Science

K to 12 Curriculum Guide SCIENCE Grade 3 to 10

Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig CityK to 12 Curriculum Guide SCIENCE (Grade 3 to Grade 10) December 2013

K to 12 BASIC EDUCATION CURRICULUM 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 judgmentsand 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 ourcountry’s cultural heritage. 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 envisionsthe development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards ofnature, 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 anddemonstrating 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 pedagogynamely, 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 sincethese processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners’ curiosity motivates them to learnand 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 inLife Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving theway to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and itsapplication to real-life situations.K to 12 Science Curriculum Guide December 2013 Page 2of 66

K to 1S2cBieAnStIiCfiEcD, TUeCcAhTnIOoNloCgUicRaRlIaCnUdLUM Environmental Literacy Developing and Demonstrating Scientific Attitudes and Values Brain-based learning The Conceptual Framework of Science EducationK to 12 Science Curriculum Guide December 2013 Page 3of 66

K to 12 BASIC EDUCATION CURRICULUMCORE 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 11-12At 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 learnerslearners should have acquired should have developed the essential have developed scientific, technological, and should have gained skills in obtaininghealthful habits and skills of scientific inquiry – designing environmental literacyand can make that scientific and technological informationhavedeveloped curiosity about simple investigations, using appropriate would lead to rational choices on issues from varied sources about globalself and their environment procedure, materials and tools to gather confronting them. Having been exposed to issues that have impact on theusing basic process skills of evidence, observing patterns, scientific investigations related to real life, country. They should have acquiredobserving, communicating, determining relationships,drawing they should recognize that the central feature scientific attitudes that will allow themcomparing, classifying, conclusions based on evidence, and of an investigation is that if one variable is to innovate and/or create productsmeasuring, inferring and communicating ideas in varied ways to changed (while controlling all others), the useful to the community or country.predicting. This curiosity will make meaning of the observations effect of the change on another variable can They should be able to processhelp learners value science as and/or changes that occur in the be measured. The context of the investigation information to get relevant data for aan important tool in helping environment. The content and skills can be problems at the local or national level problem at hand. In addition, learnersthem continue to explore their learned will be applied to maintain good to allow them to communicate with learners should have made plans related tonatural and physical health, ensure the protection and in other parts of the Philippines or even from their interests and expertise, withenvironment. This should also improvement of the environment, and other countries using appropriate technology. consideration forthe needs of theirinclude developing scientific practice safety measures. community and the country — toknowledge or concepts. The learners should demonstrate an pursue either employment, understanding of science concepts and apply entrepreneurship, or higher education. science inquiry skills in addressingreal-world problems through scientific investigations.K to 12 Science Curriculum Guide December 2013 Page 4of 66

K to 12 BASIC EDUCATION CURRICULUMGRADE/LEVEL Grade-Level StandardsKindergarten 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 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.Grade 1 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 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).Grade 2 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 andGrade 3 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 home or school and express how these are affecting them, do simple measurements of length, tell why some things around them are important ,Grade 4 decide if what they do is safe or dangerous; give suggestions on how to prevent accidents at home, practice electricity, water, and paper 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 can also classify these things 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, heat, sound, and electricity. 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. 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 investigate the effects of push or pull on the size, shape, and movement of an object. 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 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.K to 12 Science Curriculum Guide December 2013 Page 5of 66

GRADE/LEVEL K to 12 BASIC EDUCATION CURRICULUM Grade-Level StandardsGrade 5 At the end of Grade 5, learners can decide whether materials are safe and useful 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. Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that different materials react differently with heat, light, and sound. They can relate these abilities of materials to their specific uses. 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.Grade 6 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 medicines. 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. Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, sound, electricity, and motion studied earlier are forms of energy and these undergo transformation. 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.Grade 7 At the end of Grade 7, learners can distinguish mixtures from substances through semi-guided investigations. They realize the importance of air testing when conducting investigations. 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. Learners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, charts, and equations. They can describe how various forms of energy travel through different mediums. Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain the occurrence of breezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain why seasons change and demonstrate how eclipses occur.K to 12 Science Curriculum Guide December 2013 Page 6of 66

K to 12 BASIC EDUCATION CURRICULUMGRADE/LEVEL Grade-Level StandardsGrade 8 At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can differentiateGrade 9 the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy, such as temperatureGrade 10 difference, and the type (solid, liquid, or gas) of the medium. Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean 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 recognize that ingredients in food and medical products are made up of these particles and are absorbed by the body in the form of ions. 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. 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 recognize that a wide variety of useful compounds may arise from such rearrangements. 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 only at certain times of the year. Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum. 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 demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions. Learners can explain the factors affecting the balance and stability of an object to help them practice appropriate positions and movements to achieve efficiency and safety such as in sports and dancing. They can analyze situations in which energy is harnessed for human use whereby heat is released, affecting the physical and biological components of the environment. Learners will have completed the study of the entire organism 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 controlling the conditions under which a chemical reaction occurs. They recognize that cells and tissues of the human body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in the food they eat.K to 12 Science Curriculum Guide December 2013 Page 7of 66

K to 12 BASIC EDUCATION CURRICULUM SEQUENCE OF DOMAIN/STRANDS PER QUARTER G3 G4 G5 G6 G7 G8 G9 G101st Quarter Matter Matter Matter Matter Matter Force, Motion,& Living Things Earth & Space2nd Quarter Energy and Their3rd Quarter4th Quarter Environment Living Things Living Things Living Things Living Things Living Things Earth & Space Matter Force, Motion,& and Their and Their and Their and Their and Their Energy Environment Environment Environment Environment Environment Force, Motion,& Force, Motion,& Force, Motion & Force, Motion,& Force, Motion,& Matter Earth & Space Living Things and Their Energy Energy Energy Energy Energy Environment Earth & Space Earth & Space Earth & Space Earth & Space Earth & Space Living Things Force, Motion,& Matter and Their Energy EnvironmentK to 12 Science Curriculum Guide December 2013 Page 8of 66

K to 12 BASIC EDUCATION CURRICULUM SPIRALLING OF CONCEPTS GRADE 3 – GRADE 10MATTER Grade 3 Grade 4 Grade 5 Grade 6 PROPERTIES OF MATTERWhen learners observe different objects Aside from being grouped into After learning how to read and interpret In Grade 4, the learners have observed theand 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 atheir 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 nowand ease of flow. Using characteristics, ability to float or sink, and can use their knowledge of solids and describe the appearance of mixtures asobjects and materials can be grouped whether they decay or not liquids in making useful materials and uniform or non-uniform and classify them asinto solids, liquids or gases. products. homogeneous or heterogeneous mixtures.Using the characteristics observed CHANGES THAT MATTER UNDERGOamong solids, liquids, and gases,learners investigate ways in which solid Changes in some characteristics In Grade 4, learners investigated changes in Based on the characteristics of the componentsturns into liquid, solid into gas, liquid of solid materials can be observed materials that take place at certain of a heterogeneous mixture, learnersinto gas, and liquid into solid, as when these are bent, hammered, conditions, such as applying force, mixing investigate ways of separating theseaffected by temperature. pressed, and cut. materials, and changing the temperature. In components from the mixture. They will infer Grade 5, they investigate changes that take that the characteristics of each of the 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 Page 9of 66 in the characteristics of a product such as food or medicine may 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.K to 12 Science Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUMGrade 7 Grade 8 Grade 9 Grade 10 PROPERTIES AND STRUCTURE OF MATTERIn Grade 6, learners learned how to Using models, learners learn that Using their understanding of atomic Learners investigate how gases behave indistinguish homogenous from matter is made up of particles, the structure learned in Grade 8, learners different conditions based on their knowledgeheterogeneous mixtures. In Grade 7, smallest of which is the atom. These describe how atoms can form units of the motion of and distances between gaslearners investigate properties of particles are too small to be seen called molecules. They also learn about particles. Learners then confirm whether theirsolutions that are homogeneous through a microscope. The ions. Further, they explain how atoms explanations are consistent with the Kineticmixtures. They learn how to express properties of materials that they form bonds (ionic and covalent) with Molecular Theory. They also learn theconcentrations of solutions qualitatively have observed in earlier grades can other atoms by the transfer or sharing of relationships between volume, temperature,and quantitatively. They distinguish electrons. and pressure using established gas laws.mixtures from substances based on a now be explained by the type ofset of properties. particles involved and the attraction They also learn that the forces holding In Grade 9, learners learned that the bonding between these particles. metals together are caused by the characteristics of carbon result in the formationLearners begin to do guided and semi- attraction between flowing electrons and of large variety of compounds. In Grade 10,guided investigations, making sure that the positively charged metal ions. they learn more about these compounds thatthe experiment they are conducting is a include biomolecules such as carbohydrates,fair test. Learners explain how covalent bonding lipids, proteins, and nucleic acids. Further, they in carbon forms a wide variety of carbon will recognize that the structure of theseLearners recognize that materials compounds. compounds comprises repeating units that arecombine in various ways and through made up of a limited number of elements suchdifferent processes, contributing to the Recognizing that matter consists of an as carbon, hydrogen, oxygen, and nitrogen.wide variety of materials. Given this extremely large number of very smalldiversity, they recognize the importance particles, counting these particles is not In Grade 9, learners described how particlesof a classification system. They become practical. So, learners are introduced to rearrange to form new substances. In Gradefamiliar with elements and compounds, the unit—mole. 10, they learn that the rearrangement ofmetals and non-metals, and acids and particles happen when substances undergobases. CHANGES THAT MATTER UNDERGO chemical reaction. They further explain that when this rearrangement happens, the totalFurther, learners demonstrate that Learners learn that particles are Learners explain how new compounds number of atoms and total mass of newlyhomogeneous mixtures can be formed substances remain the same. This is always in motion. They can now are formed in terms of the the Law of Conservation of Mass. Applying this explain that the changes from solid rearrangement of particles. They also law, learners learn to balance chemical equations and solve simple mole-mole, mole- to liquid, solid to gas, liquid to solid, recognize that a wide variety of useful mass, and mass-mass problems. and liquid to gas, involve changes in compounds may arise from such the motion of and relative distances rearrangements. 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, no newK to 12 Science Curriculum Guide December 2013 Page 10of 66

K to 12 BASIC EDUCATION CURRICULUM Grade 7 Grade 8 Grade 9 Grade 10separated using various techniques. substances are formed.LIVING THINGS AND THEIR ENVIRONMENTGrade 3 Grade 4 Grade 5 Grade 6 PARTS AND FUNCTION OF ANIMALS AND PLANTS In Grade 6, learners describe the interactions among parts of the major organs of theIn Grade 3, learners observe and In Grade 4, the learners are After learning in Grade 4 how the major human body.describe the different parts of living introduced to the major organs of organs of the human body work together, They also learn how vertebrates andthings focusing on the sense organs of the human body. the learners now focus on the organs of invertebrates differ and how non-floweringhumans and the more familiar external the reproductive systems of humans, plants reproduce,parts of animals and plants. They also learn about some parts animals, and plants. that help plants and animals Learners learn how non-flowering plantsThey also explore and describe survive in places where they live. (spore-bearing and cone-bearing plants, ferns,characteristics of living things that and mosses) reproduce.distinguish them from non-living things. HEREDITY:INHERITANCE AND VARIATIONLearners learn that living things Learners learn that humans, Learners learn how flowering plants andreproduce and certain traits are passed animals, and plants go through some non-flowering plants reproduce.on to their offspring/s. life cycles. Some inherited traits may be affected by the They are also introduced to the sexual and environment at certain stages in asexual modes of reproduction. their life cycles. BIODIVERSITY AND EVOLUTIONDifferent kinds of living things are Learners investigate that animals Learners learn that reproductive structures They learn that plants and animals sharefound in different places. common characteristics which serve as bases and plants live in specific serve as one of the bases for classifying for their classification. habitats. living things.Learners learn that living things depend Learners learn that there are ECOSYSTEMS Learners are introduced to the interactionson their environment for food, air, and among components of habitats such aswater to survive. beneficial and harmful Learners are introduced to the interactions tropical rainforests, coral reefs, and mangrove interactions that occur among among components of larger habitats such swamps. as estuaries and intertidal zones, as well as living things and their the conditions that enable certain Page 11of 66K to 12 Science Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUMGrade 3 Grade 4 Grade 5 Grade 6 environment as they obtain their organisms to live. basic needs. Grade 7 Grade 8 Grade 9 Grade 10In Grade 7, learners are introduced to the PARTS AND FUNCTION: ANIMAL AND PLANTS Learners learn that organisms havelevels of organization in the human body feedback mechanisms that areand other organisms. They learn that In Grade 8, learners gain knowledge of Learners study the coordinated coordinated by the nervous andorganisms consist of cells, most of which endocrine systems. These mechanismsare grouped into organ systems that how the body breaks down food into functions of the digestive, respiratory, help the organisms maintainperform specialized functions. homeostasis to reproduce and survive. forms that can be absorbed through and circulatory systems. the digestive system and transported to cells. They also learn that nutrients enter the bloodstream and combine with 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 VARIATIONAfter learning how flowering and non Learners study the process of cell Learners study the structure of genes Learners are introduced to the structureflowering plants reproduce, Grade 7 of the DNA molecule and its function.learners are taught that asexual division by mitosis and meiosis. They and chromosomes, and the functionsreproduction results in genetically identical They also learn that changes that takeoffspring whereas sexual reproduction gives understand that meiosis is an early they perform in the transmission of place in sex cells are inherited whilerise to variation. changes in body cells are not passed on. step in sexual reproduction that leads traits from parents to offspring.Learners learn that the cells in similar Learners revisit the mechanisms involved to variation. Page 12of 66 BIODIVERSITY AND EVOLUTION Learners learn that species refers to a Learners learn that most species thatK to 12 Science Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUMGrade 7 Grade 8 Grade 9 Grade 10tissues 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 thesimilar to those in human beings but differ one another to produce fertile offspring. Species become extinct when they fail changes that result from thesesomewhat 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 aLearners learn that interactions occur ecosystem. This serves as an succession of diverse new species.among the different levels of organization in introduction to the topic on hierarchical Variation increases the chance of livingecosystems. Organisms of the same kind taxonomic system. things to survive in a changinginteract with each other to form environment.populations; populations interact with other ECOSYSTEMSpopulations to form communities. Learners investigate the impact of Learners learn how energy is Learners learn how plants capture human activities and other organisms on ecosystems. transformed and how materials are energy from the Sun and store energy They learn how biodiversity influences cycled in ecosystems. in sugar molecules (photosynthesis). the stability of ecosystems. This stored energy is used by cells during cellular respiration. These two processes are related to each other.FORCE, MOTION AND ENERGY Grade 3 Grade 4 Grade 5 Grade 6Learners observe and explore and FORCE AND MOTION Aside from the identified causes ofinvestigate how things around them motion in Grade 3, such as people,move and can be moved. They also Learners now learn that if force is This time, learners begin to accurately animals, wind, and water, learnersidentify things in their environment that applied on an object, its motion, size, measure the amount of change in the also learn about gravity and friction ascan cause changes in the movement of other causes or factors that affect theobjects. or shape can be changed. They will movement of an object in terms of its movement of objects. further understand that these changes distance travelled and time of travel depend on the amount of force applied using appropriate tools. on it (qualitative). They also learn that magnets can exert force on some objects and may cause changes in their movements.K to 12 Science Curriculum Guide December 2013 Page 13of 66

K to 12 BASIC EDUCATION CURRICULUM Grade 3 Grade 4 Grade 5 Grade 6Learners observe and identify different ENERGY At this grade level, learners aresources of light, heat, sound, and introduced to the concept of energy.electricity in their environment and their Learners learn that light, heat, and This time, learners explore how different They learn that energy exists inuses in everyday life. sound travel from the source. They objects interact with light, heat, sound, different forms, such as light, heat, perform simple activities that and electricity (e.g., identifying poor and sound and electricity, and it can be demonstrate how they travel using good conductors of electricity using transformed from one form to various objects. simple circuits). another. They demonstrate how energy is transferred using simple Note: Electricity is not included in They learn about the relationship machines. Grade 4 because the concept of ‘flow of between electricity and magnetism by charges’ is difficult to understand at constructing an electromagnet. this grade level. They also learn about the effects of light, heat, sound, and electricity on people.Grade 7 Grade 8 Grade 9 Grade 10 FORCE AND MOTION From learning the basics of forces in Grade 8, learners extend theirFrom a simple understanding of motion, This time, learners study the To deepen their understanding of motion, understanding of forces by describinglearners study more scientific ways of concept of force and its learners use the Law of Conservation of how balanced and unbalanced forces,describing (in terms of distance, speed, relationship to motion. They use Momentum to further explain the motion of either by solids or liquids, affect theand acceleration) and representing Newton’s Laws of Motion to objects. movement, balance, and stability of(using motion diagrams, charts, and explain why objects move (or do From motion in one dimension in the previous objects.graphs) the motion of objects in one not move) the way they do (as grades, they learn at this level about motion indimension. described in Grade 7). They two dimensions using projectile motion as an Learners acquire more knowledge about also realize that if force is example. the properties of light as applied inThis time learners recognize that applied on a body, work can be optical instruments.different forms of energy travel in done and may cause a change in ENERGY Learners also use the concept of movingdifferent ways—light and sound travel the energy of the body. charges and magnetic fields in explainingthrough waves, heat travels through the principle behind generators andmoving or vibrating particles, and Learners realize that transferred Learners explain how conservation of mechanical motors.electrical energy travels through moving energy may cause changes in energy is applied in some structures, such ascharges. the properties of the object. roller coasters, and in natural environments like Page 14of 66In Grade 5, they learned about the They relate the observable waterfalls. They further describe the changes in temperature, amount transformation of energy that takes place in of current, and speed of sound hydroelectric power plants. to the changes in energy of the Learners also learn about the relationshipK to 12 Science Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM Grade 7 Grade 8 Grade 9 Grade 10different modes of heat transfer. This particles. between heat and work, and apply this concept totime, they explain these modes in terms explain how geothermal power plants operate.of the movement of particles. After they have learned how electricity is generated in power plants, learners further develop their understanding of transmission of electricity from power stations to homes.EARTH AND SPACEGrade 3 Grade 4 Grade 5 Grade 6 GEOLOGYLearners will describe what makes up After familiarizing themselves In this grade level, learners will learn that Learners will learn that aside from weatheringtheir environment, beginning with the with the general landscape, our surroundings do not stay the same and erosion, there are other processes thatlandforms and bodies of water found in learners will investigate two forever. For example, rocks undergo may alter the surface of the Earth: earthquakestheir community. components of the physical weathering and soil is carried away by and volcanic eruptions. Only the effects of environment in more detail: soil erosion. Learners will infer that the surface earthquakes and volcanic eruptions are taken and water. They will classify soils of the Earth changes with the passage of up in this grade level, not their causes (which in their community using simple time. will be tackled in Grades 8 and 9). Learners criteria. They will identify the will also gather and report data on earthquakes different sources of water in their and volcanic eruptions in their community or community. They will infer the region. importance of water in daily activities and describe ways of After learning how to measure the different using water wisely. components of weather in Grades 4 and 5, learners will now collect weather data within METEOROLOGY the span of the school year. Learners will interpret the data and identify the weatherLearners will describe the different After making simple descriptions Learners will learn that the weather does patterns in their community.types of local weather, about the weather in the previous not stay the same the whole year round. grade, learners will now measure Weather disturbances such as typhoons In Grade 6, learners will turn their attention to the components of weather using may occur. Learners will describe the Earth as another natural object in space (in simple instruments. They will also effects of typhoons on the community and identify trends in a simple the changes in the weather before, during, Page 15of 66 weather chart. and after a typhoon.Learners will describe the natural After describing the natural ASTRONOMY objects that are seen in the sky, After learning about the Sun, learners will now familiarize themselves with the MoonK to 12 Science Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM Grade 3 Grade 4 Grade 5 Grade 6objects that they see in the sky. learners will now focus on the and the stars. They will describe the addition to the Sun, Moon, and stars). main source of heat and light on changes in the appearance of the Moon and Learners will learn about the motions of the Earth: the Sun, its role in plant discover that the changes are cyclical, and Earth: rotation and revolution. Learners will growth and development, and its that the cycle is related to the length of a also compare the different members that make effect on the activities of humans month. Learners will identify star patterns up the Solar System and construct models to and other animals. that can be seen during certain times of the help them visualize their relative sizes and year. distances.Grade 7 Grade 8 Grade 9 Grade 10 GEOLOGYLearners 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 discoverusing a coordinate system. They will that volcanoes, earthquakediscover that our country’s location of Fire, the Philippines is prone to Philippines is home to many volcanoes. Using epicenters, and mountain ranges arenear the equator and along the Ring of not randomly scattered in differentFire influences elements of up earthquakes. Using models, learners will models, learners will explain what happens places but are located in the samePhilippine environment (e.g., natural areas. This will lead to anresources and climate). explain how quakes are generated by faults. when volcanoes erupt. They will describe the appreciation of plate tectonics—a theory that binds many geologicLearners will explain the occurrence of They will try to identify faults in the different types of volcanoes and differentiate processes such as volcanism andatmospheric phenomena (breezes, earthquakes.monsoons, and ITCZ) that are community and differentiate active faults active volcanoes from inactive ones. Theycommonly experienced in the country Note: The theory of plate tectonicsas a result of the Philippines’ location from inactive ones. will also explain how energy from volcanoes is the sole topic in Earth and Spacewith respect to the equator, and in Grade 10. This is because thesurrounding bodies of water and may be tapped for human use. theory binds many of the topics inlandmasses. previous grade levels, and more time METEOROLOGY is needed to explore connections and deepen learners’ understanding. Being located beside the Pacific Ocean, the In this grade level, learners will distinguish Philippines is prone to typhoons. In Grade between weather and climate. They will 5, the effects of typhoons were tackled. explain how different factors affect the Here, learners will explain how typhoons climate of an area. They will also be develop, how typhoons are affected by introduced to climatic phenomena that occur landforms and bodies of water, and why over a wide area (e.g., El Niño and global typhoons follow certain paths as they move warming). within the Philippine Area of Responsibility. ASTRONOMYK to 12 Science Curriculum Guide December 2013 Page 16of 66

K to 12 BASIC EDUCATION CURRICULUMLearners will explain the occurrence of Learners will complete their survey of the Learners will now leave the Solar System andthe seasons and eclipses as a result ofthe motions of the Earth and the Solar System by describing the learn about the stars beyond. They will inferMoon. Using models, learners willexplain that because the Earth revolves characteristics of asteroids, comets, and the characteristics of stars based on thearound the Sun, the seasons change,and because the Moon revolves around other members of the Solar System. characteristics of the Sun. Using models,the Earth, eclipses sometimes occur. learners will show that constellations move in the course of a night because of Earth’s rotation, while different constellations are observed in the course of a year because of the Earth’s revolution. GRADE 3CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSGrade 3 – Matter The Learners should be able The Learners should be able to…FIRST QUARTER/FIRST GRADING PERIOD to… The Learners demonstrate group common objects understanding of… found at home and in school according to solids,1. Properties ways of sorting materials and liquids and gas 1. describe different objects S3MT-Ia-  Learning Guide 1.1. Characteristics of describing them as solid, liquid based on their characteristics b-1 in Science & or gas based on observable (e.g. Shape, