf-g-6 11-14.
1.3.b different ways of functions;
propagating plants 2. Science for
Daily Use 4.
Lozada,
Buena A., et
al. 2011. pp.
48-50. *
3. Science and
Technology
II: Biology
Textbook.
PY
CO
N
IO
AT
LID
VA
NISMED.
2004. pp.
147-152.
4. Science and
Technology
II: Biology
Textbook.
NISMED.
2012. pp.
147-152.

schools.
CONTENT CODE
1. MISOSA 4.
7. describe the different SSP_S5LT- Module 14.
ways of propagating IIf-g-7
plants 2. Science for
Daily Use 4.
Lozada,
Buena A., et
al. 2011. pp.
77-78 and 97-
98. *
3. Science and
Technology
II: Biology
Textbook.
NISMED.
PY
CO
N
IO
AT
LID
VA
2004. pp.
139-151.
4. Science and
Technology
II: Biology
Textbook.
NISMED.
2012. pp.
139-151.
2. Ecosystems the interactions among create a hypothetical 8. discuss the interactions SSP_S5LT-
living and nonliving community to show among living things and IIh-i-8
2.1 Interactions Among things that take place how organisms nonliving things in
Living Things in estuaries and interact and reproduce estuaries and intertidal
intertidal zones to survive zones; and

schools.
CONTENT CODE
2.1.a Estuaries 9. explain the need to
2.1.b Intertidal Zones protect and conserve SSP_S5LT-
estuaries and intertidal IIi-j-9
zones.
PY
CO
N
IO
AT
LID
VA

schools.
CONTENT CODE
1. NSTIC Science 1. Meter stick
1. Motion The learners The learners should be The learners should be SSP_S5FE- Manual. 2. Plastic Ruler,
1.1 Measuring time and demonstrate able … able to… IIIa- Integrated 12 inches or 30
distance using understanding of… Science cm
1. measure distance and time Mnaual. 012- 3. Stopwatch
standard units
motion in terms of using appropriate tools and 013.
distance and time standard units 2. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
1. Motion 48-61. *
The learners 3. Science and
1.1 Measuring time and 2. describe the motion of an
demonstrate SSP_S5FE- Technology I:
distance using understanding of… object by tracing and Integrated
PY
IIIb-
CO
N
IO
AT
LID
VA
standard units measuring its change in Science
motion in terms of position over a period of time Textbook for
distance and time First Year.
Vilamil,
Aurora M.,
Ed.D. 1998.
pp. 73-74. *
4. Science and
Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp.
107-108.

schools.
CONTENT CODE
1. Science and
3. construct and interpret a SSP_S5FE-IIIc- Technology
distance and time graph IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
48-61. *
2. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
279-280.
PY
CO
N
IO
AT
LID
VA

schools.
CONTENT CODE
2. Light, Heat, and Electricity The learners The learners should be 1. NSTIC Science 1. Aluminum rod
2.1 Conductors and demonstrate able to… SSP_S5FE- Manual. 2. Beaker
insulators of heat and understanding of… IIId- Chemistry 3. Copper rod
electricity; 4. classify materials as Science 4. Heat
2.2 Effects of light, heat, how different objects conductors and insulators Manual. 075- Conduction
interact with light, of heat and electricity 077. Apparatus (with
and electricity on people
2. BEAM 5. Unit 5 different
and objects heat, and electricity
5. Electric metals)
Cicuits. DLP 5. Plastic rod
the effects of light,
32. 6. Steel rod
heat, and electricity
3. Science and 7. Stirring rod
on people and
Technology 8. Test Tube
objects
IV: Physics Holder
Textbook for 9. Test Tube Rack
Fourth Year. 10. Tripod
Rabago, Lilia 11. Wire Gauze
M., Ph.D., et 12. Wood rod
PY
CO
N
IO
AT
LID
VA
al. 2001. p.
350. *
4. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp. 22-
24.
SSP_S5FE-
5. investigate how colors 1. Science and
affect the ability of the IIId-e- Technology
object to absorb heat. I: Integrated
Science

schools.
CONTENT CODE
Textbook for
First Year.
Villamil,
Aurora M.,
6. relate the ability of the Ed.D. 1998.
material to block, absorb SSP_S5FE- p. 101. *
or transmit light to its use, IIIe-f- 2. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp. 22-
24.
The learners should be
3. Electricity and Magnetism The learners The learners should be able to … 1.BEAM 5. Unit 1. Bulb and bulb
3.1 Circuits demonstrate able to… SSP_S5FE-IIIf- 5. 12 socket
3.2 Electromagnets understanding of… 7. infer the conditions Electromagnet 2. Connectin
construct a tool or necessary to make a bulb s. Learning g wires
PY
CO
N
IO
AT
LID
VA
a simple DC circuit and device using light up Guides. 3. Dry cell holders
the relationship between electromagnet that is Powered
electricity and Attraction.
useful for home, school
magnetism in January 2009.
or community
electromagnets 2.Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
300-301. *

schools.
CONTENT CODE
8. determine the effects of SSP_S5FE-IIIf-
changing the number or g- 1. BEAM 5. Unit Electricity and
type of components in a 5. 12 Magnetism Kit:
circuit Electromagne a. 2 pcs – size D
ts. Learning dry cell holder
Guides. b. 2 pcs – dry
Powered cell, size D
Attraction. c. 6 pcs blue
January connecting
2009. wires with
2. Science and alligator clip
Technology and banana
3. Electricity and Magnetism The learners The learners should be IV: Physics plug
3.1 Circuits demonstrate able … Textbook for d. 1 pc – knife
3.2 Electromagnets understanding of… Fourth Year. switch
construct a tool or Rabago, Lilia e. 3 assembles –
a simple DC circuit and device using M., Ph.D., et socket with
the relationship between al. 2001. pp. bulb, terminal
PY
CO
N
IO
electromagnet that is
AT
LID
VA
electricity and 308-310. * binding
magnetism in f. 100 g –
or community
electromagnets magnet wire
#20
g. 1 pc – iron
core rod (10-
12 mm Ø x
100mm)

schools.
CONTENT CODE
9. infer that electricity can SSP_S5FE-IIIh
be used to produce magnets - 1. BEAM 5. Unit 1. #22 single wire
5. 12 (solid)/ magnet
Electromagnet wire
s. Learning 2. Connecting
Guides. wires
Powered 3. Dry cell holder
Attraction. 4. Iron rod/nail
January 2009. core
2. Science and 5. Knife switch
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
320-326. *
PY
CO
N
IO
AT
LID
VA
3. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
190-200.
The learners The learners should be 4. NFE.
demonstrate able … Magnetism in
understanding of… Everyday Life.
construct a tool or 2001. pp. 16
a simple DC circuit and device using and 21-22.
the relationship between electromagnet that is 10. design an experiment to BEAM 5. Unit 5. 12
electricity and determine the factors that Electromagnets.
magnetism in affect the strength of the SSP_S5FE-IIIi- Learning Guides.
or community
electromagnets electromagnet. Powered
Attraction.
January 2009.

schools.
CONTENT CODE
1. Processes that Shape The learners The learners should be The learners should be SSP_S5ES- 1. BEAM 4. 7
Earth’s Surface demonstrate able to… able to… IVa EARTH.
1.1 Weathering and Soil understanding of… participate in projects 1. describe how rocks turn Distance
Erosion that reduce soil erosion into soil; Learning
Introduction of types of weathering and soil in the community Modules. DLP
Rocks before weathering erosion shape the 51.
and erosion Earth’s surface and 2. Science and
affect living things and 2. investigate extent of SSP_S5ES- Technology I:
the environment soil erosion in the IVb-c Integrated
community and its Science
effects on living things Textbook for
and the environment First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
1. Processes that Shape The learners The learners should be 3.suggest ways of reducing p. 164. *
PY
CO
N
IO
AT
LID
VA
Earth’s Surface demonstrate able to… soil erosion based on the SSP_S5ES- 3. Science and
1.1 Weathering and Soil understanding of… results of an investigation; IVc-d Technology I:
Erosion participate in projects General
weathering and soil that reduce soil erosion Science
erosion shape the in the community Textbook for

schools.
CONTENT CODE
Earth’s surface and First Year.
affect living things and Rabago, Lilia
the environment M., Ph.D., et
al. 1997. pp.
174-176. *
4. Science and
Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp.
223-224.
5. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
220-221. *
PY
CO
N
IO
AT
LID
VA
4.observe the changes in 1. BEAM 5. Unit Simple
2. Weather Disturbances weather disturbances prepares individual the weather before, during SSP_S5ES- 6. 16 Blowing Anemometer
2.1 Types of weather and their effects on the emergency kit. IVe in the Wind.
and after a typhoon;
disturbances: environment. Distance Aneroid
2.2 Effects of weather Learning Barometer, wall-
disturbances on living Modules. DLP type
50.

schools.
CONTENT CODE
things and the 5. MISOSA 5.
environment. The learners The learners should be 5. describe the effects of a SSP_S5ES- Module 24.
demonstrate able to… typhoon on the IVf 6. Science for
understanding of… community given a Daily Use 5.
prepares individual certain storm warning Tan, Conchita
2. Weather Disturbances weather disturbances emergency kit. signal; T. 2012. p.
2.1 Types of weather and their effects on the 234. *
disturbances: environment. 7. NFE.
2.2 Effects of weather Paghahanda
disturbances on living sa Bagyo.
things and the 2011. pp. 5-
environment. 11.
PY
CO
N
IO
AT
LID
VA

schools.
CONTENT CODE
1. BEAM 5. Unit
6. 16 Blowing
in the Wind.
Distance
Learning
Modules. DLP
51.
2. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 207-210.
PY
CO
N
IO
AT
LID
VA
*
3. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
149-151.
4. NFE.
Typhoons in
the
Philippines.
2001. pp. 10-
13.

schools.
CONTENT CODE
1. MISOSA 4. 1. Sun-earth-moon
3. The Moon The learners The learners should be 6. infer the pattern in the Module 33. model
3.1 Phases of the Moon demonstrate able to… changes in the SSP_S5ES- 2. BEAM 4. 10 2. Flashlight
3.2 Beliefs and practices understanding of… appearance of the IVg Understanding 3. Ordinary globe
moon; how the 4. Small ball (e.g.
Moon’s motion styorfoam)
PY
CO
N
IO
AT
LID
VA

schools.
CONTENT CODE
the phases of the Moon debug local myths and
and the beliefs and folklore about the Moon 7. relate the cyclical SSP_S5ES-
and the Stars by pattern to the length of IVh
practices associated affects Earth.
presenting pieces of a month; and
with it evidence to convince the Distance
Learning
community folks
Modules. DLP
63.
3. BEAM 4. 10
Understanding
how the
Moon’s motion
affects Earth.
Distance
Learning
Modules. DLP
64.
4. Science and
Health 1.
PY
CO
Santiago, Ma.
N
IO
AT
LID
VA
Lourdes B.
1997. pp. 195-
196. *
5. Science for
Daily Use 4.
Lozada, Buena
A., et al. 2011.
pp. 243-244. *
6. Science and
Health 2.
The learners should be Apostol, Joy A.,
3. The Moon able to… et al. 1997. pp.
3.1 Phases of the Moon 234-235. *
3.2 Beliefs and practices The learners debug local myths and 7. Science and
demonstrate folklore about the Moon Technology I:
understanding of… and the Stars by
Integrated
Science
presenting pieces of Textbook for
the phases of the Moon evidence to convince the First Year.
and the beliefs and community folks Villamil, Aurora
practices associated M., Ed.D.
schools.
CONTENT CODE
1. BEAM 6. Unit
4.The Stars constellations and the 8. identify star patterns that SSP_S5ES- 6.
4.1 Patterns of stars information derived from can be seen at particular IVi-j 2. Science and
(constellation) their location in the sky. times of the year. Technology I:
Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 268-272. *
GRADE 6
PERFORMANCE LEARNING SCIENCE

CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS EQUIPMENT
PY
CO
N
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LID
VA
Grade 6 – Matter
Properties The learners demonstrate The learners should be The learners should be able 1. OHSP
understanding of… able to… to… Integrated
1. Mixture and their Science.
Characteristics different types of mixtures prepare beneficial and 1. describe the appearance and SSP_S6M Science 1.
and their characteristics useful mixtures such as uses of uniform and non- T-Ia-b-1 Quarter 1.
1.1 Homogeneous and drinks, food, and herbal uniform mixtures; Module 2. pp.
Heterogeneous decoctions (guava as 8-10.
mixtures antiseptic, oregano as 2. EASE Science
cough relief) II. Chemistry
Module 4.
Lesson 2.
3. BEAM 4. 5
Explain what
happens after
Mixing
schools.

Materials.
Learning
Guides. Mix it
Up. July 2009.
pp. 5-7.
4. BEAM 4. 5
Explain what
happens after
mixing it Up.
Distance
Learning
Module. DLP
36.
5. APEX. Phases
of Matter. Unit
1. Chapter 2.
PY
CO
6. Science and
N
IO
AT
LID
VA
Technology
III. NISMED.
1997. pp. 29-
34.
7. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et
al. 2001. pp.
38-42. *
8. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
schools.

Ed.D. 1998.
pp. 57-58. *
9. Science and
Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp. 53-
55.
10. NFE.
Preparation
and
Separation
of Mixtures.
2001. pp. 10-
24.
PY
CO
N
IO
AT
LID
VA

schools.

2. Separating Mixtures The learners demonstrate The learners should be 1. MISOSA 5. 1. Beaker, 250
understanding of… able to… Module 17. ml,
2. BEAM III. Unit borosilicate
different techniques to 2. 7 2. Evaporation
separate mixtures separate desired 2. enumerate techniques in SSP_S6 Demonstrate setup (stand
materials from common separating mixtures such as MT-Ic- knowledge of setup,
and local products. decantation, evaporation, g-2 simple evaporating
filtering, sieving and using techniques. dish, ring with
magnet; and Sparating and stem, wire
Preparing gauze, alcohol
Mixtures. lamp/Bunsen
August 2009. burner, 2
3. APEX. Phases universal
of Matter. Unit clamp, stirring
1. Chapter 2. rod)
PY
CO
pp. 50-53. 6. Funnel,
N
IO
AT
LID
VA
4. BEAM 4. 5 plastic
Explain what 7. Test
happens after Tube, Ø
mixing in 16mm x
materials. 150mm long,
Distance borosilicate
Learning 8. Watch
Materials. DLP glass
40.
5. BEAM 4. 5
Explain what
happens after
mixing in
materials.
Learning
Guides. Mix it
Up. Activity
3.3. July
K to 12 Special Science Program Curriculum Guide August 2017
2009.
Page 95 of 227
schools.

3. explain the SSP_S6M Science and

applications and T-Ih-j-3 Technology III.
technology involved in NISMED. 1997.
separating mixtures in pp. 38-40.
the community
(extracting coconut
milk, salt making)
PY
CO
N
IO
AT
LID
VA

schools.

I. Parts and Functions The learners demonstrate The learners should be The learners should be able
understanding of… able to… to… 1.APEX. Biology Human torso
1.1Human Body Unit 4. pp. model
how the major organs of make a chart showing 1. explain how the organs of SSP_S6L 88-157.
Systems the human body work healthful habits that each organ system work T-IIa-b-
1.1.a Musculoskeletal together to form organ promote proper together; 1 2.EASE Biology.
System systems functioning of the Module 13.
1.1.b Integumentary musculoskeletal,
System integumentary, digestive, 3.BEAM 6. Unit
1.1.c Digestive System respiratory,circulatory,
1. 2 The
1.1.d Respiratory nervous and excretory
systems Nervous
System System. 1
1.1.e Circulatory Message
System Sent. Module
PY
1.1.f Nervous System
CO
N
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AT
LID
VA
1. February
1.1.g Excretory System 2008.
4.BEAM II. 4
Organ
System. The
Digestive
System. April
2009. pp. 22-
27.
5.BEAM II. 4
Organ
System.
Circulatory
System. June
2009.
Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. 6.BEAM
*These materials are in textbooks 6. Unit
that have been delivered to
schools.

1. BEAM 6. Unit
2. explain how the different SSP_S6L 1. 2 The
organ systems work T-IIc-d- Nervous
together; 2 System. 1
Message Sent.
5. Illustrate habits promoting SSP_S6L Module 1.
healthy functioning of the T-IIc-d- February
human body; 3 2008.
2. BEAM II. 4
Organ System.
The Digestive
System. April
2009. pp. 22-
27.
3. BEAM II. 4
Organ System.
PY
CO
Circulatory
N
IO
AT
LID
VA
System. June
2009.
4. APEX. Biology
Unit 4. pp. 77-
137.
5. BEAM 4. 2
People.
Human
Digestive
System.
Learning
Guides. Break
it Down. May
2009.
6. BEAM 5. Unit
1. 2 The
Human
Respiratory
System.
Page 98 of 227
schools.

