GRADE 7
UNPACKED CURRICULUM
Prepared by: Ms. Isabel C. Palomar - SDO Navotas, Ms. Liza Alvarez - SDO Pasig, Dr. Corazon A. Javie
Grade
Science Discipline/Component
Grade Level Standard
Domain
Performance Standard
Content Standard
Performance Task
Ms. Rowena C. Lamera - SDO TAPAT, Ms. Emmeline V. Elseario - SDO Las Piñas
SEVEN
CHEMISTRY - MATTER
At the end of Grade 7, learners can distinguish mixtures from substances through semi-guid
importance of air testing when conducting investigations. After studying how organ systems
the lower grade levels, learners can use a microscope when observing very small organisms a
things are organized into different levels: Cells, tissues, organs, organ systems, and organisms
and communities, which interact with non-living things in ecosystems. Learners can describe
distance and speed, and represent this in tables, graphs, charts, and equations. They can des
through different mediums. Learners describe what makes up the Philippines as a whole and
They can explain the occurrence of breezes, monsoons, and ITCZ, and how these weather sys
why seasons change and demonstrate how eclipses occur.
PROPERTIES AND STRUCTURE OF MATTER. In Grade 6, learners learned how to distinguish h
mixtures. In Grade 7, learners investigate properties of solutions that are homogeneous mixt
concentrations of solutions qualitatively and quantitatively. They distinguish mixtures from su
CHANGES THAT MATTER UNDERGO. Learners recognize that materials combine in various w
contributing to the wide variety of materials. Given this diversity, they recognize the importa
become familiar with elements and compounds, metals and non-metals, and acids and bases
homogenous mixtures can be separated using various techniques.
The learners shall be able to:
1. perform in groups in guided investigations involving communitybased problems using loca
2. prepare different concentrations of mixtures according to uses and availability of materia
3. investigate the properties of mixtures of varying concentrations using available materials i
4. make a chart, poster, or multimedia presentation of common elements showing their nam
5. properly interpret product labels of acidic and basic mixture, and practice safe ways of han
clothing and safety gear
4. classifying substances as elements or compounds
5. the common properties of acidic and basic mixtures
6. properties of metals and nonmetals
The learners demonstrate an understanding of:
1. scientific ways of acquiring knowledge and solving problems
2. some important properties of solutions
3. the properties of substances that distinguish them from mixtures
4. classifying substances as elements or compounds
5. the common properties of acidic and basic mixtures
6. properties of metals and nonmetals
The learners shall be able to:
1. perform accurate measurements
2. formulate hypothesis, collect, organize and interpret data about the investigation
3. investigate the properties of mixtures of varying concentrations using available materials i
Performance Task
4. make a chart, poster, or multimedia presentation of common elements showing their nam
5. properly interpret product labels of acidic and basic mixture, and practice safe ways of han
clothing and safety gear

CONTENT LEARNING COMPETENCIES

I. Doing Scientific Investigations 1. Describe the components of a scientific investigation;
1. Ways of acquiring know-
ledge and solving problems
2. Diversity of Materials in
the Environment
2.1 Solutions
2.2 Substances and Mixtures 4. Distinguish mixtures from substances based on a set of properties;
1.1 Recognize that the design of an investigation should show fair
testing
1.2 Identify the components of an investigation research problem,
hypothesis, method for testing hypothesis and conclusions based
on evidence
1.3 Differentiate qualitative from quantitative observation
1.4 Perform accurate measurements
1.5 Differentiate observation from inference
1.6 Formulate hypothesis, collect, organize and interpret data about
the investigation
1.7 Identify the independent, dependent, and controlled variables
1.8 Formulate conclusion/s based on data
SUMMATIVE TEST
2. Investigate properties of unsaturated or saturated solutions;
2.1 Define solution operationally
2.2 Identify and describe the components of a solution
2.3 Describe the properties and characteristics of common solutions
2.4 Investigate the effect of the nature of solute and the solvent in a
solution (Solid, Liquid and Gaseous Solutions)
2.5 Investigate the properties of unsaturated, saturated and super-
saturated solutions
a. Perform an experiment on saturation of solution and differentiate
saturated, unsaturated and supersaturated solutions.
3. Express concentrations of solutions quantitatively by preparing
different concentrations of mixtures according to uses and availability
of materials;
3.1 Enumerate and describe the types of solution according to
the proportion of the solute and the solvent (Diluted & Concentrated)
3.2 Identify and describe the types of solution according to the amount
of solute present in a given solvent (Concentration)
a. Calculate the percentage by weight of the given solutions
b. Calculate the percentage by volume of the given solutions
c. Explain the difference between percentage by weight of solution
and by volume solution
SUMMATIVE TEST
4.1 Distinguish mixtures from compounds according to its composition and
properties (Use Venn diagram, Tabulation, Table organizer, etc.)
4.2 Classify given materials as substances or mixtures (include chemical
 formula of substances with their common names and chemical names
of materials found at home or in the community)
4.3 Determine unknown materials as substances mixtures based on the
given descriptions/statements (ex. A material was burned and produced
two new materials. What is the nature of the material?)
2.3 Elements and Compounds 5. Recognize that substances are classified into elements and compounds;
5.1 Differentiate elements from compounds based on their composition
from the given chemical names and formulas of elements and
compounds
5.2 Describe briefly the history and basis of naming elements
5.3 Recognize important elements and compounds that are useful to humans
5.4 Prepare a slumbook type or the like in introducing one element and one
compound in the class (ex. Name: Gold; Nickname: Au; Date of Birth:
Year of discovery; Likes or Uses, etc.)
5.5 Identify elements and compounds from food labels and other products
available at home, market, and the community
SUMMATIVE TEST
2.4 Acids and Bases 6. Investigate properties of acidic and basic mixtures using natural indicators;
6.1 Differentiate acidic from basic materials according to their properties
and behavior
6.2 Identify useful acidic and basic material found at home and the
community
6.3 Describe and cite examples of acid and base indicators and identify
ways of handling these acids and bases
6.4 Determine acidic and basic materials using prepared plant/flower/etc.
indicators
2.5 Metals and Non-metals 7. Describe some properties of metals and non-metals such as luster,
malleability, ductility, and conductivity.
7.1 Prepare a Venn diagram to describe properties of metals, nonmetals and
metalloids
7.2 Describe some properties of metals and nonmetals through simple
experimentation/demonstration
7.3 Determine ways to detect if a material is metal or nonmetal (Give
situations/conditions like a checklist or the like)
SUMMATIVE TEST

PERIODICAL TEST
OVERALL TOTAL NUMBER OF DAYS
 GRADE 7
UNPACKED CURRICULUM
l C. Palomar - SDO Navotas, Ms. Liza Alvarez - SDO Pasig, Dr. Corazon A. Javier - SDO Parañaque,
Ms. Rowena C. Lamera - SDO TAPAT, Ms. Emmeline V. Elseario - SDO Las Piñas

Y - MATTER
of Grade 7, learners can distinguish mixtures from substances through semi-guided investigations. They realize the
e of air testing when conducting investigations. After studying how organ systems work together in plants and animals in
grade levels, learners can use a microscope when observing very small organisms and structures. They recognize that living
organized into different levels: Cells, tissues, organs, organ systems, and organisms. These organisms comprise populations
munities, which interact with non-living things in ecosystems. Learners can describe the motion of objects in terms of
nd speed, and represent this in tables, graphs, charts, and equations. They can describe how various forms of energy travel
fferent mediums. Learners describe what makes up the Philippines as a whole and the resources found in the archipelago.
explain the occurrence of breezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain
ns change and demonstrate how eclipses occur.

ES AND STRUCTURE OF MATTER. In Grade 6, learners learned how to distinguish homogenous from heterogeneous
n Grade 7, learners investigate properties of solutions that are homogeneous mixtures. They learn how to express
tions of solutions qualitatively and quantitatively. They distinguish mixtures from substances based on a set of properties.
THAT MATTER UNDERGO. Learners recognize that materials combine in various ways and through different processes,
ng to the wide variety of materials. Given this diversity, they recognize the importance of a classification system. They
miliar with elements and compounds, metals and non-metals, and acids and bases. Further,learners demonstrate the
ous mixtures can be separated using various techniques.

ers shall be able to:

m in groups in guided investigations involving communitybased problems using locally available materials
e different concentrations of mixtures according to uses and availability of materials
ate the properties of mixtures of varying concentrations using available materials in the community for specific purposes
chart, poster, or multimedia presentation of common elements showing their names, symbols, and uses
y interpret product labels of acidic and basic mixture, and practice safe ways of handling acids and bases using protective
nd safety gear
ing substances as elements or compounds
mmon properties of acidic and basic mixtures
ties of metals and nonmetals
ers demonstrate an understanding of:
fic ways of acquiring knowledge and solving problems
mportant properties of solutions
perties of substances that distinguish them from mixtures
ing substances as elements or compounds
mmon properties of acidic and basic mixtures
ties of metals and nonmetals
ers shall be able to:
m accurate measurements
ate hypothesis, collect, organize and interpret data about the investigation
ate the properties of mixtures of varying concentrations using available materials in the community for specific purposes
 chart, poster, or multimedia presentation of common elements showing their names, symbols, and uses
y interpret product labels of acidic and basic mixture, and practice safe ways of handling acids and bases using protective
nd safety gear
NO. OF DAY/S
LEARNING COMPETENCIES CODE
TAUGHT
e the components of a scientific investigation; S7MT-Ia-b1
cognize that the design of an investigation should show fair S7MT-Ia-b1.1 1

ntify the components of an investigation research problem, S7MT-Ia-b1.2 2

thesis, method for testing hypothesis and conclusions based

erentiate qualitative from quantitative observation S7MT-Ia-b1.3 2

form accurate measurements S7MT-Ia-b1.4 2
erentiate observation from inference S7MT-Ia-b1.5 1
mulate hypothesis, collect, organize and interpret data about S7MT-Ia-b1.6 1
investigation
ntify the independent, dependent, and controlled variables S7MT-Ia-b1.7 2
mulate conclusion/s based on data S7MT-Ia-b1.8 1
VE TEST 1
gate properties of unsaturated or saturated solutions; S7MT-Ic-2
fine solution operationally S7MT-Ic-2.1 1
ntify and describe the components of a solution S7MT-Ic-2.2 1
scribe the properties and characteristics of common solutions S7MT-Ic-2.3 1
estigate the effect of the nature of solute and the solvent in a S7MT-Ic-2.4 1
ution (Solid, Liquid and Gaseous Solutions)
estigate the properties of unsaturated, saturated and super- S7MT-Ic-2.5
rated solutions
erform an experiment on saturation of solution and differentiate S7MT-Ic-2.5.a 1
turated, unsaturated and supersaturated solutions.
concentrations of solutions quantitatively by preparing S7MT-Id-3
t concentrations of mixtures according to uses and availability

umerate and describe the types of solution according to S7MT-Id-3.1 1

proportion of the solute and the solvent (Diluted & Concentrated)
ntify and describe the types of solution according to the amount S7MT-Id-3.2
lute present in a given solvent (Concentration)
alculate the percentage by weight of the given solutions S7MT-Id-3.2.a 1
alculate the percentage by volume of the given solutions S7MT-Id-3.2.b 1
xplain the difference between percentage by weight of solution S7MT-Id-3.2.c 1
by volume solution
SUMMATIVE TEST 1
uish mixtures from substances based on a set of properties; S7MT-Ie-f4
tinguish mixtures from compounds according to its composition and S7MT-Ie-f4.1 1
perties (Use Venn diagram, Tabulation, Table organizer, etc.)
ssify given materials as substances or mixtures (include chemical S7MT-Ie-f4.2 1
mula of substances with their common names and chemical names
materials found at home or in the community)
termine unknown materials as substances mixtures based on the S7MT-Ie-f4.3 1
en descriptions/statements (ex. A material was burned and produced
new materials. What is the nature of the material?)
ze that substances are classified into elements and compounds; S7MT-Ig-h-5
erentiate elements from compounds based on their composition S7MT-Ig-h-5.1 1
m the given chemical names and formulas of elements and

scribe briefly the history and basis of naming elements S7MT-Ig-h-5.2 1

cognize important elements and compounds that are useful to humans S7MT-Ig-h-5.3 1
pare a slumbook type or the like in introducing one element and one S7MT-Ig-h-5.4 2
mpound in the class (ex. Name: Gold; Nickname: Au; Date of Birth:
r of discovery; Likes or Uses, etc.)
ntify elements and compounds from food labels and other products S7MT-Ig-h-5.5 2
lable at home, market, and the community
VE TEST 1
gate properties of acidic and basic mixtures using natural indicators; S7MT-Ii-6
erentiate acidic from basic materials according to their properties S7MT-Ii-6.1 1

entify useful acidic and basic material found at home and the S7MT-Ii-6.2 1

scribe and cite examples of acid and base indicators and identify S7MT-Ii-6.3 1
s of handling these acids and bases
termine acidic and basic materials using prepared plant/flower/etc. S7MT-Ii-6.4 1

be some properties of metals and non-metals such as luster, S7MT-Ij-7

bility, ductility, and conductivity.
pare a Venn diagram to describe properties of metals, nonmetals and S7MT-Ij-7.1 1

scribe some properties of metals and nonmetals through simple S7MT-Ij-7.2 2

rimentation/demonstration
termine ways to detect if a material is metal or nonmetal (Give S7MT-Ij-7.3 1
ations/conditions like a checklist or the like)
VE TEST 1
TOTAL NUMBER OF DAYS 43
PERIODICAL TEST 2
OVERALL TOTAL NUMBER OF DAYS 45

Prepared by: Ms. Isabel C. Palomar - SDO Navotas, Ms. Liza Alvarez - SDO Pasig, Dr. Corazon A. Javier - SD
Grade
Science Discipline/Component
Grade Level Standard
Domain
Performance Standard
Content Standard
Performance Task
CONTENT
1. The Particle Nature of
Matter
1.1 Elements, Compounds,
GRADE 8
UNPACKED CURRICULUM
Ms. Rowena C. Lamera - SDO TAPAT, Ms. Emmeline V. Elseario - SDO Las Piñas
EIGHT
CHEMISTRY - MATTER
At the end of Grade 8, learners can describe the factors that affect the motion of an object b
They can differentiate the concept of work as used in science and in layman’s language. They
the transfer of energy, such as temperature difference, and the type (solid, liquid, or gas) of t
Learners can explain how active faults generate earthquakes and how tropical cyclones origin
waters. They recognize other members of the solar system.
Learners can explain the behaviour of matter in terms of the particles it is made of. They re
food and medical products are made up of these particles and are absorbed by the body in
Learners recognize reproduction as a process of cell division resulting in growth of organisms
into the process of digestion as studied in the lower grades, giving emphasis on proper nutriti
can participate in activities that protect and conserve economically important species used fo
PROPERTIES AND STRUCTURE OF MATTER. Using models, learners learn that matter is made
of which is the atom. These particles are too small to be seen through a microscope. The pro
have observed in earlier grades can now be explained by the type of particles involved and th
particles.
CHANGES THAT MATTER UNDERGO. Learners learn that particles are always in motion. They
changes from solid to liquid, solid to gas, liquid to solid, and liquid to gas, involve changes in t
distances between the particles, as well as the attraction between them.
They also recognize that the same particles are involved when these changes occur. In effect,
formed.
The learners shall be able to:
1. present how water behaves in its different states within the water cycle;
The learners demonstrate understanding of…
1. the particle nature of matter as basis for explaining properties, physical changes, and struc
substances and mixtures;
2. the identity of a substance according to its atomic structure;
3. the identity of a substance according to its atomic structure;
4. the periodic table of elements as an organizing tool to determine the chemical properties
elements.
The learners shall be able to:
1. present how water behaves in its different states within the water cycle
2. Illustrate how the sub-atomic particles are distributed in an atom
3. Show the historical development of the PT in the form of song, poem, drawing/illustratio
LEARNING COMPETENCIES
1. Explain the properties of solids, liquids, and gases based on the
particle nature of matter
1.1 Identify and describe the classification of matter based on its
 and Mixtures
1.2 Atoms and Molecules
2. Atomic Structure
2.1 Protons
2.2 Neutrons
2.3 Electrons
3. Periodic Table (PT) of Elements4. Trace the development of the periodic table from observations based on
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive
metals
physical state (solids, liquids, and gases)
1.2 Differentiate the structure of solids, liquids, and gases based
on its:
a. Shape and molecular arrangement (through illustration, etc.)
b. Mass and volume
c. Movement of molecules (through role playing, etc.)
d. Boiling Point, Melting Point, Density and Specific Gravity
1.3 Identify and describe the classification of matter based on its
composition (element, compound, and mixture)
2. Explain physical changes in terms of the arrangement and motion
of atoms and molecules.
2.1 Differentiate physical from chemical change
2.2 Enumerate and discuss the different physical/phase changes
in matter (Evaporation, Condensation, Sublimation, etc.)
2.3 Show how phase changes in matter is affected by change in
temperature at molecular level (video clips, role-playing, etc.)
2.4 Present a how water behaves in different states in a water cycle
(through song, poem, illustration, video clips, etc.)
2.5 Define chemical change operationally and cite the different
evidences of chemical change
2.6 Explain how chemical change affects the chemical composition
of a material (molecular level)
SUMMATIVE TEST
3. Determine the number of protons, neutrons, and electrons in a
particular atom
3.1 Differentiate atoms from molecules (through KWL, Venn Diagram, etc.)
3.2 Discuss the historical background of the atom and its
sub-atomic particles
3.3 Describe atom and its sub-atomic particles
3.4 Determine the number of electrons, protons, and neutrons in
an atom
3.5 Determine the number of electron. proton and neutron in a
positive and negative ions
3.6 Illustrate how the sub-atomic particles are distributed in an
atom/anion/cation
SUMMATIVE TEST
similarities in properties of elements;
4.1 Discuss briefly the historical development of the PT
4.2 Show the historical development of the PT in the form of song, poem,
drawing/illustration, etc.
4.3 Differentiate periods/series from groups/families in the PT and
identify each given elements' periods/series or groups/families
4.4 Enumerate and describe the periodic trends/properties of the PT
(Metallic property, Nonmetallic property, electronegativity, ionization
 energy, electron affinity, etc.)
4.5 Plot the following atomic number of elements versus atomic size/
electronegativity/ionization energy/etc.
4.6 Arrange given set of elements in increasing/decreasing order of periodic
properties
4.7 Determine which metallic elements will be reactive or nonreactive
5. Use the periodic table to predict the chemical behaviour of an element.
5.1 Write the electron configuration of elements in a given group and
relate it to their classification in the PT (metals, nonmetals, metalloids)
5.2 Describe and predict the elements' trend in the PT with respect to its:
a. density and melting point;
b. ability to react with oxygen;
c. reaction with water;
d. reaction of metals with nonmetals and vise versa.
SUMMATIVE TEST
TOTAL NUMBER OF DAYS
PERIODICAL TEST
OVERALL TOTAL NUMBER OF DAYS
Dr. Corazon A. Javier - SDO Parañaque,
- SDO Las Piñas

he motion of an object based on the Laws of Motion.

layman’s language. They know the factors that affect
(solid, liquid, or gas) of the medium.
w tropical cyclones originate from warm ocean

les it is made of. They recognize that ingredients in

absorbed by the body in the form of ions.
g in growth of organisms. They have delved deeper
mphasis on proper nutrition for overall wellness. They
mportant species used for food.

learn that matter is made up of particles, the smallest

gh a microscope. The properties of materials that they
f particles involved and the attraction between these

re always in motion. They can now explain that the

o gas, involve changes in the motion of and relative
hem.
changes occur. In effect, no new substances are

hysical changes, and structure of

the chemical properties of

r cycle
m
oem, drawing/illustration, etc.
NO. OF DAY/S
CODE
TAUGHT
S8MT-IIIa-b-8

S8MT-IIIa-b-8.1.1 1
S8MT-IIIa-b-8.1.2

S8MT-IIIa-b-8.1.2.a 1
S8MT-IIIa-b-8.1.2.b 1
S8MT-IIIa-b-8.1.2.c 1
S8MT-IIIa-b-8.1.2.d 1
S8MT-IIIa-b-8.1.3 2

S8MT-IIIc-d-9

S8MT-IIIc-d-9.1 1
S8MT-IIIc-d-9.2 1

S8MT-IIIc-d-9.3 1

S8MT-IIIc-d-9.4 1

S8MT-IIIc-d-9.5 1

S8MT-IIIc-d-9.6 1

1
S8MT-IIIe-f-10

S8MT-IIIe-f-10.1 1
S8MT-IIIe-f-10.2 2

S8MT-IIIe-f-10.3 1
S8MT-IIIe-f-10.4 1

S8MT-IIIe-f-10.5 2

S8MT-IIIe-f-10.6 1

1
S8MT-IIIg-h-11

S8MT-IIIg-h-11.1 1
S8MT-IIIg-h-11.2 2

S8MT-IIIg-h-11.3 1

S8MT-IIIg-h-11.4 2
S8MT-IIIg-h-11.5 2

S8MT-IIIg-h-11.6 2

S8MT-IIIg-h-11.7 1
S8MT-IIIi-j-12
S8MT-IIIi-j-12.1 1

S8MT-IIIi-j-12.2.a 1
S8MT-IIIi-j-12.2.b 2
S8MT-IIIi-j-12.2.c 2
S8MT-IIIi-j-12.2.c 2
1
43
2
45
 GRADE 9
UNPACKED CURRICULUM
Prepared by: Ms. Isabel C. Palomar and Don King Evangelista - SDO Navotas, Ms. Liza Alvarez - SDO Pasig, Dr. Corazon A. J
Ms. Rowena C. Lamera - SDO TAPAT, Ms. Emmeline V. Elseario - SDO Las Piñas

Grade NINE
Science Discipline/Component CHEMISTRY - MATTER

At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respir
circulatory systems to promote overall health. They have become familiar with some technol
desired traits in economically important plants and animals. Learners can explain how new m
when atoms are rearranged. They recognize that a wide variety of useful compounds may ari
Grade Level Standard rearrangements.
Learners can identify volcanoes and distinguish between active and inactive ones. They can e
from volcanoes may be tapped for human use. They are familiar with climatic phenomena th
scale. They can explain why certain constellations can be seen only at certain times of the ye
Learners
PROPERTIEScan AND
predict the outcomes
STRUCTURE of interactions
OF MATTER. Using among objects in realoflife
their understanding applying
atomic the law
structure le
energy and momentum.
learners describe how atoms can form units called molecules. They also learn about ions. Fur
how atoms form bonds (ionic and covalent) with other atoms by the transfer or sharing of ele
They also learn that the forces holding metals together are caused by the attraction between
and the positively charged metal ions.
Learners explain how covalent bonding in carbon forms a wide variety of carbon compounds
Recognizing that matter consists of an extremely large number of very small particles, counti
Domain not practical. So, learners are introduced to the unit—mole.

CHANGES THAT MATTER UNDERGO. Learners explain how new compounds are formed in te
rearrangement of particles. They also recognize that a wide variety of useful compounds may
rearrangements.
The learners shall be able to:
Performance Standard analyze the percentage composition of different brands of two food products and decide on
appropriate percentage composition
The learners demonstrate an understanding of…
1. the development of atomic models that led to the description of the behavior of electrons
Content Standard
2. how atoms combine with other atoms by transferring or by sharing electrons
3. forces that hold metals together
The learners shall be able to:
1. Create historical development of the atom in different forms: song, poem, illustration, rap
Performance Task etc.
2. Perform "Flame Test" to show excitation of electrons.

CONTENT LEARNING COMPETENCIES

1. Electronic Structure of Matter 1. Describe how the Bohr model of the atom improved
Rutherford’s atomic model
1.1 Create a historical development of the atom in different
forms: song, poem, illustration, rap, skit/drama, etc.
1.2 Compare and contrast the model of the atom of Bohr and
Rutherford

1. Chemical Bonding
1.1 Ionic and Covalent Bonding 1.1 Differentiate metallic from nonmetallic elements and
1.2 Metallic Bonding
2. Explain how the Quantum Mechanical of the atom describes
the energies and positions of the electrons
2.1 Trace the scientific breakthroughs leading to the develop-
ment of the quantum mechanical model of the atom
2.2 Predict the probable location of electron/s in an atom
(electron cloud, Heisenberg's Uncertainty Principle)
2.3 Perform "Flame Test" to show excitation of electrons and
describe electron configuration and write the correct
electron configuration of given elements
2.4 Describe the set of quantium numbers and complete the given
set of quantum numbers for each given elements
2.5 Supply the following data from the electron configuration
such as: period number, group number, number of paired
and unpaired electron/s, number of valence electron/s, and
number of core electrons
SUMMATIVE TEST
1. Explain the formation of ionic and covalent bonds
explain electronegativity, electron affinity, and ionization
energy of elements in the periodic table
1.2 Relate group number of the elements with Lewis Electron
Dot Symbol (LEDS)
1.3 Infer the characteristic of electrons (metal and nonmetal) by
using the LEDS, its electronegativity and ionization energy
values
1.4 Describe chemical bond and its types: ionic bond and
covalent bond in terms of transfer and sharing of electrons
(polar and nonpolar) through illustration using LEDS
1.5 Compute for formal charges for different elements in a given
compound and select the best LEDS for compounds with
resonance structures
SUMMATIVE TEST
2. Recognize different types of compounds (ionic or covalent) based
on their properties such as melting point, hardness, polarity,
electrical and thermal conductivity
2.1 Enumerate and discuss different physical properties of
ionic and covalent compounds
2.2 Distinguish ionic from covalent compounds based on their
physical properties
2.3 Cite natural phenomena that uses different physical properties
of ionic and covalent compounds (ex. Snowflakes, voltaic cells)
3. Explain properties of metals in terms of their structure
3.1 Explain electrical and heat conductivity in terms of the particu-
late nature of matter and the electronic structure of matter
3.2 Show a model of the metallic bonding as a sea of electrons
 flowing within the metal
4. Explain how ions are formed.
4.1 Differentiate cations from anions based on their tendency to
lose or gain electrons
4.2 Show the formation of ions using the Lewis Electron Dot
Symbols (LEDS)
SUMMATIVE TEST
2. The Variety of Carbon 5. Explain how the structure of the carbon atom affects the type of
Compounds bonds it form
2.1 Carbon Atoms 5.1 Discuss why carbon is a unique atom (valence electron, bond
2.2 Organic Compounds length, strength, multiple bond formation, etc.)
5.2 Differentiate organic from inorganic componds (from its chemi-
mal formula, uses, properties)
5.3 Determine the different uses of organic compounds and
cite examples of each organic compound
5.4 Find the properties of common organic compounds through
experimentation (from Grade 9 Module)
6. Recognize the general classes and uses of organic compounds
6.1 Differentiate molecular, empirical, and structural (expanded
and condensed) formulas
6.2 Differentiate alkanes, alkenes and alkynes based on the
presence of bonds and their physical properties
6.3 Name different structures of hydrocarbons (alkanes, alkenes,
alkynes, alcohol, aldehydes, ester, carboxylic acid, ether, amines,
amides, etc.)
6.4 Identify different functional groups and their uses in organic
compounds
SUMMATIVE TEST
3. Mole Concept 7. Use the mole concept to express mass of substances
3.1 Mass 7.1 Differentiate molecular unit from formula unit and compute
3.2 Moles for the molecular or formula mass of each given compound
3.3 Percentage Composition 7.2 Define mole and calculate for the number of moles of given
of a Compound compounds
7.3 Convert number of moles, mass, and number of particles from
one unknown to another
8. Determine the percentage composition of a compound given its
chemical formula and vice versa
8.1 Determine the percentage composition of each element in
a given compound
8.2 Differentiate empirical and molecular formula
8.3 Calculate for the empirical and molecular formula of a
compound given its percentage compositions
SUMMATIVE TEST
TOTAL NUMBER OF DAYS
PERIODICAL TEST
TOTAL NUMBER OF DAYS
z - SDO Pasig, Dr. Corazon A. Javier - SDO Parañaque,
io - SDO Las Piñas

rstanding of the digestive, respiratory, and

ome familiar with some technologies that introduce
Learners can explain how new materials are formed
ty of useful compounds may arise from such

ve and inactive ones. They can explain how energy

liar with climatic phenomena that occur on a global
n only at certain times of the year.
ects in realoflife
rstanding applying
atomic the laws
structure of conservation
learned in Grade 8, of
. They also learn about ions. Further, they explain
s by the transfer or sharing of electrons.
aused by the attraction between flowing electrons

de variety of carbon compounds.

er of very small particles, counting these particles is

ew compounds are formed in terms of the

ariety of useful compounds may arise from such

o food products and decide on the products’

tion of the behavior of electrons within atoms

y sharing electrons

ms: song, poem, illustration, rap, skit/drama,

NO. OF DAY/S
CODE
TAUGHT
S9MT-IIa-21

S9MT-IIa-21.1.1 2

S9MT-IIa-21.1.2 1
S9MT-IIa-22

S9MT-IIa-22.2.1 1

S9MT-IIa-22.2.2 1

S9MT-IIa-22.2.3 1
1

S9MT-IIa-22.2.4 1

S9MT-IIa-22.2.5 1

1
S9MT-IIa-13
S9MT-IIa-13.1.1 1
1

S9MT-IIa-13.1.2 1

S9MT-IIa-13.1.3 1

S9MT-IIa-13.1.4 1

S9MT-IIa-13.1.5 2

1
S9MT-IIb-14

S9MT-IIb-14.2.1 1

S9MT-IIb-14.2.2 1

S9MT-IIb-14.2.3 1

S9MT-IIc-d-15
S9MT-IIc-d-15.1 1

S9MT-IIc-d-15.2 1
S9MT-IIe-f-16
S9MT-IIe-f-16.1 1

S9MT-IIe-f-16.2 1

1
S9MT-IIg-17

S9MT-IIg-17.1 1

S9MT-IIg-17.2 1

S9MT-IIg-17.3 1

S9MT-IIg-17.4 1

S9MT-IIh-18
S9MT-IIh-18.1 1

S9MT-IIh-18.2 1

S9MT-IIh-18.3 2

S9MT-IIh-18.4 1

1
S9MT-IIi-19
S9MT-IIi-19.1 1

S9MT-IIi-19.2 1

S9MT-IIi-19.3 1

S9MT-IIj-20

S9MT-IIj-20.1 1

S9MT-IIj-20.2 1
S9MT-IIj-20.3 1

1
43
2
45
 At the end of Grade 10, learners realize GRADE 10 and earthquakes occur in the same pl
that volcanoes
these are related to plate boundaries. They can demonstrate ways to ensure safety and reduc
earthquakes, tsunamis, and UNPACKED CURRICULUM
volcanic eruptions. Learners can explain the factors affecting the
Prepared by: Ms. Isabel C. Palomar - SDO Navotas, Ms. Liza Alvarezand
object to help them practice appropriate positions movements
- SDO to Corazon
Pasig, Dr. achieve efficiency
A. Javier and
- SD
dancing. They can analyze situations in which energy is harnessed for human use whereby he
Ms.and
physical Rowena C. Lamera
biological - SDO TAPAT,
components of theMs. Emmeline Learners
environment. V. Elseariowill
- SDO
haveLas Piñas the stu
completed
with their deeper study of the excretory and reproductive systems. They can explain in greate
Grade information
TEN is passed from parents to offspring, and how diversity of species increases the pr
survival in changing environments. Learners can explain the importance of controlling the co
Science Discipline/Component CHEMISTRY - MATTER
chemical reaction occurs. They recognize that cells and tissues of the human body are made
Grade Level Standard ions, and biomolecules. These biomolecules may also be found in the food they eat.

PROPERTIES AND STRUCTURE OF MATTER. Learners investigate how gases behave in differe
knowledge of the motion of and distances between gas particles. Learners then confirm whe
consistent with the Kinetic Molecular Theory. They also learn the relationships between volu
pressure using established gas laws.
In Grade 9, learners learned that the bonding characteristics of carbon result in the formation
compounds. In Grade 10, they learn more about these compounds that include biomolecules
Domain lipids, proteins, and nucleic acids. Further, they will recognize that the structure of these com
units that are made up of a limited number of elements such as carbon, hydrogen, oxygen, a

CHANGES THAT MATTER UNDERGO. Learners described how particles rearrange to form new
they learn that the rearrangement of particles happen when substances undergo chemical re
that when this rearrangement happens, the total number of atoms and total mass of newly f
the same. This is the Law of Conservation of Mass. Applying this law, learners learn to balanc
solve simple mole-mole, mole-mass, and mass-mass problems.
The learners shall be able to:
Performance Standard using any form of media, present chemical reactions involved in biological and industrial proc
affecting life and the environment
The learners demonstrate understanding of…
1. how gases behave based on the motion and relative distances between gas particles
2. the structure of biomolecules, which are made up mostly of a limited number of elements
Content Standard
as carbon, hydrogen, oxygen, and nitrogen
3. the chemical reactions associated with biological and industrial processes affecting life an
environment
The learners shall be able to:
1. Investigate the relationship between pressure and volume at constant temperature of a ga
2. plot given values of volume against pressure at constant temperature of a gas;
Performance Task 3. Create a poem, song, poster, slogan, rap song, or the like in showing the importance of bio
to humans
4. Prepare product/s or material/s which involve chemical in a controlled set - up

CONTENT LEARNING COMPETENCIES

1. Gas
Laws 1. Investigate the relationship between:
1.1 Kinetic Molecular Theory 1.1 volume and pressure at constant temperature of a gas;
1.2 Volume, pressure, 1.1.a. Investigate the relationship between volume and
 and temperature pressure at constant temperature of a gas through
relationship an experiment (Ex. Marshmallow in a Syringe, Scuba
1.3 Ideal gas Diver's Activity, Cartesian Diver Experiment, etc.)
1.1.b. Plot given values of volume against pressure
at constant temperature of a gas
1.1.c Solve problems on volume and pressure
relationship at constant temperature of a gas
1.2 Volume and temperature at constant pressure of a gas;
1.2.a Determine the relationship of volume and
temperature at constant pressure of a gas through
experiment/observation/video clip/etc.
1.2.b Describe the relationship between volume and
temperature at constant pressure from a given data/
graph/simulation / video clips/etc.,
1.2.c Calculate for each unknown on volume and
temperature relationship at constant pressure of a gas
1.3 Explains these relationships using the kinetic molecular
theory
1.3.a Cite and describe each Kinetic Molecular Theory
assumptions
1.3.b Cite instances wherein KMT is observed in life
experiences
(ex. Discuss the KMT on hot air balloons, etc.)
1.3.c. Show the relationship between volume and the
number of moles of a gas (Avogadro's Law) by using
data/videos/ simulation/ graph/etc.
1.3.d Calculate for each unknown on volume and number
of moles realtionship
1.3.e Describe and derive how Ideal Gas Equation was
developed
1.3.f Calculate for each unknown on the Ideal Gas Equation
SUMMATIVE TEST
2. Biomolecules 2. Recognize the major categories of biomolecules such as
2.1 Elements present in carbohydrates, lipids, proteins, and nucleic acids
biomolecules 2.1. Describe biomolecules and identify the different
2.2 Carbohydrates, lipids, elements present in it (Give list of biomolecules with
proteins, and nucleic acids their respective chemical formula)
2.2.1 Food Labels 2.2.a Describe carbohydrates and its classification (mono -
saccharide, disaccharide and polysaccharide)
2.2.b Describe lipid and differentiate the two classes of lipids
(simple and complex)
2.2.c Identify biomolecules based on the result of
physical and chemical tests or based on its function
2.2.d Discuss the chemical nature of nucleic acid
2.2.1.a Identify the different biomolecules present on food
 labels
2.2.1.b Discuss the importance and the need in monitoring
the amount of biomolecules in the body
2.2.1.c Compose a song, poem, poster, slogan, rap song, and
the like in showing the importance of biomolecules or
prepare a dish which contains biomolecules for the
following: athletes, construction workers, dancers, etc.
SUMMATIVE TEST
3. Chemical reactions 3. Apply the principles of conservation of mass to chemical
reactions
3.1 State and explain the "Law of Conservation of Mass" by
using common chemical reactions around us (ex. Burning
of wood/paper, photosynthesis, etc.) and its parts
3.2 Balance given chemical equations
3.3 Cite instances wherein chemical reactions are observed
3.4 Identify and describe the different types of chemical
reactions
3.5 Predict the products/s and balance each given combination
reaction
3.6 Predict the product/s and balance given decomposition
reaction
3.7 Predict the product/s and balance given single replace -
ment reaction
3.8 Predict the product/s and balance given double replace -
ment reaction
SUMMATIVE TEST
4. Explain how the factors affecting rates of chemical reactions
are applied in food preservation and materials production,
control of fire, pollution, and corrosion.
4.1 investigate how temperature affects the rate of chemical
reaction
4.2 Describe how the nature of reactants affects the rate
of chemical reaction
4.3 Discuss how the physical state and the concentration of
reacting materials affects the rate of chemical reaction
4.4 Explain how the presence of catalyst affects the rate of
chemical reactions
4.5 Identify and suggest ways to control different chemical
reactions in the environment
4.6 Prepare product/s or material/s which involve chemical
in a controlled set - up
SUMMATIVE TEST
TOTAL NUMBER OF DAYS
PERIODICAL TEST
OVERALL TOTAL NUMBER OF DAYS
 d earthquakes occur in the same places in the world and that
rate ways to ensure safety and reduce damage during
UM
can explain the factors affecting the balance and stability of an
ovements
O to Corazon
Pasig, Dr. achieve efficiency
A. Javier and safety
- SDO such as in sports and
Parañaque,
arnessed for human use whereby heat is released, affecting the
V. Elseariowill
Learners - SDO
haveLas Piñas the study of the entire organism
completed
e systems. They can explain in greater detail how genetic
diversity of species increases the probability of adaptation and
he importance of controlling the conditions under which a
ssues of the human body are made up of water, a few kinds of
found in the food they eat.

estigate how gases behave in different conditions based on their

articles. Learners then confirm whether their explanations are
earn the relationships between volume, temperature, and

tics of carbon result in the formation of large variety of

mpounds that include biomolecules such as carbohydrates,
nize that the structure of these compounds comprises repeating
uch as carbon, hydrogen, oxygen, and nitrogen.

how particles rearrange to form new substances. In Grade 10,

hen substances undergo chemical reaction. They further explain
r of atoms and total mass of newly formed substances remain
ng this law, learners learn to balance chemical equations and
blems.

lved in biological and industrial processes

stances between gas particles

stly of a limited number of elements, such

ndustrial processes affecting life and the

ume at constant temperature of a gas;

nt temperature of a gas;
ke in showing the importance of biomolecules

al in a controlled set - up

NO. OF DAY/S
CODE
TAUGHT

S10MT-IVa-b-21

S10MT-IVa-b-21.1.1.a 1
S10MT-IVa-b-21.1.1.b 1

S10MT-IVa-b-21.1.1.c 1

S10MT-IVa-b-21.1.2.a 1

S10MT-IVa-b-21.1.2.b 1

S10MT-IVa-b-21.1.2.b 2

S10MT-IVa-b-21.1.3

S10MT-IVa-b-21.1.3.a 1

S10MT-IVa-b-21.1.3.b 1

S10MT-IVa-b-21.1.3.b 1

S10MT-IVa-b-21.1.3.c 1

S10MT-IVa-b-21.1.3.d 2

S10MT-IVa-b-21.1.3.d 1
1
S10MT-IVc-d-22

S10MT-IVc-d-22.2.1 1

S10MT-IVc-d-22.2.2.a 1

S10MT-IVc-d-22.2.2.b 1

S10MT-IVc-d-22.2.2.c 1

S10MT-IVc-d-22.2.2.d 1
S10MT-IVc-d-22.2.2.1.a 1
S10MT-IVc-d-22.2.2.1.b 1

S10MT-IVc-d-22.2.2.1.c 2

1
S10MT-IVe-g-23

S10MT-IVe-g-23.3.1 1

S10MT-IVe-g-23.3.2 1
S10MT-IVe-g-23.3.3 1
S10MT-IVe-g-23.3.4 1

S10MT-IVe-g-23.3.5 1

S10MT-IVe-g-23.3.6 1

S10MT-IVe-g-23.3.7 1

S10MT-IVe-g-23.3.8 1

1
S10MT-IVh-j-24

S10MT-IVh-j-24.4.1 1

S10MT-IVh-j-24.4.2 1

S10MT-IVh-j-24.4.3 1

S10MT-IVh-j-24.4.4 1

S10MT-IVh-j-24.4.5 1

S10MT-IVh-j-24.4.6 1

1
41
2
43