1.2 .Animal The learners demonstrate The learners should be 3. determine the distinguishing SSP_S6L 1. MISOSA 4.
understanding of… able to… characteristics of T-IIe-f- Module 8.
1.2.a Vertebrates and vertebrates and 4 Animals with
Invertebrates the different 1. make an inventory of invertebrates; Backbones_
characteristics of vertebrates and The
vertebrates and invertebrates that are Vertebrates.
invertebrates commonly seen in the 2. BEAM 5. Unit
community 2. Vertebrates
2. practice ways of caring and
for and protecting Invertebrates.
animals Distance
Learning
Modules. DLP
16.
3. EASE Biology.
PY
CO
Module 17.
N
IO
AT
LID
VA
Lesson 1.
4. EASE Biology.
Module 18.
5. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
73-82. *
6. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
258-259.

schools.

1. BEAM 5. Unit
1.3 Plants The learners demonstrate The learners should be 5. Make a survey of the SSP_S6L 3. 7 Diffrences
1.3.a Reproduction of understanding of… able to… vertebrates and invertebrates T-IIg-h- in the Plant
Non-flowering plants present in the community; 5
Groups.
how non-flowering plants 1. make a multimedia
reproduce presentation on how 6. Distinguish between spore- Learning
SSP_S6L
parts of the bearing and cone-bearing T-IIg-h- Guides. Plant
reproductive system plants in terms of how they 6 Kingdom.
of spore-bearing and reproduce; January 2009.
cone-bearing plants
ensure their survival 2. Science and
2. make a flyer on how Technology
plants can be II: Biology
propagated
Textbook.
vegetatively
NISMED.
2012. pp.
PY
CO
N
IO
AT
LID
VA
140-151.
3. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp.
140-151.
schools.

1. BEAM 5. Unit Fresh Water

2. Ecosystems The learners demonstrate The learners should be 7. discuss the interactions SSP_S6L 2. 5 Aquarium with
understanding of… able to… among living things and T-IIi-j-7 Vertebrates Stand
2.1 Interactions Among nonliving things in tropical and
Living Things the interactions among form discussion groups to rain forests, coral reefs, and Invertebrates.
living and nonliving things tackle issues involving mangrove swamps; and Distance
that take place in tropical protection and Learning
2.1.a Tropical ecosystems conservation of Modules. DLP
Rain forests ecosystems that serve as 18.
2.1.b Coral reef nurseries, breeding 2. BEAM 5. Unit
2.2.c Mangrove places, and habitats for 2. 5
swamps economically important Vertebrates
plants and animals and
Invertebrates.
Distance
Learning
PY
CO
Modules. DLP
N
IO
AT
LID
VA
19.
3. Science and
Technoogy I:
Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 149-150.
*
schools.

8. explain the need to protect SSP_S6L 1.MISOSA 5.

and conserve tropical rain T-IIi-j-8 Module 11.
forests, coral reefs, and Saving the
mangrove swamps. Coral Reefs.
2.BEAM 5. Unit
2. 5
Vertebrates
and
Invertebrates.
Distance
Learning
Modules. DLP
18.
3.BEAM 5. Unit
2. 5
PY
CO
Vertebrates
N
IO
AT
LID
VA
and
Invertebrates.
Distance
Learning
Modules. DLP
19.
4.Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
269-272.
Grade 6 – Force, Motion and Energy
schools.

1. Gravitational and The learners demonstrate The learners should be The learners should be able 1. EASE Physics. NSTIC SciKit
Frictional Forces understanding of… able to… to… Module 10.
Mechanics:
SSP_S6FE- 2. Science and
how gravity and friction produce an advertisement 1. explain how friction and gravity Technology Friction
IIIa-b-
affect movement of objects that demonstrates road affect movements of different IV: Physics Apparatus,
safety Textbook for Hooked Masses,
objects;
Fourth Year. Spring Balances
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
85-91. *
3. Science and
Technology I:
Integrated
Science
PY
CO
Textbook.
N
IO
AT
LID
VA
NISMED.
2012. pp. 95-
96.
4. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 68-72. *
5. Science for
Daily Use 4.
Lozada,
1. Gravitational and The learners demonstrate The learners should be Buena A., et
schools.

Frictional Forces understanding of… able to… The learners should be able to… al. 2011. pp.
SSP_S6FE- 153-156. *
how gravity and friction produce an advertisement IIIb-c- 6. Science and
affect movement of objects that demonstrates road 2. investigate different ways to Technology I:
safety reduce or increase friction on General
various types of surfaces Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. *
7. NFE. More on
Forces. 2001.
pp. 4-13.
PY
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N
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LID
VA
schools.

2.Energy The learners demonstrate The learners should be The learners should be able to… 1. EASE Physics. 1. Alcohol Lamp,
2.1 Kinetic and Potential understanding of… able to… glass, 150 ml.
Module 16.
Energy 3. define and differentiate Capacity
how energy is transformed create a marketing SSP_S6FE- 2. OHSP. Module
2.2 Simple Machines kinetic and potential energy. 2.Electricity and
in simple machines strategy for a new product IIIc-e- 16. Magnetism Kit:
2.3 Energy transformation
in simple machines that demonstrates energy 3. BEAM IV. Unit a. 2 pcs – size
efficiency involving simple 3. And there D dry cell
machines was Light. holder
Activities 3.1B b. 2 pcs – dry
and 3.4A. cell, size D
c. 6 pcs blue
August 2009.
connecting
4. BEAM IV. Unit wires with
4. 9 Electrical alligator clip
Energy and banana
PY
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plug
LID
Generation.
VA
Electrical d. 1 pc – knife
Energy. switch
2.Energy e. 3 assembles
September
2.1 Kinetic and Potential – socket
The learners demonstrate The learners should be 4. manipulate simple machines 2008. with bulb,
Energy
2.2 Simple Machines
understanding of… able to… to describe their characteristics SSP_S6FE- 5. BEAM 5. Unit terminal
2.3 Energy transformation and uses IIIe-f- 5. 11 Electric binding
how energy is transformed create a marketing Circuits. f. 100 g –
in simple machines
in simple machines strategy for a new product magnet wire
Distance
that demonstrates energy #20
Learning
efficiency involving simple g. 1 pc – iron
machines Modules. DLP
core rod
35. (10-12 mm
6. BEAM 5. Unit Ø x 100mm)
5. 11 Electric
Circuits.
Distance
Learning
schools.

efficiency involving simple

machines 5. explain how potential energy 1. MISOSA 5.
and kinetic energy are SSP_S6FE- Module 19.
transformed in simple IIIf-h-
machines 2. OHSP. Module
11. Lesson 3.
3. EASE Physics.
Module 11.
Lesson 3.
4. BEAM 5. Unit
5. 13 Simple
Machines.
Distance
Learning
Modules. DLP
PY
CO
N
IO
AT
LID
40.
VA
5. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D.
2.Energy
1998. pp. 78-
2.1 Kinetic and Potential
82. *
Energy
6. Science for
2.2 Simple Machines
2.3 Energy transformation Daily Use 5.
in simple machines Tan, Conchita
T. 2012. pp.
178-201. *
7. Science and
schools.

6.demonstrate the practical and SSP_S6FE- 1.MISOSA 5. Pulley Set:

safe uses of simple machines IIIh-i-
Module 19. a. 1 pc –
2.OHSP. Module double
11. Lesson 3. pulley
3.EASE Physics. b. 1 pc –
Module 11. single pulley
Lesson 3.
4.BEAM 5. Unit
5. 13 Simple
Machines.
Distance
Learning
Modules. DLP
PY
CO
N
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AT
LID
40.
VA
schools.

5. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
202-203. *
6. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. pp.
PY
CO
N
IO
57-59. *
AT
LID
VA
7.NFE. Simple
Machines.
2001. pp. 26-
52.
schools.

1. Forces that affect

The learners demonstrate The learners should … The learners should be able to… SSP_S6E 1. MISOSA 6.
changes on the earth’s
understanding of… S-IVa Module 30.
surface design an emergency 1. describe the changes on the 2. OHSP
1.1 Earthquakes the effects of earthquakes and preparedness plan Earth’s surface as a result of Integrated
1.2 Volcanic Eruption and volcanic eruptions and kit earthquakes and volcanic Science.
eruptions; Science 1.
1. Forces that affect The learners demonstrate Quarter 2.
changes on the earth’s understanding of… The learners should … Module 5.
surface 3. MISOSA 6.
the effects of earthquakes design an emergency Module 13.
1.1 Earthquakes and volcanic eruptions and preparedness plan 4. MISOSA 6.
1.2 Volcanic Eruption and kit Module 27.
5. Science and
Technology I:
Integrated
PY
CO
Science
N
IO
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LID
VA
Textbook.
NISMED. 2012.
pp. 182-185.
6. Science and
2.enumerate what to do before, SSP_S6E Technology I:
during and after earthquakes and S-IVb General
volcanic eruptions; Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. p.
190. *
schools.

SSP_S6E 1. OHSP
S-IVb-c Integrated
Science.
Science 1.
Quarter 2.
Module 5. pp.
16-17 and 21.
2. MISOSA 6.
Module 30. p.
5.
3. EASE Science
1. Forces that affect The learners demonstrate I. Module 12.
changes on the earth’s understanding of… pp. 32-33.
surface The learners should … 4. BEAM 6. Unit
the effects of earthquakes 5. 12 Volcanic
PY
CO
1.1 Earthquakes and volcanic eruptions: design an emergency Eruptions.
N
IO
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LID
VA
1.2 Volcanic Eruption and preparedness plan Activity 3.1.
and kit November
2008.
5. Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 191-192.
6. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. pp.
Page 110 of 227
schools.

3.using graphs, make simple SSP_S6E

2.Weather Patterns in the The learners demonstrate interpretations about the weather S-IVb-c 1. BEAM 3. Unit
Philippines understanding of… patterns in the community and 6. Learning
neighboring areas; Guide.
2.1Weather patterns and weather patterns and Wearther we
Seasons in the Philippines. seasons in the Philippines like it or not.
Module 5.
July 2007.
2. Science and
2.Weather Patterns in the The learners demonstrate Technology I:
Philippines understanding of… Integrated
2.1Weather patterns Science
and Seasons in the weather patterns and 4.describe the different weather Textbook for
Philippines. seasons in the Philippines patterns and seasons in the SSP_S6E First Year.
Philippines; S-IVc-d Villamil,
Aurora M.,
PY
CO
Ed.D. 1998.
N
IO
AT
LID
VA
pp. 209-210.
*
3. Science and
Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp.
289-290.
4. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. pp.
Page 111 of 227
schools.

7.describe the planets and their SSP_S6E

4.The Solar System The learners demonstrate satellite; S-IVg 1. EASE Science Solar system
4.1Planets understanding of… I. Module 15. model
Lessons 1 and
characteristics of planets in 3.
the solar system. 2. MISOSA 5.
Module 26.
8.compare the planets of the solar S6ES- Outer Planet.
system; and IVg-h-i 3. MISOSA 5.
Module 25.
Inner Planets.
1.Science and
Technology I:
Integrated
Science
PY
CO
Textbook for
N
IO
AT
LID
VA
First Year.
Villamil, Aurora
M., Ed.D.
1998. pp. 279-
280. *
2. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
251-252. *
3. Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 319-323.
4. Science and
Technology I:
Page 112 of 227
schools.

9.construct a model of the solar SSP_S6E 1. EASE Science I.

system showing the relative sizes S-IVj Module 15.
Lesson 3.
of the planets and their relative
2.Science and
distances from the Sun. Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 279-281.
3.Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
PY
CO
253-255.
N
IO
AT
LID
VA
4.Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 319-323.
5.Science and
Technology I:
General Science
Textbook for
First Year. pp.
294-297.
schools.
GRADE 7
CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT
Grade 7 – Matter
Doing Scientific The The learners shall be The learners should be able to… 1. OHSP
Investigations learnersdemonstra able to: Integrated
te an Science I.
1. Ways of acquiring 1. describe the components of a Quarter 1.
understanding of:
knowledge and solving 1. conduct scientific investigation; Module 1.
Scientific ways
problems simple 1.1 differentiate scientific law SSP_S7M 2. BEAM I. Module
of acquiring
1.1 Science as investigation and theory T-Ia-1 2.
knowledge
Inquiry that solves 1.2 describe scientific model 3. Chemistry III
and solving
1.2 Tools used in real life 2. differentiate accuracy and Textbook.
problems
Science problems in precision by citing examples Mapa, Amelia
Investigation their locality 3. determine density of materials P., Ph.D., et al.
PY
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1.2.1 Common 2. manipulate 4. apply concepts of significant 2001. pp. 7-9. *
Laboratory common figures, scientific notations, SSP_S7M 4. Science and
Apparatus laboratory conversion of units in conducting T-Ia-2 Technology III:
1.2.2 Precision apparatus investigation Chemistry
and ( balance, beaker, SSP_S7M Textbook.
Accuracy graduated cylinder, T-Ib-3 NISMED. 2012.
1.2.3 Significant meter stick, pp. 3-5.
Figures thermometer) SSP_S7M 5. Science and
1.3 Dealing with T-Ib-4 Technology III.
numbers in NISMED. 1997.
Science pp-14-16.
1.3.1 Scientific
Notation
1.3.2 Conversion
of common
units
(volume,
mass,
schools.
length,
temperatur
e)
1.3.3 Rules in
rounding
off
1.3.4 Significant
figures in
computatio
n
Diversity of Materials in the properties of prepare solutions of 5. differentiate the properties of

Environment solutions different unsaturated or saturated solutions;
concentrations using
locally available
materials 6. calculate concentration (% by
a. Solutions mass or % by volume)
PY
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N
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LID
VA
7. apply separation techniques in
handling mixtures ( paper
chromatography , powdered charcoal
filtration, sublimation)
1. Diversity of Materials in The learners The learners 1. EASE Science

the Environment demonstrate an demonstrate an II. Module 7.
understanding of: understanding of: 2. APEX Chemistry
Solutions. Unit
2.2 Substances and the properties of investigate the 8. distinguish substances from SSP_S7M 2. Chapter 1.
schools.
Mixtures substances that properties of mixtures based on a set of properties T-Ie-f-8
distinguish them substances and (boiling point, melting point,
from mixtures mixtures using conductivity);
available materials in
the community for Lesson 1.
specific purposes 3. BEAM III. Unit
3. 8
Demonstrate
Understanding
of Solutions.
The Marvels of
Solutions.
Septermber
2009.
4. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et al.
PY
CO
N
IO
AT
LID
VA
The learners 2001. pp. 272-
The learners 273. *
demonstrate an
2. Diversity of Materials in the 5. Science and
understanding of: demonstrate an
Environment Technology III:
understanding of: Chemistry
classifying Textbook.
2.3 Elements and substances as make a creative
Compounds NISMED. 2012.
elements or presentation (chart, pp. 114-119.
compounds poster, or 6. Science and
multimedia Technology III.
presentation) of NISMED. 1997.
common elements pp. 129-133.
and compounds
showing their names,
symbols, and uses
1. EASE Science
9. recognize that substances are classified SSP_S7M II. Module 7.
into elements and compounds T-Ig-9 2. APEX
schools.
Chemistry
Solutions. Unit
2. Chapter 1.
Lessons 6-7.
3. BEAM III. Unit
SSP_S7M 3. 8
10. separate compounds into T-Ig-h-10 Demonstrate
elements (electrolysis of water and Understanding
decomposition of carbonates) of Solutions.
The Marvels of
Solutions.
September
2009.
4. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et
al. 2001. pp.
PY
CO
N
IO
AT
LID
VA
283-290. *
5. Science and
Technology
III: Chemistry
Textbook.
NISMED.
2012. pp. 132-
136.
6. Science and
Technology
III. NISMED.
1997. pp. 142-
153.
1. EASE II.
Module 3.
Lesson 2.
2. BEAM III. Unit
schools.
2. 5
Demonstrate
Skill in
Identifying
Chemical
System. Pure
Substance
and Mixture.
August 2009.
3. EASE I.
Module 5.
Lesson 3.
4. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et
al. 2001. pp.
38-42.
PY
CO
N
IO
AT
LID
VA
5. Science and
Technology
III: Chemistry
Textbook.
NISMED.
2012. pp. 34-
38.
6. Science and
Technology
III. NISMED.
1997. pp. 30-
34.
1. EASE II.
Module 3.
Lesson 3.
2. BEAM III. Unit
schools.
2. 6
Demonstrate
Understanding
of Elements.
Elements and
Compounds.
August 2009.
3. EASE I.
Module 5.
Lesson 3.
4. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et
al. 2001. pp.
45-49.
5. Science and
Technology
PY
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N
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LID
VA
III: Chemistry
Textbook.
NISMED.
2012. pp. 52-
56.
6. Science and
Technology
III. NISMED.
1997. pp. 42-
52.
2.4 Acids and Bases The learners Classify common 1. BEAM III.
demonstrate an household materials 11. distinguish substances as acids or Module 3.
understanding of: as acids and bases bases and the corresponding response Lesson 3.
of indicators; SSP_S7M 2. NSTIC Science
the common T-Ii-11 Manual. Biology
properties of acidic Science Manual
and basic mixtures 413. 1.d Acids
schools.
12. Apply safety measures in handling and Bases.
acidic and basic mixtures of varying pH 3. NSTIC Science
strength SSP_S7M Manual.
T-Ii-12 Chemistry
Science
Manual. pp. 34-
39.
4. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et al.
2001. pp. 51-
52. *
5. Science and
Technology III:
Chemistry
Textbook.
NISMED. 2012.
PY
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VA
pp. 62-65.
2.5 Metals and Non- The learners Create a useful 13. describe some properties of metals and SSP_S7M 1. APEX. Phases
metals demonstrate an product that applies non-metals such as luster, malleability, T-Ij-13 of Matter.
understanding of: the knowledge of the brittleness,ductility, and conductivity. Unit 1.
properties of metals Chapter 2.
properties of and non-metals 2. EASE II.
metals and (organizer, pencil Module II.
nonmetals case etc.) Lesson 3.
3. EASE I.
Module 5. pp.
16-18 and 23.
4. Science and
Technology
III. NISMED.
1997. pp. 48-
51.
schools.
1. Parts and Functions The learners The learners should The learners should be able to… SSP_S7L
demonstrate an be able to: T-IIa-1 1. BEAM II. 1 Compound
1.1 Microscopy understanding of: 1. identify parts of the microscope and Nature of microscope
their functions;
PY
CO
N
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LID
VA
schools.
employ appropriate Biology. Tools
the parts and techniques using the 2. observe specimens using the SSP_S7L in Biology.
functions of the compound compound microscope; T-IIb-2 April 2009.
compound microscope to gather
pp. 21-37.
microscope data about very
small objects
2. NSTIC
Science
Manual.
Biology
Science
Manual 413M.
27b
Microscope.
3. NSTIC
Science
PY
CO
N
IO
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LID
VA
Manual.
Biology
Science
Manual 413M.
4 The
Compound
Microscope.
4. Science and
Technology
II: Biology
Textbook.
NISMED.
2012. pp. 12-
15.
5. Science and
K to 12 Special Science Program Curriculum Guide August 2017 Page 122Technology
of 227
schools.
3. describe the different levels of SSP_S7L
1.2 Levels of Biological The learners The learners should biological organization from cell to T-IIc-3
Organization demonstrate an be able to: biosphere; EASE Biology.
understanding of: Module 6.
employ appropriate
the different levels techniques using the
of biological compound
organization microscope to gather
data about very
1.3 Animal and Plant Cells The learners small objects 4. differentiate plant and animal cells 1. Science and
SSP_S7L
demonstrate an according to presence or absence of T-IId-4 Technology
understanding of: certain organelles; II: Biology
Textbook.
the difference NISMED.
between animal 2012. pp. 22-
and plant cells 28.
2. Science and
PY
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N
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LID
VA
Technology
II: Biology
Textbook.
NISMED.
2004. pp. 22-
28.
schools.
5. explain why the cell is considered the SSP_S7L

basic structural and functional unit of T-IId-e- 1. APEX. Unit 2.
all organisms; 5 The Unit Cycle
of Life.
2. BEAM II.
Module 2. The
Basic Units of
Life.
3. EASE Biology.
Module 2.
4. Science and
Technology
II: Biology
PY
CO
N
IO
AT
LID
VA
Textbook.
NISMED.
2012. pp. 21-
22.
5. Science and
Technology
II: Biology
Textbook.
The learners should NISMED.
be able to: 2004. pp. 21-
22.
schools.
employ appropriate
1.4 Fungi, Protists, and The learners techniques using the 6. identify beneficial and harmful SSP_S7L 1. Science and
Bacteria demonstrate an compound microorganisms; T-IIe-f-6 Technology
understanding of: microscope to gather II: Biology
data about very 7. Cite economic importance of SSP_S6L Textbook.
some organisms small objects microorganisms T-IIe-f-7 NISMED.
that can only be 2012. pp.
seen through the 247-268.
microscope, many 2. Science and
of which consist of Technology
only one cell II: Biology
Textbook.
NISMED.
2004. pp.
247-268.
PY
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LID
VA
schools.
2. Heredity: Inheritance The learners 8. differentiate between asexual and SSP_S7L 1. APEX Biology.
and Variation demonstrate an sexual reproduction in terms of the T-IIg-8 Unit 5. Life
understanding of: number of individuals involved and also Reproduction.
2.1 Asexual reproduction in terms of the similarities between 2. BEAM II. Unit
2.2 Sexual reproduction reproduction being offspring and parents; 1. Different
both asexual or Life Process.
sexual Process of Life.
April 2009.
3. BEAM II. Unit
5.
Reproduction.
Cell Growth
and
Reproduction.
April 2009.
4. EASE Biology.
Module 12.
PY
CO
N
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AT
LID
VA
Lesson 3.
5. Science and
Technology II:
Biology
Textbook.
NISMED.
2012. pp. 139-
142.
6. Science and
Technology II:
Biology
Textbook.
NISMED.
2004. pp. 139-
142.
schools.
9. describe the process of fertilization; SSP_S7L 1. MISOSA 5.

T-IIg-9 Module 3.
2. BEAM 5. Unit 1.
1 The Human
Reproductive
System.
Distance
Learning
Modules. DLP2.
3. BEAM 4. Unit 4.
Distance
Learning
Modules.
DLP31.
4. MISOSA 4.
Module 6.
5. APEX. Biology
PY
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N
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AT
LID
VA
Unit 5.
Use 4. Lozada,
Buena A., et al.
2011. pp. 76-
78. *
Use 5. Tan,
Conchita T.
2012. pp. 6-10.
*
8. Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
pp. 153-157.
9. Science and
Technology II:
schools.
3. Ecosystems The learners The learners should 10. differentiate between biotic from SSP_S7L 1. BEAM I. Unit 5.
demonstrate an be able to: abiotic components of an ecosystem; T-IIh-10 1 Living Things
3.1 Components of an understanding of: and Their
ecosystem conduct a Interactions.
3.2 Ecological relationships organisms collaborative action to June 2009.
3.2.a Symbiotic interacting with preserve the 2. EASE I. Module
relationships each other and ecosystem in the 9.
3.2.b Non symbiotic with their locality 3. MISOSA 6.
relationships environment to Components of
3.3 Transfer of energy survive an Ecosystem.
through trophic levels 4. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
PY
CO
N
IO
AT
LID
VA
M., Ed.D. 1998.
p. 222. *
schools.
11. describe the different ecological SSP_S7L 1. MISOSA 6.

relationships found in an ecosystem; T-IIh-11 Interrelationshi
p among
Organisms.
2. BEAM I. Unit 5.
1 Living Things
and their
Interactions.
June 2009.
3. EASE Biology.
Module 19.
4. EASE I. Module
10.
5. Science and
Technology I:
Integrated
Science
PY
CO
N
IO
AT
LID
VA
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 223-226. *
SSP_S7L MISOSA 6. Module

12. predict the effect of changes in
T-IIi-j- 11.
one population on other populations in
12
an ecosystem
1. MISOSA 6.
SSP_S7L Components of
13. predict the effect of changes in T-IIi-j- an Ecosystem.
abiotic factors on the ecosystem. 13 2. EASE I. Module
Grade 7 – Force, Motion and, Energy

schools.
1. Motion in One Dimension The learners The learners shall be The learners should be able to… SSP_S7FE- 1.NSTIC Science NSTIC SciKit
1.1 Scalar and Vector demonstrate an able to: IIIa- Manual. Basic and
Quantities understanding of: 1. compare and contrast scalar and Integrated Mechanics:
1.2. Descriptors of Motion vector quantities. Science Manual. Stand Base;
- Distance and motion in one conduct a forum on 413 M. pp. 2-13. Stand Support;
Displacement dimension mitigation and (Module 8). Stand Support;
- Speed and Velocity disaster risk reduction 2.MISOSA 6. Stand Rods;
- Acceleration Module 24. Multi-clamps;
1.3 Visual Representation of 3.EASE Physics. Stopwatch
Motion Module 10. (digital); Cart-
1.4 Free Fall Motion 4.Science and Rail System;
in One Direction (Downward) Technology I: Motorized Cart;
Integrated Free-Fall
Science Apparatus;
Textbook for Meter Stick;
First Year. Magnetic
The learners The learners shall be The learners should be able to… Villamil, Aurora Compass;
PY
SSP_S7FE-
CO
N
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LID
VA
demonstrate an able to: IIIa- M., Ed.D. 1998. Ticker Timer
understanding of: pp. 73-74. * Set
conduct a forum on 2. determine the resultant vector 5.Science and
motion in one mitigation and graphically. Technology IV:
dimension disaster risk reduction Physics
Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 50-61.
*
3. describe the motion of an object in SSP_S7FE- Science and
terms of distance and displacement, speed IIIb- Technology IV:
and velocity, and acceleration; Pysics Textbook.
NISMED. 2012. p.
258.
schools.
SSP_S7FE-
4. create and interpret visual
IIIb-c- Science and
representations of the motion of objects
Technology IV:
such as tape charts and motion graphs; Physics Textbook.
5. calculate speed, velocity and SSP_S7FE- NISMED. 2012. p.
acceleration; IIIc- 285.
6. describe the motion of free falling SSP_S7FE-

objects in one direction. IIId-
2. Waves 1.OHSP. Module

2.1. Types of Waves The learners The learners should be able to… SSP_S7FE- 15.
2.2. Wave Parameters/ demonstrate an IIId- 2.EASE Physics.
Characteristics understanding of: 7. infer that waves carry energy; Module 15.
- Amplitude 3. Science
- Wavelength waves as a and Technology
- Frequency carriers of energy IV: Physics
PY
CO
- Period
N
IO
Textbook for
AT
LID
VA
- Wave Velocity Fourth Year.
Rabago, Lilia M.,
The learners Ph.D., et al.
2. Waves demonstrate an 2001. pp. 194-
2.1. Types of Waves understanding of: 197. *
2.2. Wave Parameters/ The learners shall be 1.OHSP. Module
Characteristics waves as a able to: 8. differentiate transverse from SSP_S7FE- 15.
- Amplitude carriers of energy longitudinal waves, and mechanical from IIIe- 2.EASE Physics.
- Wavelength conduct a forum on electromagnetic waves. Module 15.
- Frequency mitigation and 3.Science and
- Period disaster risk reduction Tecnology IV:
- Wave Velocity Physics
Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 202-
203.
schools.
9. determine the relationships of SSP_S7FE- 1.OHSP. Module

amplitude, wavelength, frequency, period, IIIe-f- 15.
and wave velocity with each other 2.EASE Physics.
Module 15.
3. Science
and Technology
10. compute wave velocity, wavelength, SSP_S7FE- IV: Physics
frequency and period. IIIf- Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 198-
200. *
3. Sound The learners should be able to…
3.1. Characteristics of sound The learners 1. EASE Physics.
- Pitch demonstrate an 11. describe the characteristics of sound Module 16.
PY
CO
- Loudness understanding of: using the concepts of wavelength, wave 2. OHSP. Module
N
IO
AT
LID
VA
- Quality velocity, amplitude, frequency, and 16.
the characteristics The learners shall be period. 3. Science and
of sound able to: Technology IV:
Physics
The learners conduct a forum on Textbook.
demonstrate an mitigation and NISMED. 2012.
understanding of: disaster risk reduction pp. 371-372.
1.EASE Physics.
the characteristics The learners should be able to… SSP_S7FE- Module 16.
of sound IIIf-g- 2. OHSP. Module
11. describe the characteristics of sound 16.
using the concepts of wavelength, wave 3. Science and
velocity, amplitude, frequency, and period; Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 372-375.
schools.
12. explain sound production in the human SSP_S7FE- 1. EASE Physics.

voice box, and how pitch, loudness, and IIIg- Module 16.
quality of sound vary from one person to 2. OHSP. Module
16.
another;
3. Science and
Technology IV:
Physics
13. describe how organisms produce, SSP_S7FE- Textbook for
transmit, and receive sound of various IIIg- Fourth Year.
frequencies (infrasonic, audible, and Rabago, Lilia
ultrasonic sound). M., Ph.D., et al.
2001. pp. 221-
226. *
1. EASE Physics.
4. Light The learners The learners shall be The learners should be able to… SSP_S7FE- Module 3.
4.1. Propagation of Light demonstrate an able to: IIIh- 2. Science and
PY
4.2. Characteristics of Light understanding of: 14. relate characteristics of light such as
CO
N
Technology IV:
IO
AT
LID
VA
- Intensity or suggest proper color and intensity to frequency and Physics
Brightness the characteristics lighting in various wavelength Textbook for
- Color of light activities Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. P. 246. *
1.EASE Physics.
15. infer that light travels in a straight SSP_S7FE- Module 3.
line IIIh- 2. Science and
Technology IV:
Physics
Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. P. 236.*
schools.
5. Heat The learners 16. infer the conditions necessary for SSP_S7FE- 1. MISOSA 4. Heat
5.1. Heat Transfer demonstrate an heat transfer to occur; IIIh-i- Methods of Heat conduction
- Conduction understanding of: Transfer. metals
- Convection 2. Science and (different
- Radiation how heat is Technology I: metals)
transferred Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
P. 97. *
3. Science and
Technology IV:
Physics
Textbook for
Fourth Year.
PY
CO
N
IO
AT
LID
VA
Rabago, Lilia M.,
Ph.D., et al.
The learners shall be 2001. P. 187. *
able to:
6. Electricity The learners 17. describe the different types of charging SSP_S7FE- 1. EASE Physics.
6.1. Charges demonstrate an suggest proper processes; IIIi-j- Module 6.
6.2. Charging processes understanding of: lighting in various Lesson 2.
activities 2. Science and
charges and the Technology IV:
different charging Physics Textbook
processes for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. P. 290. *
18. explain the importance of earthing or SSP_S7FE- EASE Science II.

grounding. IIIi-j- Module 2. p. 19.
schools.
1.The Philippine The learners The learners shall be The learners should be able to… SSP_S7ES- EASE 1. Module Ordinary
Environment demonstrate an able to: IVa 14. globe/terestrial
understanding of: 1. demonstrate how places on Earth globe
1.1 Location of the Philippines analyze the may be located using a coordinate
using a coordinate the relation of advantage of the system;
system geographical location of the
1.2. Location of the location of the Philippines in relation
Philippines with respect Philippines to its to the climate, 2. describe the location of the SSP_S7ES-
to landmasses and environment weather, and Philippines with respect to the IVa
bodies of water seasons continents and oceans of the world;
PY
CO
1.3. Natural Resources the use of earth’s promote an
N
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VA
1.3.1 Uses resources environmental 3.recognize that soil, water, rocks, coal, SSP_S7ES- EASE Science I.
1.3.2 Effects of how human campaign on and other fossil fuels are Earth IVa-b Module 11.
uses the natural conservation of materials that people use as
resources ecological ecological resources resources;
1.3.3 Protection and sustainability
conservation
5. discuss the different ways that SSP_S7ES- 1. EASE Science
people use natural resources that IVb-c I. Module 11.
lead to pollution in soil, water and 2. Science and
air ; Technology I:
Integrated
Science
Textbook for
First Year.
SSP_S7ES- Villamil,
6. describe ways of using Earth’s IVc Aurora M.,
resources sustainably; Ed.D. 1998.
Pp. 146-150. *
schools.
2.Interactions in the The learners 7. characterize the layers of the SSP_S7ES- 1.EASE Science I.
Atmosphere demonstrate an atmosphere; IVd Module 14.
2.1. Layers of the atmosphere understanding of: 2. Science and
2.2 Greenhouse effect and Technology I:
global warming the different Integrated
2.3 High Pressure and Low phenomena that 8. discuss how energy from the Sun SSP_S7ES- Science
Pressure Areas occur in the The learners shall be interacts with the layers of the IVd-e Textbook.
2.4. Land and sea breezes atmosphere able to: atmosphere; NISMED. 2012.
2.5. Monsoons pp. 310-311.
2.6. Intertropical analyze the 9. explain how some human activities SSP_S7ES-
convergence Zone (ITCZ) advantage of the affect the atmosphere ; IVe 1.EASE Science I.
location of the Module 14.
Philippines in relation Lesson 4.
to the climate, 10. relate differences in 2.BEAM I. 8
weather, and atmospheric pressure to the SSP_S7ES- Changes in the
seasons occurrence of breezes, monsoons, IVf Atmosphere.
and the Intertropical Convergence Learning Guides.
PY
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Zone (ITCZ); Point and Non-
point.
10.account for the occurrence of land SSP_S7ES- September
2.Interactions in the and sea breezes, monsoons, and ITCZ; IVf-g 2009.
Atmosphere 3.Science and
2.1. Greenhouse effect and The learners The learners shall be Technology I:
global warming demonstrate an able to: Integrated
2.3. Land and sea breezes understanding of: Science
2.4. Monsoons analyze the Textbook.
2.5. Intertropical the different advantage of the NISMED. 2012.
convergence zone phenomena that location of the pp. 301-311.
occur in the Philippines in relation Science and
atmosphere to the climate, Technology I:
weather, and 11.describe the effects of certain SSP_S7ES- Integrated
seasons weather systems in the Philippines; IVg Science Textbook.
NISMED. 2012.
pp. 296-299.
schools.
MISOSA 5.
Module 24.
3. Seasons in the The learners SSP_S7ES- 1. Science and

12. using models, relate:
Philippines demonstrate an IVh Technology I:
12.1 the tilt of the Earth to the length
3.1. Relation of seasons to understanding of: Integrated
of daytime;
the position of the Sun Science
12.2 the length of daytime to the
in the sky the relationship of Textbook.
amount of energy received;
3.2. Causes of seasons in the the seasons and NISMED. 2012.
12.3 the position of the Earth in its
Philippines the position of the pp. 308-310.
orbit to the height of the Sun in
Sun in the sky
the sky;
2. Science and
12.4 the height of the Sun in the sky
Technology I:
to the amount of energy received;
Integrated
12.5 the latitude of an area to the
Science
amount of energy the area
Textbook.
receives;
PY
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NISMED. 2012.
AT
LID
VA
pp. 287-289.
Science and
Technology I:
13. show what causes change in the
SSP_S7ES- Integrated
seasons in the Philippines using
IVh-i Science Textbook.
models;
NISMED. 2012.
pp. 287-290.
schools.
4. Tides and its relationship to The learners The learners shall be 14. analyze and interpret patterns of tides SSP_S7E 1. BEAM 4. 11 1. Flashlight
the phases of the Moon demonstrate an able to : and relate them to the position of the S-IVi-j Solar and Lunar 2. Ordinary
understanding of: Moon and the Sun with respect to the Eclipse. globe
Relate the sun- Earth; Distance 3. Sun-earth-
the occurrence of moon- earth Learning moon model
tides. positions and the
Module. DLP 4. Small ball
66. (e.g.
occurrence of tides
2. BEAM 4. 11 styrofoam)
Solar and Lunar
Eclipse.
Distance
Learning
5. Eclipses 15. explain how solar and lunar eclipses SSP_S7ES Module. DLP
6.1. Solar Eclipse occur; -IVj 67.
6.2. Lunar Eclipse 3. BEAM 4. 11
Solar and Lunar
Eclipse.
Distance
PY
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Learning
Module. DLP
68.
4. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1997.
pp. 290-291. *
5. Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 324-325.
schools.
1. BEAM 4. 11
16. collect, record, and report data on the SSP_S7ES Solar and Lunar
beliefs and practices of the community -IVj Eclipse.
in relation to eclipses. Learning Guide.
Eclipse.
September
2009.
2. BEAM 4. 11
Solar and Lunar
Eclipse.
Distance
Learning
Module. DLP
69.
GRADE 8
PY
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Grade 8 – Force, Motion, and Energy
schools.
1. Newton’s Laws of Motion The learners The learners shall The learners should be able to... SSP_S8FE-Ia- 1. EASE NSTIC SciKit
1.1 Law of Inertia demonstrate an be able to: Physics. Basic and
1.2 Law of Acceleration understanding of: 1. recognize inertia as a property of Module 10. Mechanics:
1.3 Law of Interaction develop a written an object which depends solely Lesson 3. Stand Base;
2. Uniform Circular Motion Newton’s three laws plan and implement upon mass; 2. Science and Stopwatch
of motion and a “Newton’s Technology (digital);
uniform circular Olympics” IV: Physics Cart-Rail
motion Textbook. System;
NISMED. Spring Balances;
2012. pp. Ring and
292-296. Cylindrical
3. Science 8 Masses;
Learner’s Meter Stick
Module.
Campo, Pia
C., et al.
2013. pp.
PY
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LID
VA
12-17.
4. Science and
Technologyy
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
75-82. *
schools.
2. investigate the relationship between SSP_S8FE-Ia- 1. EASE Spring balances

the net force applied; and the mass of Physics.
the object to the rate of change in the Module 10.
Lesson 3.
motion of an object;
2. Science and
Technology
IV: Physics
Textbook.
1. Newton’s Laws of Motion NISMED.
1.1 Law of Inertia The learners shall 2012. pp.
1.2 Law of Acceleration The learners be able to: 296-297.
1.3 Law of Interaction demonstrate an 3. Science 8
2. Uniform Circular Motion understanding of: develop a written Learner’s
plan and implement Module.
Newton’s three laws a “Newton’s Campo, Pia
of Olympics” C., et al.
motion and uniform 2013. pp.
PY
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circular motion 18-20.
4. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
83-84. *
schools.
1. EASE
3. associate Newton’s laws of motion SSP_S8FE-Ia- Physics.
with daily activities; Module 10.
Lesson 3.
2. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Ragabo, Lilia
M., Ph.D., et
al. 2001. p.
83. *
1. Newton’s Laws of Motion 3. Science 8
1.1 Law of Inertia Learner’s
1.2 Law of Acceleration The learners shall Module.
1.3 Law of Interaction The learners be able to: Campo, Pia
2. Uniform Circular Motion demonstrate an C., et al.
PY
CO
N
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LID
VA
understanding of: develop a written 2013. pp. 8-
plan and implement 10.
schools.
Newton’s three laws a “Newton’s
of motion and Olympics” 4. solve problems involving force, mass SSP_S8FE-Ia- 1. EASE
uniform circular and linear acceleration; Physics.
motion Module 9.
2. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
58-61. *
3. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
PY
CO
N
IO
AT
LID
VA
2013. pp.
17-18.
SSP_S8FE-Ib- 1. EASE Physics.
5. infer that when a body exerts a force Module 9.
on another, an equal amount of 2. Science and
force is exerted back on it; Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
1. Newton’s Laws of Motion al. 2001. Pp.
1.1 Law of Inertia 106-108. *
1.2 Law of Acceleration The learners shall 3. Science 8
6. identify action-reaction forces SSP_S8FE-Ib-
1.3 Law of Interaction be able to: Learner’s
and differentiate them from net
2. Uniform Circular Motion Module.
force;
schools.
The learners develop a written 7. demonstrate how a body SSP_S8FE-Ib- Campo, Pia
demonstrate an plan and implement responds to changes in its state C., et al.
understanding of: a “Newton’s of motion; 2013. P. 18.
Olympics”
8. relate Newton’s laws of motion to SSP_S8FE-Ib-
Newton’s three laws
bodies in uniform circular
of motion and
motion;
uniform circular
motion 9. infer that circular motion requires SSP_S8FE-Ib-
the application of constant force
directed toward the center of the
circle.
PY
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LID
VA
schools.
1. EASE
2. Work, Power, and Energy The learners The learners should be able to… SSP_S8FE-Ib- Physics.
2.1 Work demonstrate an Module 11.
2.2 Power understanding of: 10. identify situations in which work Lesson 2. pp.
2.3 Kinetic Energy and is done and in which no work is 5-8.
Potential (Gravitational and work using constant done; 2.Science and
Elastic) Energy force, power, Technology
gravitational potential IV: Physics
energy, kinetic Textbook for
energy, and elastic Fourth Year.
potential energy Rabago, Lilia
M., Ph.D., et
al. 2001. Pp.
162-166. *
3.Science and
Technology
IV: Physics
Textbook.
PY
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LID
VA
NISMED.
2012. Pp.
The learners shall 309-310.
be able to: 4.Science 8
2. Work, Power, and Energy Learner’s
2.1 Work The learners develop a written Module.
2.2 Power demonstrate an plan and implement Campo, Pia
2.3 Kinetic Energy and understanding of: a “Newton’s C., et al.
Potential (Gravitational and Olympics” 2013. Pp. 21-
Elastic) Energy 24.
schools.
work using constant 11. describe how work is related to
force, power, power and energy conceptually and SSP_S8FE-Ic- 1. EASE
gravitational potential mathematically; Physics.
energy, kinetic Module 11.
energy, and elastic Lesson 3. pp.
potential energy 33-34.
2. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. Pp.
166-169. *
3. Science and
Technology
IV: Physics
PY
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LID
VA
Textbook.
NISMED.
2012. pp.
316-317.
4. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp. 25-
26.
schools.
2. Work, Power, and Energy 12. differentiate potential and kinetic SSP_S8FE-Ic- 1.BEAM IV. Unit
2.1 Work energy; 1.
2.2 Power The learners 2. EASE Science
2.3 Kinetic Energy and demonstrate an SSP_S8FE-Ic- 1. Module 8.
Potential (Gravitational and understanding of: 13. relate the amount of energy of a d- Lesson 3.
Elastic) Energy body to its mass, speed, and position. 3. OHSP
work using constant Module.
force, power, Module 11.
gravitational potential Lesson 2.
energy, kinetic 4. Science and
energy, and elastic Technology
potential energy IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. Pp.
PY
CO
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LID
VA
171-174. *
5. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
310-314.
6. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp. 26-
31.
schools.
3. Sound The learners The learners shall The learners should be able to… SSP_S8FE- 1. OHSP. Diffraction Slits
3.1 Propagation of Sound demonstrate an be able to: Id Module 16. & Diffraction
3.2 Speed of Sound in understanding of: 14. infer how the movement of 2. Science and grating
Solids, Liquids, and Gases develop a written particles of an object affects the Technology
the propagation of plan and implement speed of sound through it; IV: Physics
sound through solid, a “Newton’s Textbook for
liquid, and gas Olympics” Fourth Year.
3. Sound Rabago, Lilia
3.1 Propagation of Sound 15. investigate the effect of SSP_S8FE- M., Ph.D., et
3.2 Speed of Sound in The learners The learners shall temperature on the speed of sound Id-e al. 2001. pp.
Solids, Liquids, and Gases demonstrate an be able to: through fair testing; 216-218. *
understanding of: 3. Science and
develop a written Technology
the propagation of plan and implement IV: Physics
sound through solid, a “Newton’s Textbook.
liquid, and gas Olympics” NISMED.
2012. pp.
PY
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LID
VA
369-370. *
4. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. p. 70.
schools.
1. OHSP. Module
16. calculate the speed of sound in SSP_S8FE- 16.
Ie 2. Science and
reference to temperature.
Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
369-370.
3. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp. 83-
87.
PY
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LID
VA
schools.
4. Light some properties and discuss phenomena The learners should be able to… 1. EASE
4.1 Color Components of characteristics of such as blue sky, SSP_S8FE- Physics. Prism
Visible Light visible light rainbow, and red 17.demonstrate the existence of the Ie Module 3.
4.2 Properties of Light sunset using the color components of visible light Lesson 4.
- Reflection concept of using a prism or diffraction grating; 2. Science and
- Refraction wavelength and Technology
- Diffraction frequency of visible IV: Physics
- Interference light Textbook for
4.3 Interaction of light with Fourth Year.
matter Rabago, Lilia
- Absorption M., Ph.D., et
- Scattering al. 2001. pp.
266-267. *
3. Science and
Technology
IV: Physics
Textbook.
NISMED.
PY
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LID
VA
2012. p. 27.
4. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. p. 91.
schools.
1. EASE
18. explain the hierarchy of colors in SSP_S8FE- Physics.
relation to energy; Ie-f- Module 3.
Lesson 4.
2. Science and
Technology
III:
Chemistry
Textbook for
Third Year.
Mapa,
Amelia P.,
Ph.D., et al.
1999. pp.
67-69. *
3. Science 8
Learner’s
Module.
PY
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4. Light Campo, Pia
4.1 Color Components of The learners The learners shall C., et al.
Visible Light demonstrate an be able to: 2013. pp.
4.2 Properties of Light understanding of: 98-105.
- Reflection discuss phenomena 4. Chemistry III
- Refraction some properties and such as blue sky, Textbook.
- Diffraction characteristics of rainbow, and red Mapa,
- Interference visible light sunset using the Amelia P.,
4.3 Interaction of light with concept of Ph.D., et al.
matter wavelength and 2001. pp.
65-66. *
schools.
- Absorption frequency of visible
- Scattering light 19. explain that red is the least bent SSP_S8FE- 1. EASE
and violet the most bent according If Physics.
to their wavelengths or Module 3.
Lesson 4.
frequencies;
2. Chemistry III
Textbook.
Mapa,
Amelia P.,
Ph.D., et al.
2001. pp.
65-66. *
3. Science and
Technology
20. explain phenomena such as SSP_S8FE-
III:
blue sky, rainbow, and red If-
Chemistry
sunset using the concept of
Textbook for
wavelength and frequency of
Third Year.
PY
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visible light.
Mapa,
Amelia P.,
Ph.D., et al.
1999. pp.
67-69. *
4. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
The learners shall 2013. pp.
be able to: 98-105.
discuss phenomena 1. EASE

5. Heat The learners such as blue sky, The learners should be able to… SSP_S8FE- Physics. Thermometer
5.1 Temperature demonstrate an rainbow, and red If-g- Module 13.
5.2 Specific Heat understanding of: sunset using the 21. differentiate between heat and
temperature at the molecular level;
schools.
5.3 Heat Capacity 22. identify and compare the SSP_S8FE-
5.4 Thermal Expansion heat and different temperature scale; Ig- 2. Science 8
temperature, and the Learner’s
effects of heat on the 23. determine the specific heat and SSP_S8FE- Module.
body heat capacity of a substance; Ig- Campo, Pia
C., et al.
24. investigate thermal expansion in SSP_S8FE- 2013. pp.
solid, liquid and gas. Ih- 37-38.
SSP_S8FE-
6. Electricity current- voltage- The learners should be able to… Ih- 1. Science and 1. Dry cell
6.1 Ohm’s Law resistance Technology holders
6.2 Series and Parallel relationship, electric 25. infer the relationship between IV: Physics 2. Multi-meter
Circuit Connections power, electric current and charge; Textbook for resistor
6.3 Electrical Power and energy, and home Fourth Year. 3. Switch
Electrical Energy circuitry Rabago, Lilia 4. Wire
6.4 Electrical Safety at M., Ph.D., et connectors
concept of
PY
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LID
Home
VA
wavelength and
290-293. *
frequency of visible
2. Science and
light
Technology
26. investigate the relationship SSP_S8FE- IV: Physics
among Current (I), Voltage (V), Ih-i- Textbook.
and Resistance (R) in series and NISMED.
6. Electricity
parallel circuits; 2012. pp.
6.1 Ohm’s Law
6.2 Series and Parallel The learners 142-143.
demonstrate an 3. Science 8
Circuit Connections
understanding of: Learner’s
6.3 Electrical Power and
Module.
Electrical Energy current- voltage- Campo, Pia
6.4 Electrical Safety at resistance C., et al.
Home relationship, electric 2013. pp.
power, electric 54-55.
schools.
energy, and home
circuitry 27. explain the advantages and SSP_S8FE- 1. EASE 1. DC Ammeter
disadvantages of series and Ii- Physics. 2. DC Voltmeter
parallel connections; Module 7. 3. Dry Cell Size
Lesson 2. D, 1.5 volts
2. Science and 4. Dry Cell, 9
Technology volts
IV: Physics 5. Dry Cell
Textbook. Holder Size D
NISMED. ( 1set= 4
2012. pp. pcs)
156-160. 6. Miniature
3. Science 8 Light Bulb (1
Learner’s set = 3 pcs)
Module. 7. Miniature
Campo, Pia Light Bulb
C., et al. Base ( 1set =
2013. pp. 3 pcs)
PY
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LID
VA
61-63. 8. Set of
Connectors
( 1 set = 3-
red, 3- black,
2- white, 2-
blue)
9. Switches,
Knife Type
schools.
28. differentiate electrical energy and SSP_S8FE- 1. Science and 1. DC Ammeter

electrical power; Ii- Technology 2. DC Voltmeter
The learners IV: Physics 3. Dry Cell Size
demonstrate an Textbook for D, 1.5 volts
understanding of: Fourth Year. 4. Dry Cell, 9
Rabago, Lilia volts
current- voltage- M., Ph.D., et
resistance al. 2001. pp.
6. Electricity relationship, electric 294-296 and
6.1 Ohm’s Law power, electric 315. *
6.2 Series and Parallel energy, and home 2. Science and
Circuit Connections circuitry Technology
6.3 Electrical Power and IV: Physics
Electrical Energy Textbook.
6.4 Electrical Safety at NISMED.
Home 2012. pp.
166-168 and
PY
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177-178.
schools.
29. explain the functions of circuit SSP_S8FE- 1. EASE Physics. 1. Galvanometer

breakers, fuses, Ij- Module 7. 2. Fuse Holder
earthing/grounding, double Lessons 3 and w/ Fuse
insulation and other safety 4.
devices in the home. 2. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
174-177.
The learners shall

be able to:
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discuss phenomena
such as blue sky,
rainbow, and red
SECOND QUARTER/ SECOND GRADING PERIOD
sunset using the
concept of
wavelength and
frequency of visible
light
schools.
1. Earthquakes and Faults The learners The learners shall The learners should be able to… 1. MISOSA 6.
demonstrate an be able to: Module 26.
1.1 Active and inactive faults understanding of: 1. using models or illustrations, 2. Science and
1.2 How movements along 1. participate in explain how movements along SSP_S8ES- Technology
faults generate the relationship decision making faults generate earthquakes; IIa I: Integrated
earthquakes between faults and on where to build Science
1.3 How earthquakes generate earthquakes structures based Textbook.
tsunamis on knowledge of NISMED.
1.4 Tsunami preparedness the location of 2012. pp.
1.4 Earthquake focus and active faults in 192-193.
epicenter the community 3. Science 8
1.5 Earthquake intensity and Learner’s
magnitude 2. make an Module.
1.6 Earthquake preparedness emergency plan Campo, Pia
1.7 How earthquake waves and prepare an C., et al.
provide information about emergency kit for 2013. pp.
the interior of the Earth use at home and 116-127.
PY
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in school 2. differentiate the SSP_S8ES- 1. MISOSA 6. Seismograph
2.1 epicenter of an earthquake IIa-b Module 28. model
from its focus; 2. Science and
2.2 intensity of an earthquake Technology
from its magnitude; I: Integrated
2.3 active and inactive faults; Science
Textbook.
NISMED.
2012. pp.
193-196.
3. Science 8
Learner’s
The learners shall Module.
The learners be able to: Campo, Pia
demonstrate an C., et al.
understanding of: 1. participate in 2013. pp.
decision making 125-132.
schools.
the relationship on where to build
between faults and structures based 3. demonstrate how underwater SSP_S8ES- 1. MISOSA 6.
earthquakes on knowledge of earthquakes generate tsunamis; IIb Module 27.
the location of 2. Science 8
active faults in Learner’s
the community Module.
Campo, Pia
2. make an C., et al.
emergency plan 2013. pp.
and prepare an 133-136.
emergency kit for
use at home and 4. explain how earthquake waves SSP_S8ES- Science 8
in school provide information about the IIc Learner’s
interior of the earth Module.
Campo, Pia C.,
et al. 2013. pp.
135-136.
PY
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schools.
2. Understanding Typhoons the formation of 1.Demonstrate 5. explain how landmasses, bodies SSP_S8ES- 1. BEAM 5. Unit
2.1 Factors affecting the typhoons and their precautionary of water, sea surface IId 6. 18
formation of typhoons movement within the measures before, temperature, wind shear and Tropical
(landforms, bodies water, sea PAR during, and after a Coriolis effect affect the Cyclones.
surface temperature, wind typhoon, including formation of typhoons; Learning
shear and Coriolis effect) following Guides.
2.2 Reasons why the Philippines advisories: Tropical
is prone to typhoons updated storm and Cyclones.
2.3 Effects of landforms and rainfall warning Septermber
bodies of water on typhoons signals, and calls 2008.
2.4 Effects of typhoons for evacuation 2. Science and
2.4.1 flooding given by Technology
2.4.2 landslide government I: Integrated
2.4.3 storm surge agencies in charge Science
Textbook.
2.5 Typhoon Preparedness NISMED.
2012. pp.
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285-287.
3. Sciene 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
138-139.
4. Science and
Technology
I: Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 207-208.
schools.
6. infer why the Philippines is prone SSP_S8ES- 1. Science and

to typhoons; IId-e Technology
I: Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
p. 207. *
2. Science adn
Technology
I: Integrated
Science
Textbook.
NISMED.
2012. pp.
PY
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286-287.
3. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
143-144.
2. participate in 7.trace the path of typhoons that

activities that lessen enter the Philippine Area of SSP_S8ES- Science 8
the risks brought by Responsibility (PAR) using a map and IIe-f Learner’s
typhoons tracking data; Module.
Campo, Pia C.,
et al. 2013. pp.
142-144.
schools.
8.explain how landmasses and bodies
of water affect typhoons; SSP_S8ES- Science 8
IIf Learner’s
Module.
9.discuss the different effects of Campo, Pia C.,
typhoons such as flooding, landslide SSP_S8ES- et al. 2013. pp.
and storm surge; IIf-g 139-142.
10.discuss what to do before, during

and after typhoons;
SSP_S8ES-
IIf-g
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schools.
3. Other members of the characteristics of discuss whether or 11.compare and contrast comets, SSP_S8ES- 1. BEAM 3. Unit
Solar System comets, meteors, and not beliefs and meteors, and asteroids; IIg-22 6. DLP 54.
3.1 Comets asteroids practices about 2. MISOSA 5,
3.2 Meteors comets and meteors Module 27.
3.3 Asteroids have scientific basis 3. Science and
Technology
I: Integrated
Science
Textbook for
First Year.
The learners discuss whether or Villamil,
demonstrate an not beliefs and Aurora M.,
understanding of: practices about Ed.D. 1998.
comets and meteors pp. 281-283.
characteristics of have scientific basis *
3. Other members of the comets, meteors, and 4. Science and
Solar System asteroids Technology
PY
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3.1 Comets I: Integrated
3.2 Meteors Science
3.3 Asteroids Textbook.
NISMED.
2012. pp.
339-340.
5. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013.
pp.156-164.
schools.
12. predict the appearance of comets SSP_S8ES- 1. BEAM 3. Unit

based on recorded data of IIh-23 6. DLP 54.
previous appearances; and 2. MISOSA 5.
Module 27.
3. Science and
Technology
I: Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 282-283.
4. Science and
Technology
I: Integrated
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Science
Textbook.
NISMED.
2012. p. 340.
3. Other members of the The learners discuss whether or 5. Science 8
Solar System demonstrate an not beliefs and Learner’s
3.1 Comets understanding of: practices about Module.
3.2 Meteors comets and meteors Campo, Pia
3.3 Asteroids characteristics of have scientific basis C., et al.
comets, meteors, and 2013. pp.
asteroids 156-158.
schools.
13.explain the regular occurrence of SSP_S8ES- 1. Science and

meteor showers. IIi-j-24 Technology
I: Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
p. 281. *
2. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. p. 163.
PY
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Grade 8 – Matter
schools.
1. explain the properties of solids, SSP_S8MT-
1. The Particle Nature of The learners The learners shall liquids, and gases based on the IIIa-1 1. EASE Science
Matter demonstrate an be able to: particle nature of matter; I. Module 5.
understanding of: Lesson 2.
1.1 Elements, Compounds, present creatively 2. distinguish elements, compounds SSP_S8MT- 2. Science and
and Mixtures the particle nature of how water and mixtures among a set of IIIa-2 Technology
1.2 Atoms and Molecules matter as basis for molecules behave in common materials; III. NISMED.
explaining properties, different stages of SSP_S8MT- 1997. pp. 55-
physical changes, and the water cycle 3. explain physical changes in terms 64.
b-3
structure of of the arrangement and motion of 3. Chemistry III
substances and atoms and molecules; Textbook.
mixtures Mapa, Amelia
SSP_S8MT-
4. differentiate atoms and P., Ph.D., et
construct models of molecules; b-4 al. 2001. pp.
solid, liquid and gas 32-33.
4. Science and
(2D and 3D models,
Technology
computer simulator I: Integrated
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and applications) Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 46-47. *
5. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
179-182.
6. Science and
Technology
I: Integrated
Science
The learners The learners shall Textbook.
schools.
5. determine the number of protons, SSP_S8MT-
2.2 Sub-atomic particles the structure of an draw the different neutrons, and electrons in a IIIc-5 1. Chemistry III
in the atom atom based on its models of the atom particular atom; Textbook.
2.2.1 Protons components Mapa, Amelia
2.2.2 Neutrons P., Ph.D., et
2.2.3 Electrons al. 2001. p.
build a model of an 6. describe the historical 137. *
atom and development of atomic structure SSP_S8MT- 2. Science and
investigate the (Rutherford and Bohr models of the IIId-6 Technology
formation of stable atom) I: Integrated
and unstable Science
isotopes of Textbook for
elements using a 7. differentiate protons, neutrons First Year.
computer simulator and electrons Villamil,
SSP_S8MT- Aurora M.,
IIId-7 Ed.D. 1998.
8. describe properties of isotopes *
and their uses
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SSP_S8MT-
IIIe-8
schools.
1.
1. EASE Science
II. Module
10. Lesson 2.
2. BEAM III.
Unit 1. 4
Demonstrate
Understandin
g of
Mathematical
. Number
Makeover.
Intro to
Chemistry.
August 2009.
3. Science and
Technology
III. NISMED.
PY
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1997. pp.
220-221.
4. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et
al. 2001. pp.
58-64. *
5. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
203-205.
schools.
3 Periodic Table (PT) of use the periodic 9. trace the development of the 1. EASE
Elements The learners table to determine periodic table from observations SSP_S8MT- Science II.
demonstrate an physical and based on similarities in IIIe-9 Module 11.
3.1 Development of the PT understanding of: properties of elements Lesson 1.
chemical properties
3.2 Arrangement of elements 2. Chemistry
3.3 Periodic Trends the periodic table of of atom 10. explain the periodic trends SSP_S8MT- III
3.4 Reactive and nonreactive elements as an of elements in the periodic table IIIf-g-10 Textbook.
metals organizing tool to (atomic size, ionic size, Mapa,
determine the ionization energy, electron SSP_S8MT- Amelia P.,
chemical properties of affinity, electronegativity) III-g-11 Ph.D., et al.
elements 2001. pp.
11. relate the atomic size to the SSP_S8MT- 86-88. *
reactivity of metals 3. Science and
IIIh-12
Technology
3. Periodic Table (PT) of 12. use the periodic table to III.
investigate
Elements predict the chemical behavior of an NISMED.
reactivity of metals
element 1997. pp.
to acids and water
3.1 Development of the PT 237-245.
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3.2 Arrangement of elements 4. Science and
3.3 Periodic Trends Technology
SSP_S8MT-
3.4 Reactive and nonreactive I:
IIIh-13
metals Integrated
Science
13. explain how the Quantum Textbook
Mechanical model of the atom for First
describe the energies and positions Year.
4. Electronic Structure of The learners Villamil,
of the electrons
Matter demonstrate an Aurora M.,
understanding of: Ed.D. 1998.
the development of pp. 52-53.
atomic models that *
4.1 Development of the
led to the description 5. Science 8
electronic structure of the of the behavior of Learner’s
atom electrons within Module.
atoms Campo, Pia
4.2 Quantum numbers
C., et al.
4.3 Electron 2013. pp.
schools.
4.4 Electron distribution of
elements in the Periodic Table 1. EASE
14. apply the basic principles that SSP_S8MT- Science II.
govern the distribution of electrons IIIh-14 Module 11.
among atomic orbitals; Lesson 2.
2. Chemistry
15. write the electronic SSP_S8MT- III
configuration, orbital and core IIIi-15 Textbook.
Mapa,
notation of atoms and elements;
SSP_S8MT- Amelia P.,
IIIi-j-16 Ph.D., et al.
16. use the periodic table to
2001. pp.
determine the distribution of 90-91.
electrons 3. Science and
Technology
III.
NISMED.
1997. pp.
PY
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253-259.
4. Science and
Technology
I:
Integrated
Science
Textbook.
NISMED.
2012. pp.
60-61.
5. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
212-217.
schools.
FOURTH QUARTER/ FOURTH GRADING PERIOD

1. Structures and Functions: The learners The learners should The learners should be
Focus on the Digestive demonstrate an be able to: able to… 1. EASE Biology. Human Torso
System understanding of: Module 1. Model
present an analysis of 1. explain ingestion, SSP_S8LT Lesson 1.
1.1 Organs of the digestive 1. the digestive system the data gathered on absorption, assimilation, -IVa-1
system and their interaction and its interaction diseases resulting and excretion; 2. Science and
with organs of the with the circulatory, from nutrient Technology
respiratory, circulatory, and respiratory, and deficiency
excretory systems in II: Biology
excretory systems
providing the body Textbook.
1.2 Changes in food as it with nutrients for NISMED.
undergoes physical and energy 2012. pp. 99;
chemical digestion 109-110.
2. diseases that result The learners should
1.3 Diseases resulting from from nutrient be able to: 2. gather data on SSP_S8LT 3. BEAM 4. Unit
nutrient deficiency and deficiency and diseases related to -IVb-2 2. Distance
ingestion of harmful ingestion of harmful present an analysis of nutrient deficiency; Learning
substances substances, and the data gathered on
Modules. DLP
their prevention and diseases resulting 3. explain how SSP_S8LT-
1.4 Prevention, detection, and treatment from nutrient diseases of the IVb-3 16.
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treatment of diseases of the deficiency digestive system 4. Science for
digestive system are prevented, Daily Use 4.
detected, and Lozada,
treated; Buena A., et
al. 2011. pp.
35-36. *
5. Science for
Daily Use 4.
Lozada, Buena
A., et al. 2011. p.
34. *
6. Science 8
Learner’s Module.
Campo, Pia C., et
al. 2013. pp. 308-
K to 12 Special Science Program Curriculum Guide August 2017 313.170 of 227
Page
2. Heredity: Inheritance and
schools. The learners The learners should 4. describe the processes SSP_S8LT 1. EASE Biology. 1. Meiosis model
Variation of Traits demonstrate an be able to: involve in cell division -IVc-d-4 Module 12. 2. Mitosis model
understanding of: cycle; Lessons 1
2.1 Stages of mitosis and 2.
2.2 Stages of meiosis 1. how cells divide to report on the 5. describe the stages of SSP_S8LT 2. BEAM II. Unit
GRADE 9

CONTENT CODE
FIRST QUARTER/ FIRST GRADING PERIOD
1. Respiratory, Circulatory, and The learners The learners should The learners should be 1. BEAM II. 4 Human torso
Excretory Systems Working demonstrate an be able to: able to… Organ Systems. model
with the other Organ understanding of: Circulatory
Systems conduct an 1. explain how the SSP_S9LT- System. June
1. how the different information respiratory and Ia-1 2008.
structures of the dissemination activity circulatory systems 2. EASE Biology.
circulatory and on effective ways of work together to Module 11.
respiratory systems taking care of the transport nutrients, Lessons 2 and
work together to respiratory and gases, and other 3.
transport oxygen- circulatory systems molecules to and from 3. NFE. Ang
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rich blood and based on data the different parts of Respiratory
nutrients to the gathered from the the body; System. 2001.
pp. 3-5.
schools.
CONTENT CODE
different parts of the school or local health
body workers 2. infer how one’s lifestyle SSP_S9LT-
can affect the IVa-b-2 1. APEX. Biology
2. the prevention, functioning of the Unit 4. Lessons
detection, and respiratory, circulatory, 11 and 12.
treatment of and excretory systems;
diseases affecting 2. NFE. Ang
the circulatory and Respiratory
respiratory systems
System. 2001.
3.The role of the pp. 16-24.
excretory system in
the health of other 3. Science for Daily
body systems Use 5. Tan,
Conchita T.
2012. pp. 34-35
and 38-39. *
PY
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schools.
CONTENT CODE
2. Heredity: Inheritance and The learners The learners should 3. using a model, describe SSP_S9LT- 1. BEAM II. Your
Variation demonstrate an be able to: the parts of the genetic Ic-d-3 Genetic Book of
understanding of: material; Life.
2.1 Location of genes on 2. APEX. Unit 6.
chromosomes 1. how genetic 4. describe the location of SSP_S9LT- Lesson 3.
2.2 Non-Mendelian inheritance information is genes in chromosomes; Ic-d-4 3. Science and
2.2.a Incomplete organized in genes Technology II:
dominance on chromosomes Biology
2.2.b Sex-linked traits Textbook.
2.2.c Multiple alleles 2. the different NISMED. 2012.
2.2.d Multiple genes patterns of pp. 184-185.
inheritance 4. Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 184-185.
PY
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schools.
CONTENT CODE
5. explain the different SSP_S9LT- 1. EASE Biology.
patterns of non- Id-e-5 Module 14.
Mendelian inheritance; Lesson 3.
2. Science and
6. solve a genetic problem SSP_S9LT-
Technology:
involving non-Mendelian Ie-f-6
Biology
patterns of inheritance; Textbook.
NISMED. 2012.
pp. 179-182.
Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
PP. 179-182.
PY
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3. Biodiversity and Evolution The learners The learners should 7. relate species extinction SSP_S9LT-
demonstrate an be able to: to the failure of Ig-h-7 1. EASE Science I.
3.1 Causes of Species understanding of: populations to adapt to Module 11.
Extinction make a multimedia abrupt changes in the Lesson 6.
3.1.a natural how changes in the presentation of a environment; and
3.1.b anthropogenic environment may affect timeline of extinction 2. Science and
species extinction of representative Technology II:
microorganisms,
Biology
plants, and animals
Textbook.
NISMED. 2012.
pp. 328-329.
3. Science and
Technology II:
Biology
schools.
CONTENT CODE
Textbook.
NISMED. 2004.
328-329.
4. Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 146-147.
4. Ecosystems The learners The learners should 8. describe the basic SSP_S9LT- 1. BEAM Learning 1. Beaker
demonstrate an be able to: features of Ii-j-8 Guide Biology 2. Funnel
PY
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4.1 Flow of Energy and understanding of: photosynthesis and Food for Life 3. Test tube
Matter in Ecosystems design and conduct respiration and their 2. BEAM Learning 4. Thermometer
1. the structure and an investigation to importance. Guide Biology 5. Tripod
4.1.a Photosynthesis function of plant provide evidence that Creating Energy 6. Alcohol lamp
4.1.b Respiration parts and organelles plants manufacture for Life 7. Wire gauze
involved in their own food 3. EASE Biology 8. Test tube
photosynthesis Module 4 rack
Photosynthesis 9. pH paper
2. the structure and 4. EASE Biology
function of Module 5
mitochondrion as Cellular
the main organelle Respiration
involved in 5. APEX Biology
respiration Unit 3 Life
Energy
Use 5. Tan,
Conchita T.
schools.
CONTENT CODE
2012. pp. 96-99.
*
7. Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
pp. 58-66 and
70-72.
8. Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 58-66 and
70-72.
9. NFE. Food
Production and
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Utilization in
Plants. 2001.
pp. 4-25.
Grade 9 – Matter
1. 1. explain the SSP_S9MT-
1. Chemical Bonding 2. create an informative formation of ionic IIa-b-1
3. 1. how atoms combine and covalent bonds
brochure on
1.1 Lewis theory of ionic with other atoms using using Lewis theory
bonding different theories ingredients of
schools.
CONTENT CODE
1.2 Lewis theory of 4. common commercial 2. explain bonding in SSP_S9MT-
Covalent Bonding 5. product metals in relation to IIb-2
6. 2. forces that hold their properties
metals together
1.3 Metallic Bonding
3. describe the SSP_S9MT-
1.4 Valence Shell Electron geometry of IIc-3
Pair Repulsion Theory molecules using
(VSEPR) VSEPR SSP_S9MT-
Construct molecular 4. explain bonding IIc-4
1.5 Valence Bond Theory models of inorganic using atomic
(VBT) compounds orbitals SSP_S9MT-
2. Naming and Writing of Formula 5. apply the rules in
IId-5
of Inorganic compounds writing and
3.rules in naming and naming
SSP_S9MT-
writing formula of compounds
IIe-6
inorganic compounds 6. recognize different
types of
PY
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LID
VA
compounds (ionic
or covalent) based
on their properties
such as melting
point, hardness,
polarity, and
electrical and
thermal
conductivity
schools.
CONTENT CODE
2.Mole Concept 7. use the mole SSP_S9MT-
concept to express IIe-f-7 1. EASE II. 1. Improvised
2.1 Mass The mole as a unit that calculate the mass of Chemistry covalent
2.2 Moles quantitatively measures percentage substances; and Module 14. bonding model
2.3 Percentage Composition of the number of very composition of Lesson 1. (H2, O2, N2)
a Compound small particles of matter 2. BEAM III. Unit 2. Improvised
different brands of
2.4 Empirical and Molecular 7. 18 ionic bonding
two food products
formulas Demonstrate model (NaCl)
and decide on the Understanding 3. Molecular
products’ appropriate of the Models
percentage Processes. (Inorganic/
composition Bonding. organic)
Module 1. 4. VSEPR kit
March 2009.
3. EASE Science 1.
Module 6.
Lesson 1.
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4. Science and
SSP_S9MT- Technology III:
IIg-8 Chemistry
8. determine the
Textbook for
percentage
Third Year.
composition of a
determine the mass Mapa, Amelia
compound given
of a substance given P., Ph.D., et al.
its chemical
the number of moles 1999. pp. 111-
formula and vice
115. *
and vice versa versa
5. Chemistry III
Textbook.
Mapa, Amelia
9. calculate the SSP_S9MT- P., Ph.D., et al.
empirical and IIg-9 2001. pp. 107-
molecular formula 112. *
given the 6. Science and
elemental Technology III.
composition NISMED. 1997.
pp. 270-273.
schools.
CONTENT CODE
1. EASE Science
II. Chemistry
Module 14.
Lesson 1.
2. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et al.
2001. pp. 117-
120.
The Variety of Carbon 3. Science and
Compounds the type of bonds that Technology III.
carbon forms that result NISMED. 1997.
3.1 Carbon Atom in the diversity of carbon p. 283.
3.2 Organic Compounds compounds 10. explain how the SSP_S9MT-
3.3 Functional Groups structure of the carbon IIh-10
PY
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schools.
CONTENT CODE
3.4 Naming of Common construct a table of atom affects the type of 1. BEAM III. Unit
Organic Compounds functional groups bonds it forms; 8. 20
the characteristics of commonly found in SSP_S9MT- Demonstrate
organic compounds IIh-11 Understanding
many commercial
based on its functional 11. apply the principles of of Chemical
group products Bonds. Metallic
VSEPR Theory in
predicting the molecular Link. Module 3.
2. Chemistry III
geometries and bond
Textbook.
angles in organic Mapa, Amelia
SSP_S9MT-
construct molecular compounds. P., Ph.D., et al.
IIi-12
models of organic 2001. pp. 113-
compounds 12. classify and name 115.
organic compounds 3. Science and
according to functional Technology III.
NISMED. 1997.
groups present
SSP_S9MT- pp. 279-280.
4. Science and
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13. recognize the general Technology III:
classes or organic SSP_S9MT- Chemistry
compounds; IIj-14 Textbook.
NISMED. 2012.
14. cite uses of organic pp. 333-33.
compounds
schools.
CONTENT CODE
The learners The learners shall be The learners should be
1.Volcanoes demonstrate an able to: able to… EASE Science I.
1.1 Formation and Parts of Volcanoes understanding of: SSP_S9ES – Module 12. p. 24.
1.2 Types of volcanoes (whether active participate in activities 1. describe how volcanoes IIIa
or inactive)
volcanoes found in the that reduce risks and are formed;
1.3 Volcanic Eruptions (based on style
of eruption, and materials emitted) Philippines lessen effects of SSP_S9ES
1.4 Energy from volcanoes climate change 2.differentiate between -IIIa
active and inactive
volcanoes;
MISOSA 6. Active
3.explain what happens
SSP_S9ES and Inactive
when volcanoes erupt;
-IIIb Volcanoes.
4.describe the different

types of volcanoes SSP_S9ES 1. MISOSA 6.
PY
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eruption and materials 2. BEAM 6. Unit 5.
emitted. 12 Volcanic
Erruptions.
Volcano Mania.
Module 12.
Activity 3.2.
3. Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 189-191.
5. illustrate how energy

SSP_S9ES – MISOSA 6.
from volcanoes may be
IIIc Module 30. p. 8.
tapped for human use;
schools.
CONTENT CODE
2.Climate
2.1 Factors that affect climate The learners The learners shall be 6. explain how different SSP_S9ES- 1. BEAM 6. Unit 5. Thermocline
2.2 Types of climate in the Philippines demonstrate an able to: factors affect the IIId Module 13.
2.3. Global climate phenomena
understanding of: climate of an area; 2. Science and
2.3.1 Global warming
2.3.3 El Niño participate in activities Technology I:
2.3.4 La Niña factors that affect that reduce risks and Integrated
climate, and the effects lessen effects of Science
of changing climate climate change Textbook.
and how to adapt NISMED. 2012.
accordingly pp. 275-282.
3. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
PY
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pp. 185-202. *
7. describe the different SSP_S9ES- 1. BEAM 6. Unit

climate types in the IIIe 5. Module 13.
Philippines; 2. Science and
Technology I:
Integrated
8.describe certain climatic SSP_S9ES- Science
phenomena that occur IIIe-f Textbook.
on a global level; NISMED. 2012.
pp. 300-301.
schools.
CONTENT CODE
3. Constellations The learners The learners shall be 9. infer the characteristics of SSP_S9ES- 1. BEAM 5. Unit 7. Celestial globe
3.1 Characteristics of stars demonstrate an able to: stars based on the IIIf 20 The Sun.
3.2 Arrangement of stars in a understanding of: characteristics of the 2. EASE Science I.
group discuss whether or Sun; Module 18.
3.3 Changing position of the relationship not popular beliefs 3. Science and
constellations during the between the visible and practices with Technology I:
night and at different times constellations in the sky regard to Integrated
of the year and Earth’s position constellations and Science
3.4 Beliefs and practices about along its orbit astrology have Textbook.
constellations and astrology scientific basis Villamil, Aurora
M., Ed.D. 1998.
pp. 268-270. *
10. infer that the SSP_S9ES- 1. EASE Science I.

arrangement of stars in a IIIg Module 18.
group (constellation) 2. Science and
does not change;
PY
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Integrated
Science
Textbook.
Villamil, Aurora
M., Ed.D. 1998.
p. 272. *
3. Constellations
3.1 Characteristics of stars 11. observe that the SSP_S9ES- EASE Science I.
3.2 Arrangement of stars in a position of a IIIg-h Module 18.
group constellation changes in
3.3 Changing position of the course of a night;
constellations during the
schools.
CONTENT CODE
night and at different times The learners The learners shall be
of the year demonstrate an able to: 12.show which SSP_S9ES- EASE Science I. Celestial globe
3.4 Beliefs and practices about understanding of: constellations may be IIIh-i Module 18.
constellations and astrology discuss whether or observed at different times
the relationship not popular beliefs of the year using models;
between the visible and practices with
constellations in the sky regard to
and Earth’s position constellations and
along its orbit astrology have
4.Galaxies scientific basis 13.identify and compare SSP_S9ES-
4.1 Types of galaxies the different types of IIIi
4.2 Motions of the different galaxies;
galaxies the characteristics of
4.3 Characteristics of the Milky the Milky Way Galaxy 14.describe the motions of SSP_S9ES-
Way Galaxy galaxies; and IIIi-j
4.3.1 Size
4.3.2 Shape
4.3.3 Objects that make up the
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Milky Way Galaxy (sizes, 15. characterize the Milky SSP_S9ES-
composition and relative Way Milky Way Galaxy in IIIj
distances) terms of size, shape,
4.3.4 Latest discoveries objects that make it up
(sizes, composition and
relative distances); and
latest discoveries related
to it.
Grade 9 – Force, Motion, and Energy

schools.
CONTENT CODE
1. Projectile Motion
( Motion in Two Dimensions) The learners The learners shall be The learners should be 1. OHSP
1.1 Objects projected vertically demonstrate an able to: able to… Integrated
upward understanding of: Science.
(Free Fall in two directions) propose ways to Quarter 2.
1.2 Objects projected free fall motion in two enhance sports related 1. describe the horizontal SSP_S9FE- Module 3. pp.
horizontally directions, projectile to projectile motion and vertical motions of a IVa-b 4-5.
1.3 Objects projected at angles motion, impulse and projectile; 2. EASE Physics.
between 0◦ to 90◦ momentum, and Module 9.
2. Momentum and Impulse conservation of linear Lesson 3.
momentum 3. Science and
2.1 Momentum
Technology IV:
2.2 Impulse Physics
2.3 Conservation of Linear Textbook for
Momentum Fourth Year.
Rabago, Lilia
M., Ph.D., et al.
2001. pp. 93-
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109. *
The learners The learners shall be 2. investigate the SSP_S9FE- 1. EASE Physics.
demonstrate an able to: relationship between IVb- Module 9.
understanding of: the angle of release and Lesson 3.
propose ways to the height and range of 2. Science and
free fall motion in two enhance sports related the projectile; Technology IV:
directions, projectile to projectile motion Physics
motion, impulse and Textbook for
momentum, and Fourth Year.
conservation of linear Rabago, Lilia
momentum M., Ph.D., et
al. 2001. pp.
93-109. *
schools.
CONTENT CODE
Science and
3. Relate impulse and SSP_S9FE- Technology IV:
momentum to IVc- Physics Textbook.
collision of objects NISMED. 2012.
(e.g.,vehicular pp. 298-301.
collision);
4. Infer that the total 1. BEAM IV. Unit NSTIC SciKit

momentum before SSP_S9FE- 5. 12 Force Basic and
and after collision IVc-d and Motion. Mechanics:
is equal in an Energy in Cart-Rail
isolated system. Transportation System;
. August 2008. Cylindrical
2. Science and Masses;
Technology IV: Meter Stick
Physics
Textbook for
Fourth Year.
PY
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Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
112-114. *
SSP_S9FE- 3. Science and
4. Infer that the total IVc-d Technology IV:
momentum before and Physics
The learners shall be after collision is equal; Textbook.
The learners able to: NISMED. 2012.
demonstrate an pp. 301-303
understanding of: and 306.
schools.
CONTENT CODE
propose ways to Science and
free fall motion in two enhance sports related 5. examine effects and SSP_S9FE- Technology IV:
directions, projectile to projectile motion predict causes of IVd Physics Textbook.
motion, impulse and collision-related NISMED. p. 298.
momentum, and damages/injuries.
conservation of linear
momentum
2. Work, Power, and Energy The learners The learners shall be 6.explain how mechanical SSP_S9FE- 1. EASE Science
demonstrate an able to: energy is transformed in IVd-e I. Module 8. p.
2.1 Changes in form of understanding of: various physical activities; 18.
mechanical energy create a device that 2. BEAM 5. Unit
2.2 Conservation of energy conservation of shows conservation of 5. 11. Electric
mechanical energy mechanical energy Circuits. DLP
35.
3. Science and
Technology IV:
PY
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Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
170-171. *
4. Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
2. Work, Power, and Energy The learners shall be pp. 116-119.
able to:
schools.
CONTENT CODE
2.1 Changes in form of The learners
mechanical energy demonstrate an create a device that 7. perform activities to 1. BEAM IV. Unit NSTIC SciKit:
2.2 Conservation of energy understanding of: shows conservation of demonstrate SSP_S9FE- 5. 11 Force, Basic and
mechanical energy conservation of IVe Power, Work Mechanics:
conservation of mechanical energy; and Energy. Stand base,
mechanical energy August 2009. Stand support,
2. EASE Physics. Stand rods,
Module 11. pp. Lever beam;
18-22. Pulleys;
3. OHSP Cart-Rail
Modules. System;
Module 11. pp. Hooked Masses;
18-22. Meter Stick;
4. Science and Spring Balances
Technology
IV: Physics
Textbook for
Fourth Year.
PY
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Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
179-181. *
5. Science and
Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp. 119-
121.
6. Science and
Technology
IV: Physics
7. perform activities to SSP_S9FE- Textbook.
demonstrate IVe NISMED.
2. Work, Power, and Energy The learners shall be conservation of 2012. pp. 314-
able to: mechanical energy; 316.
schools.
CONTENT CODE
2.1 Changes in form of The learners create a device that
mechanical energy demonstrate an shows conservation of 8. infer that the total SSP_S9FE- 1. EASE Physics.
2.2 Conservation of energy understanding of: mechanical energy mechanical energy IVf Module 11.
remains the same Lesson 2.
conservation of during any process; 2. OHSP
mechanical energy Modules.
Module 11,
Lesson 2.
3. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. p.
177. *
4. Science and
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Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp. 121-
122.
5. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. p. 315.
8. infer that the total SSP_S9FE-

mechanical energy IVf
The learners shall be remains the same
2. Work ,Power, and Energy able to: during any process.
schools.
CONTENT CODE
3. Heat, Work, and Efficiency the relationship among analyze how power 9. infer that heat transfer SSP_S9FE- Science and
3.1 Heat Engines heat, work, and plants generate and can be used to do work, IVf-g Technology IV:
3.2 Work- Energy efficiency transmit electrical and that work involves Physics Textbook
Theorem energy the release of heat; for Fourth Year.
3.3 Efficiency Rabago, Lilia M.,
Ph. D., et al.
2001. pp. 187-
188. *
10. explain why machines SSP_S9FE- Science and

are never 100-percent IVg Technology IV:
efficient; Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph. D., et al.
2001. pp. 187-
188. *
PY
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11.explain how heat SSP_S9FE-
transfer and energy IVg-h 1. OHSP. Module
transformation make heat 11.
engines like geothermal 2. EASE Physics.
plants work; Module 11.
schools.
CONTENT CODE
1. Science and
12. construct a model to SSP_S9FE- Technology IV:
The learners The learners shall be demonstrate that heat can IVh Physics
demonstrate an able to: do work Textbook for
understanding of: Fourth Year.
3. Heat, Work, and Efficiency analyze how power Ragabo, Lilia
3.1 Heat Engines the relationship among plants generate and M., Ph.D., et
3.2 Work- Energy heat, work, and transmit electrical al. 2001. pp.
Theorem efficiency energy 188-191. *
3.3 Efficiency 2. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 325-327.
PY
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schools.
CONTENT CODE
4. Electricity and Magnetism The learners 13. explain how electrical SSP_S9FE- 1. BEAM IV. 9 1. DC Ammeter
4.1 Power generation and demonstrate an energy is generated, IVh-i Electrical 2. DC Voltmeter
energy losses understanding of: transmitted, and Energy 3. Dry Cell
4.2 Transmission and distributed. Generation. Holder Size D
distribution of electrical generation, Electrical ( 1set= 4 pcs)
energy from power plants transmission, and Energy. 4. Dry Cell Size
to homes distribution of electrical 2. Science and D, 1.5 volts
4.3 Basic Electronics energy from power Technology IV: 5. Dry Cell, 9
plants to homes, and Physics volts
basic electronic Textbook for 6. Galvanometer
components Fourth Year. 7. Miniature
Rabago, Lilia Light Bulb
M., Ph.D., et (1 set = 3
al. 2001. pp. pcs)
342-343. * 8. Miniature
3. Science and Light Bulb
Technology I: Base (1set =
PY
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Integrated 3 pcs)
Science. 9. Motor-
NISMED. 2012. Generator
The learners SSP_S9FE- pp. 131-134. Model
demonstrate an IVi-j 4. Science and 10. Set of Coils
4. Electricity and magnetism understanding of: 14. explain the functions of Technology IV: 11. Set of
4.1 Power generation and The learners shall be resistor, capacitor, diode, Physics Connectors
energy losses generation, able to: semi-conductor and Textbook. (1 set = 3-
4.2 Transmission and transmission, and inductor in an electronic NISMED. 2012. red, 3- black,
distribution of electrical distribution of electrical analyze how power device pp. 242-246. 2- white, 2-
energy from power plants energy from power plants generate and 5. NFE. Proper blue)
to homes plants to home, and transmit electrical Use of 12. Switches,
4.3 Basic Electronics basic electronic energy Electricity. Knife Type
components 2001. pp. 4-6. 13. Variable
Power
Supply, AC-
DC
schools.
GRADE 10

CONTENT CODE
PY
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schools.
CONTENT CODE
Plate Tectonics
1.1 Distribution The learners The learners shall The learners should be 1. OHSP
1.1.1 volcanoes demonstrate an be able to: able to… Integrated
understanding of: Science. Quarter
1.1.2 earthquake epicenters
1. demonstrate 1.describe the 2. Module 5.
1.1.3 mountain belts the relationship ways to ensure distribution of active SSP_S10E 2. EASE Science I.
1.2 Plate boundaries among the locations disaster volcanoes, earthquake S –Ia Module 12.
1.2.1 Types of plate boundaries of volcanoes, preparedness epicenters, and major 3. Science and
1.2.2 Processes and landforms earthquake during mountain belts Technology I:
along plate boundaries (e.g. epicenters, and earthquakes, Integrated
volcanism, seismicity, mountain mountain belts tsunamis, and Science
building) volcanic Textbook.
1.3 Rock cycle in relation to plate eruptions NISMED. 2012.
tectonics SSP_S10E pp. 183-189.
2. suggest ways by 2.describe the different S –Ia-b 4. Science and
1.4 Plate tectonics in relation to the
which he/she can types of plate boundaries Technology I:
Philippines contribute to Integrated
1.5 Internal structure of the Earth government Science
PY
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1.6 Mechanism (possible causes efforts in Textbook for
of movement) reducing damage First Year.
1.7 Evidence of plate movement due to SSP_S10E Villamil, Aurora
earthquakes, 3.explain the different S –Ib-d M., Ed.D. 1998.
tsunamis, and processes that occur pp. 170-178. *
volcanic along the plate
eruptions boundaries;
SSP_S10ES
–Id-e
SSP_S10ES
–Ie-f
schools.
CONTENT CODE
6.describe the internal SSP_S10ES 1. OHSP
structure of the Earth; –If-h Integrated
Science.
Quarter 2.
Module 5.
Lesson 2.
7.describe the possible SSP_S10ES 2. EASE Science I.
causes of plate –Ih-i Module 12.
movement; and Lesson 4.
3. Science and
Technology I:
General Science
SSP_S10ES Textbook for
8.enumerate the lines of –Ii-j First Year.
evidence that support Rabago, Lillia
plate movement M., Ph.D., et al.
1997. p. 183. *
4. Science and
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Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 180-182.
5. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 173-174. *
schools.
CONTENT CODE
volcanic 1. OHSP
eruptions Integrated
Science.
2. suggest ways by Quarter 2.
which he/she can Module 5.
contribute to Lesson 2.
government 2. EASE Science I.
efforts in Module 12.
reducing damage Lesson 4.
due to 3. Science and
earthquakes, Technology I:
tsunamis, and Integrated
volcanic Science
eruptions Textbook.
NISMED. 2012.
pp. 180-182.
PY
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schools.
CONTENT CODE
1. EASE Science I.
Module 12.
Lesson 1.
2. BEAM 6. Unit 5.
10 The
Structure of
Earth’s Interior.
2008.
3. MISOSA 6.
Module 25.
The learners 4. Science and
demonstrate an Technology I:
understanding of: Integrated
Science
the relationship The learners shall Textbook for
among the locations be able to: First Year.
of volcanoes, Villamil, Aurora
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earthquake 1. demonstrate M, Ed.D. 1998.
epicenters, and ways to ensure pp. 157-159.
mountain ranges disaster 5. Science and
preparedness Technology I:
during Integrated
earthquakes, Science
tsunamis, and Textbook.
volcanic NISMED. 2012.
eruptions pp. 175-176.
6. Science and
2. suggest ways by Technology I:
which he/she can General Science
contribute to Textbook for
government First Year.
efforts in Rabago, Lilia M,
reducing damage Ph.D., et al.
due to 1997. pp. 180-
earthquakes, 182. *
tsunamis, and
schools.
CONTENT CODE
the relationship volcanic
among the locations eruptions
of volcanoes,
earthquake
epicenters, and
mountain ranges
The learners shall

be able to:
1. demonstrate
ways to ensure
disaster
preparedness
during
earthquakes,
PY
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tsunamis, and
volcanic
eruptions
2. suggest ways by
which he/she can
contribute to
government
efforts in
reducing damage
due to
earthquakes,
The learners tsunamis, and
demonstrate an volcanic
understanding of: eruptions
the relationship
among the locations
of volcanoes,
schools.
CONTENT CODE
Grade 10 – Force, Motion and, Energy
1. Electromagnetic Spectrum The learners The learners should be 1. BEAM IV. Unit 6.
demonstrate an able to… 16 Radio
understanding of: SSP_S10FE- Communications.
1. compare the relative IIa-b 1 Our World of
the different regions wavelengths of Waves.
of the different forms of Electromagnetic
electromagnetic electromagnetic Waves and
spectrum waves; Communication.
October 2008.
pp. 25-39.
2. EASE Physics.
Module 17.
Lesson 1.
3. Science and
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Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 267-
271. *
4. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 393-394.
schools.
CONTENT CODE
2. cite examples of SSP_S10FE- 1. BEAM IV. Unit 6.

practical applications IIb-c 16 Radio
1. Electromagnetic Spectrum The learners of the different Communications.
demonstrate an regions of EM waves, 1 Our World of
understanding of: such as the use of Waves.
radio waves in Electromagnetic
the different regions telecommunications; Wave and
of the Communication.
electromagnetic October 2008.
spectrum pp. 25-39.
2. EASE Physics.
Module 17.
Lesson 2.
3. Science and
Technology IV:
Physics Textbook
for Fourth Year.
PY
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Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 271-
284. *
4. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 394-405.
2. cite examples of
practical applications
of the different
regions of EM waves, SSP_S10FE-
schools.
CONTENT CODE
3. explain the effects of SSP_S10FE- 1. EASE Physics.

EM radiation on living IIc Module 5.
things and the 2. Science and
environment; Technology IV:
Physics
Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 268-
271. *
PY
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schools.
CONTENT CODE
2. Types of Nuclear Radiation The learners 4. explain the nature,

2.1 Alpha Radiation demonstrate an properties, and uses SSP_S10FE-
2.2 Beta Radiation understanding of: of the three types of IId-e
2.3 Gamma Radiation nuclear radiation
the nature, (Alpha, Beta,
properties, and uses Gamma)
of nuclear radiation
3. Light The learners 1. EASE Physics.

demonstrate an 5. predict the Module 3.
3.1 Reflection of Light in Mirrors understanding of: qualitative Lessons 3 and 4.
3.2 Refraction of Light in Lenses characteristics SSP_S10FE- 2. BEAM IV. Unit 2. 1. Basics Lens
the images formed (orientation, type, IIe-f 2 Optical Set
by the different types and magnification) Instruments. 2. Mirror Set
of mirrors and lenses of images formed by Bouncing Light. 3. Student
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plane and curved August 2009. Optical Bench
mirrors and lenses; 3. Science and Set
Technology IV:
Physics
Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 238-
240. *
4. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 38-46.
schools.
CONTENT CODE
6. apply ray 1. BEAM IV. Unit

diagramming SSP_S10FE- 2. 2 Optical
techniques in IIf-g Instruments.
describing the Bouncing Light.
characteristics and August 2009.
positions of images 2. EASE Physics.
formed by mirrors Module 4.
and lenses; Lesson 2.
3. Science and
Technology IV:
7. determine the Physics
location of the image Textbook for
formed by mirrors Fourth Year.
and lenses using Rabago, Lilia M.,
Mirror and Lens Ph.D., et al.
Equation. 2001. pp. 246-
248. *
PY
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4. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 62-65.
schools.
CONTENT CODE
1. identify ways in SSP_S10FE- 1. EASE Physics.

which the IIh Module 4.
properties of Lesson 2.
mirrors and 2. Science and
lenses Technology IV:
determine their Physics
use in optical Textbook for
instruments Fourth Year.
(e.g., cameras Rabago, Lilia M.,
and binoculars); Ph.D., et al.
2001. pp. 246-
254. *
3. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
PY
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pp. 73-79.
schools.
CONTENT CODE
4. Electricity and Magnetism 7. demonstrate the SSP_S10FE- 1. BEAM IV. Unit 1. DC Ammeter
The learners generation of IIh-i 4. 9 Electrical 2. DC Voltmeter
4.1 Electromagnetic Induction demonstrate an electricity by Energy 3. Dry Cell Size D,
understanding of: movement of a Generation. 1.5 volts
- Faraday’s Law magnet through a Electrical Energy 4. Dry Cell, 9 volts
the relationship coil; and UP. Student 5. Dry Cell Holder
- Lenz’s Law between electricity Activity 4. Size D (1 set=
and magnetism in September 4 pcs)
4.2 Motors and Generators
electric motors and 2008. 6. Galvanometer
generators 2. EASE Physics. 7. Miniature Light
Module 8. Bulb (1 set = 3
Activity 3.2. pcs)
3. Science and 8. Miniature Light
Technology IV: Bulb Base (1set
Physics = 3 pcs)
Textbook for 9. Motor
Fourth Year. Generator
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Rabago, Lilia M., Model
Ph.D., et al. 10. Set of Coils
2001. pp. 326- 11. Set of
328. * Connectors (1
4. Science and set = 3- red,
Technology IV: 3- black, 2-
Physics white, 2-
Textbook. blue)
NISMED. 2012. 12. Switches,
pp. 197-199. Knife Type
13. Variable
Power Supply,
4. Electricity and Magnetism AC-DC
schools.
CONTENT CODE
4.1 Electromagnetic Induction 8. explain the operation SSP_S10FE- 1. EASE Physics. Advanced
of a simple electric IIi-j Module 8. pp. Electromagnetism
- Faraday’s Law motor and 18-19. Kit
generator. 2. NSTIC Science
- Lenz’s Law Manual. Physics
Activity Sheets
4.2 Motors and Generators
The learners 413 M. pp. 39-
demonstrate an 42.
understanding of: 3. BEAM IV. Unit
4. 9 Electrical
the relationship Energy
between electricity Generation.
and magnetism in Electrical Energy
electric motors and UP. Student
generators Activities 10 and
11.
4. Science and
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Technology IV:
Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et al.
2001. pp. 328-
332. *
5. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 202-210.

schools.
CONTENT CODE
1. Coordinated Functions of the The learners The learners shall The learners should be 1. APEX Biology.
Reproductive, Endocrine, and demonstrate an be able to: able to… Unit 5. Lesson
Nervous Systems understanding of: 5.
create a brochure 1. describe the parts of SSP_S10LT- 2. MISOSA 5.
1. organisms as on diseases related the reproductive IIIa-1 Module 1.
having feedback to any of the three system and their 3. MISOSA 5.
mechanisms, functions; Module 2.
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schools.
CONTENT CODE
which are organ systems and 4. BEAM 5. Unit 1.
coordinated by the their prevention 2. explain the role of SSP_S10LT- 1 The Human
nervous and hormones involved IIIb-2 Reproductive
endocrine systems in the female and System. DLP 1.
male reproductive 5. EASE Biology.
systems; 6. Module 13.
Lessons 1 and
2.
7. BEAM 5. Unit 1.
1 The Human
Reproductive
System. Human
Reproductive
System. March
2008. pp. 17-
22.
8. Science for
PY
Daily Use 5.
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Tan, Conchita
T. 2012. pp. 2-
5. *
9. Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
pp. 157-158.
10.Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 157-158.
11. NFE. Ang
K to 12 Special Science Program Curriculum Guide August 2017 Reprodutive
Page 208 of 227
schools.
CONTENT CODE
2. how these
feedback 11. NFE. Ang
mechanisms help Reproductive
the organism System. 2001.
maintain
pp. 7-10
homeostasis to
reproduce and 12. EASE Biology.
survive
Module 13.
Lesson 1.
13. BEAM 5. Unit

1. 1 The
Human
Reproductive
System.
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Human
VA
Reproductive
System. March
2008. pp. 28-
32.
14. APEX Biology.

Unit 5. pp. 58-
61.
15. EASE Biology.

Module 9. p.
29.
16. Science and

Tehnology II:
Biology
Textbook.
schools.
CONTENT CODE
3. describe the SSP_S10LT-

feedback IIIc-3 1. APEX Biology.
mechanisms involved Unit 5. pp. 60-
in regulating 61.
processes in the
female reproductive 2. BEAM 5. Unit
system (e.g., 1. 1 The
menstrual cycle);
Human
Reproductive
System. DLP 4.
3. EASE Biology.
Module 13. pp.
7-10.
4. Science for
PY
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Daily Use 5.
Tan, Conchita.
2012. pp. 15-
17. *
5. NFE. Ang
Reproductive
System. 2001.
pp. 11-12.
schools.
CONTENT CODE
4. describe how the SSP_S10LT-

nervous system IIIc-4 1. BEAM 6. Unit
coordinates and 1. 2 The
regulates these Nervous
feedback
System.
mechanisms to
Module 1.
maintain
homeostasis; September
2008.
2. Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 114-117.
PY
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3. Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
pp. 114-117.
4. NFE. The
Nervous
System. 2001.
pp. 3-6.
schools.
CONTENT CODE
2. Heredity: Inheritance and The learners 5. explain how protein SSP_S10LT-

Variation demonstrate an is made using IIId-e-5
understanding of: information from 1. APEX. Unit 6.
DNA; pp. 88-89.
1. the information
stored in DNA as 2. EASE Biology.
being used to Module 14. p.
make proteins 24.
2. how changes in a 3. Sience and
DNA molecule may
Technology II:
cause changes in
its product Biology
Textbook.
3. mutations that NISMED. 2012.
occur in sex cells pp. 184-186.
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as being heritable
4. Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 184-186.
schools.
CONTENT CODE
6. explain how SSP_S10LT-

mutations may cause IIIe-f-6 1. APEX. Unit 6.
changes in the p. 88.
structure and
function of a protein; 2. EASE Biology.
Module 15. pp.
14-15.
3. Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
p. 195.
4. Science and
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Technology II:
Biology
Textbook.
NISMED. 2004.
p. 195.
schools.
CONTENT CODE
3. Biodiversity and Evolution The learners The learners shall 7. explain how fossil SSP_S10LT-
1. APEX. Unit 7.
demonstrate an be able to: records, comparative IIIe-f-7
3.1 Mechanisms and evidence understanding of: anatomy (vestigial Lesson 3.
of evolution organs, homologous
how evolution and analogous 2. EASE Biology.
through natural structures), Module 15.
selection can result in comparative Lesson 2.
biodiversity embryology, and
genetic information 3. Science and
provide evidence for Technology II:
evolution; Biology
Textbook.
NISMED. 2012.
pp. 210-218.
4. Science and
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Technology II:
LID
VA
Biology
Textbook.
NISMED. 2004.
pp. 210-218.
5. Science and
Technology II:
Biology
Teacher’s
Manual for
Second Year.
Rabago, Lilia
M., Ph.D., et al.
1997. pp. 140-
144*.
schools.
CONTENT CODE
8. explain the SSP_S10LT-

mechanisms of IIIf-g-8 1. APEX. Unit 7.
evolution (natural Lesson 2.
selection, genetic
drift, migration, and 2. EASE Biology.
mutation); Module 15.
3. Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
pp. 202-207.
4. Science and
Technology II:
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Biology
Textbook.
NISMED. 2004.
pp. 202-207.
5. Science and
Technology II:
Biology
Teacher’s
Manual for
Second Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. p.
145. *
schools.
CONTENT CODE
4. Ecosystems The learners The learners shall 9. explain how species SSP_S10LT- 1. Science and
4.1 Flow of Energy and Matter in demonstrate an be able to: diversity increases IIIh-9
Technology II:
Ecosystems understanding of: the probability of
4.2 Biodiversity and Stability adaptation and Biology
4.3 Population Growth and Carrying 1. the influence of survival of organisms Textbook.
Capacity biodiversity on the in changing NISMED. 2012.
stability of environments; pp. 220-224.
ecosystems
2. Science and
2. an ecosystem as Technology II:
being capable of
Biology
supporting a
Textbook.
limited number of
organisms NISMED. 2004.
pp. 220-224.
PY
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10. explain the SSP_S10LT-
1. APEX Biology.
relationship IIIi-10
between population Unit 5. Lesson
growth and carrying 8.
capacity; and
2. BEAM I. 5
Living Things.
Module 1.
September
2006.
schools.
CONTENT CODE
11. suggest ways to SSP_S10LT- 1. EASE 1.

minimize human IIIj-11
Module 13.
impact on the
Lesson 4.
environment.
2. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. p.
271. *
PY
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Grade 10 – Matter
schools.
CONTENT CODE
1. Chemical reactions the chemical creatively present 1. distinguish a SSP_S10MT- 1. APEX 1. Charles Law
1.1 Evidence of a Chemical reactions associated chemical reactions chemical change IVa-1 Chemistry. Unit setup
Reaction with biological and involved in from a physical 2. Chapeter 3. 2. (stand setup
1.2 Factors affecting Rate of industrial processes biological and change Lessons 5, 6 assembly, ring
Reaction affecting life and the industrial processes and 8. with stem, wire
1.3 Law of Conservation of Mass environment affecting life and 2. EASE Science gauze, alcohol
1.4 Types of Chemical Reactions the environment II. Module 9. burner)
3. Chemistry III 3. Erlenmeyer
2. identify the factors Textbook. flask, balloon
moles of reactants that affect rates and SSP_S10MT- Mapa, Amelia
and products explain them IVa-b-2 P., Ph.D., et al.
involved in a according to 2001. pp. 244-
chemical reaction collision theory 253. *
4. Science and
3. explain how the Technology III:
factors affecting the Chemistry
SSP_S10MT- Textbook.
PY
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rates of chemical
AT
LID
VA
reactions are applied IVc-3 NISMED. 1997.
in food preservation pp. 68-81.
and materials 5. NFE. Gases:
product Molecules in
Motion. 2001.
4. apply the principles pp. 12-29.
of conservation of
SSP_S10MT-
mass to chemical
IVd-e-4
reactions
5. write a chemical
equation
schools.
CONTENT CODE
1.5Writing and Balancing of Chemical SSP_S10MT-
equation Chemical equation 6. predict products of IVf-5 1. EASE Biology.
chemical reactions Module 6.
Lesson 1.
SSP_S10MT- 2. Science and
IVf-g-6 Technology III:
Chemistry
1. 6 Reaction Stoichiometry Textbook.
NISMED. 1997.
1.6.1 Mole-Mole pp. 363-391.
3. Chemistry III
1.6.2 Mole – Mass Textbook.
calculate the moles Mapa, Amelia
1.6.3 Mass-mass of reactants and 7. solve mole-mole, SSP_S10MT- P., Ph.D., et al.
products involved in mole-mass and IVg-7 2001. pp. 373-
1.6.4 Mass – volume a chemical reaction mass – mass 385. *
stoichiometry 4. Science and
Technology III:
PY
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Chemistry
Textbook for
Third Year.
Mapa, Amelia
P., Ph.D., et al.
1999. pp. 378-
392. *
schools.
CONTENT CODE
8. predict products of SSP_S10MT-
1. Chemical reactions the chemical creatively present chemical reactions IVf-5 1. OHSP. 1. Spatula
1.1 Evidence of a Chemical reactions associated chemical reactions Chemistry 2. Triple beam
Reaction with biological and involved in Module 13. balance
1.2 Factors affecting Rate of industrial processes biological and Lesson 1.
Reaction affecting life and the industrial processes 2. EASE Science
1.3 Law of Conservation of Mass environment affecting life and II. Module 13.
1.4 Types of Chemical Reactions the environment Lesson 1.
1.5 Writing and Balancing of 3. Chemistry III
Chemical equation Chemical Textbook.
equation calculate the Mapa, Amelia
1. 6 Reaction Stoichiometry number of moles of P., Ph.D., et al.
reactants and 2001. pp. 142-
1.6.1 Mole-Mole products involved in 144. *
a chemical reaction 4. Science and
1.6.2 Mole – Mass Technology III:
Chemistry
1.6.3 Mass-mass Textbook.
PY
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schools.
CONTENT CODE
1.6.4 Mass – volume 9. identify the factors SSP_S10MT- NISMED. 1997.
that affect rates and IVf-g-6 pp. 94-95.
explain them 5. Science and
according to Technology III:
collision theory. Chemistry
Textbook.
NISMED. 2012.
pp. 78-81.
6. Science and
Technology III:
Chemistry
Textbook for
Third Year.
Mapa, Amelia
P., Ph.D., et al.
1999. pp. 147-
149. *
PY
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schools.
CONTENT CODE
10. explain how the SSP_S10MT-
factors affecting the IVg-7 1. OHSP.
rates of chemical Chemistry
reactions are applied Module 17.
in food preservation Lesson 1.
and materials 2. EASE Science
product. II. Module 17.
Lesson 1.
3. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et al.
2001. pp. 202-
210. *
Science
and
Technology
III:
PY
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schools.
CONTENT CODE
2.Gas Laws 8. determinethe Chemistry
relationship Textbook. Thermometer,
b. Kinetic Molecular between: NISMED. alchohol
Theory 8.1 volume and 1997. pp.
c. Volume, pressure, and pressure at 187-199.
temperature construct models constant
relationship how gases behave which show the temperature of a
d. Avogadro’s law based on the motion principle behind gas gas;
e. Ideal gas law and relative distances laws 8.2volume and
f. Dalton’s Law of Partial between gas particles temperature at constant
pressure pressure of a gas;
g. Grahams Law of perform an activity 8.3 volume and amount
Effusion the different applying gas laws of gas at constant
h. Gas Stoichiometry properties of gases pressure and
temperature
8.4 explains these
relationships using
the kinetic molecular
PY
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theory;
8.5 explain Dalton’s Law
8.6 differentiate effusion
and diffusion
8.7 calculate the amount
of gaseous product
produced from a
chemical reaction in an
ideal condition
3.Biomolecules the structure of 9 recognize the major SSP_S10MT-

biomolecules, which categories of IVj-9
3.1 Elements present in are made up mostly construct a 3D biomolecules such
biomolecules of a limited number model of the as carbohydrates,
3.2 Carbohydrates, lipids, proteins, of elements, such as structure of protein lipids, proteins, and
and nucleic acids carbon, hydrogen, molecule nucleic acids;
3.2.1 Food Labels oxygen, and nitrogen
schools.
CONTENT CODE
10 determine the SSP_S10MT-
presence of specific IVj-10
biomolecules in
common food items
and organic
materials
11 represent the SSP_S10MT-

structures of IVj-11
biomolecules such
as carbohydrates,
lipids, proteins, and
nucleic acids
PY
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schools.
GLOSSARY
Climate change A significant and lasting change in the statistical distribution of weather patterns over periods ranging from decades to millions of years
Earth The third planet from the Sun; the densest and the fifth-largest of the eight planets in the Solar System
Earthquake The result of a sudden release of energy in the Earth’s crust that creates seismic waves.
A community of living organisms (plants, animals and microbes) in conjunction with the non-living components (air, water and mineral soil), interacting
Ecosystem
as a system.
Electricity A physical phenomenon associated with the presence and flow of electric charge
Energy The capacity to do work
Environment Surroundings
Force A push, a pull, or a resistance exerted upon objects resulting to an interaction or change in the state of motion
Friction The force which resists or opposes the movement of an object sliding or rolling over another with which it is in contact
Gas One of the four fundamental states of matter (the others being solid, liquid and plasma); its particles are widely separated from one another
Gravity The force that pulls objects towards the center of the earth
Heat The thermal energy in transit
Light, visible An electromagnetic radiation that is visible to the human eye
Liquid One of the four fundamental states of matter (the others being solid, gas and plasma); the only state with definite volume but no fixed shape.
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Living Things Anything that has life; all objects that have self-sustaining processes
Magnetism A physical phenomenon associated with the interaction of a magnetic field with metals or another magnet
Matter Anything that has mass and occupies space (volume).
Motion A continuous change in position with respect to a reference point
Natural event An event pertaining to, existing in or produced by nature
Plasma One of the four fundamental states of matter (the others being solid, liquid, and gas); its particles are made up of ionized gases
Solar system Comprises the Sun and its planetary system of eight planets, as well as a number of dwarf planets, satellites, and other objects that orbit the Sun.
Characterized by structural rigidity and resistance to changes of shape or volume; one of the four fundamental states of matter.
Solid
Sound An energy produced by the vibration of molecules that are propagated through different media
Space The boundless three-dimensional extent in which objects and events have relative position and direction
Volcanic eruption A phenomenon in which material from the depths of the earth explodes to the surface in the form of lava, or clouds of gas and ashes.
Weather The state of the atmosphere, to the degree that it is hot or cold, wet or dry, calm or stormy, clear or cloudy.
CODE BOOK LEGEND

schools.
Sample: S8ES-IId-19
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and Strand/ Living things and their Environment LT

Science
Subject or Specialization
First Entry S8
Force, Motion and Energy FE
Grade Level Grade 8
Earth and Space ES

Domain/Content/
Uppercase Letter/s
Component/ Topic
Earth and Space ES
Matter MT
-
Roman Numeral
PY
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LID
II
VA
Quarter Second Quarter
*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than
Week Week Four d
a specific week
-
Infer why the Philippines is
Arabic Number Competency
prone to typhoons
19
REFERENCES
schools.
“Hongkong Curriculum Framework.” Accessed May 11, 2007. http://cd1.edb.hkedcity.net/cd/EN/Content_2908/e00/summary.pdf
American Association for the Advancement of Science (AAAS). Designs for Science Literacy: Project 2061. New York: Oxford University Press, 2000.
Australian Curriculum, Assessment and Reporting Authority. “ACARA’s Response to the Consultation Feedback on the K-10 Australian Curriculum. Australia: ACARA, 2010.
Department of Education, 2002 Basic Education Curriculum : Handbook in Science and Health (Elementary Level ), (Pasig City : Department of Education, 2002)
Department of Education, 2002 Basic Education Curriculum, Department of Education , (Pasig City: Department of Education, 2002).
Department of Education, Curricular Reforms on Education, (Pasig City: Department of Education, 2012)
Department of Education, New Elementary School Curriculum (NESC): Program for Decentralized Education Development, (Manila: Department of Education, 1982).
Ministry of Education and Training. “The Ontario Curriculum Grades 1-8: Science and Technology.” Accessed August 7, 2009.
http://www.edu.gov.on.ca/eng/curriculum/elementary/sciencetec18.pdf
Ministry of Education, Wellington. “The New Zealand Curriculum Framework.” Accessed May 25, 2007. http://www.tki.org.nz/r/governance/nzcf/NZcurriculum_e.php
Mullis, I.V., M.O. Martin, D.F. Robitaille, & P. Foy. Trends in International Mathematics and Science. ( Chestnut Hill : TIMMS Publication, 2009).
PY
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VA
Science Education Institute-Department of Science and Technology (SEI-DOST) and University of the Philippines National Institute for Science and Mathematics Education
Development (UPNISMED). Framework for Philippine Science Teacher Education. Manila: SEI-DOST & UPNISMED, 2011.
SciMathMN. “Minnesota K-12 Framework for Science.” Accessed June 16, 2009. http://ww.scimathmn.org/frameworks_science.htm
Singapore. Ministry of Education-Curriculum Planning and Development Division. Science Syllabus: Lower Secondary, Normal (Technical). Singapore: Ministry of Education,
2008.
Singapore. Ministry of Education-Curriculum Planning and Development Division. Science Syllabus: Primary. Singapore: Ministry of Education, 2008.
The Curriculum Development Council. “Hongkong Science Education Curriculum Guide.” Hongkong: The Curriculum Development Council, 2002.
National Institute for Science and Mathematics Education University of the Philippines and Department of Education. Proposed Science Curriculum Framework for Basic
Education. December 2008.
Western Australian Curriculum Council. “The Western Australian Curriculum Framework 1998.” Accessed May 20, 2007.
http://www.curriculum.wa.edu.au/files/pdf/science.pdf
schools.

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Republic of the Philippines

K to 12 Curriculum Guide for

K to 12 Special Science Program Curriculum Guide August 2017 Page 2 of 227

K to 12 Special Science Program Curriculum Guide August 2017 Page 3 of 227

The Conceptual Framework of Science Education

CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)

K–3 4–6 7–10 11-12

K to 12 Special Science Program Curriculum Guide August 2017 Page 5 of 227

GRADE/LEVEL Grade-Level Standards

GRADE/LEVEL Grade-Level Standards

K to 12 Special Science Program Curriculum Guide August 2017 Page 7 of 227

GRADE/LEVEL Grade-Level Standards

K to 12 Special Science Program Curriculum Guide August 2017 Page 8 of 227

GRADE/LEVEL Grade-Level Standards

SEQUENCE OF DOMAIN/STRANDS PER QUARTER

K to 12 Special Science Program Curriculum Guide August 2017 Page 9 of 227

SPIRALLING OF CONCEPTS GRADE 3 – GRADE 10

K to 12 Special Science Program Curriculum Guide August 2017 Page 10 of 227

Learners learn that some changes

K to 12 Special Science Program Curriculum Guide August 2017 Page 11 of 227

Grade 7 Grade 8 Grade 9 Grade 10

K to 12 Special Science Program Curriculum Guide August 2017 Page 12 of 227

LIVING THINGS AND THEIR ENVIRONMENT

Grade 7 Grade 8 Grade 9 Grade 10

They also learn that dissolved wastes

K to 12 Special Science Program Curriculum Guide August 2017 Page 14 of 227

FORCE, MOTION AND ENERGY

FORCE AND MOTION

K to 12 Special Science Program Curriculum Guide August 2017 Page 15 of 227

Grade 7 Grade 8 Grade 9 Grade 10

FORCE AND MOTION

From a simple understanding of motion,

K to 12 Special Science Program Curriculum Guide August 2017 Page 16 of 227

This time learners recognize that

EARTH AND SPACE

K to 12 Special Science Program Curriculum Guide August 2017 Page 18 of 227

Grade 7 Grade 8 Grade 9 Grade 10

PERFORMANCE LEARNING LEARNING SCIENCE

K to 12 Special Science Program Curriculum Guide August 2017 Page 20 of 227

1. Science and Health

K to 12 Special Science Program Curriculum Guide August 2017 Page 23 of 227

4. identify the parts of SSP_S3LT-IIc- 1. BEAM 3. Unit 2. 1.Hand

8. state the importance of SSP_S3LT-IIc- 1. BEAM 3. Unit 2.

K to 12 Special Science Program Curriculum Guide August 2017 Page 28 of 227

9. describe proper ways of SSP_S3LT-IIc-

7. Science and Health

1. 12. state the SSP_S3LT-IIe- 1. BEAM 3. Unit 3.

2. Science and Health

3. Science and Health

K to 12 Special Science Program Curriculum Guide August 2017 Page 31 of 227

2. 13. describe proper SSP_S3LT-IIe- 1. BEAM 3. Unit 3.

characteristics of living illustrates 4. 14. compare living SSP_S3LT-IIe-

2. Heredity: reproduction in humans, given a photo of SSP_S3LT-IIg-

K to 12 Special Science Program Curriculum Guide August 2017 Page 33 of 227

3. Science and Health

8. 18. explain how SSP_S3LT-IIi-

K to 12 Special Science Program Curriculum Guide August 2017 Page 34 of 227

10. 19. recognize that SSP_S3LT-IIi-

Grade 3 – Force and Motion

K to 12 Special Science Program Curriculum Guide August 2017 Page 35 of 227

1. Science and Health 1. Pair of

K to 12 Special Science Program Curriculum Guide August 2017 Page 36 of 227

4. describe the movements SSP_S3FE-IIIc- 1. Growing with Toy car, non-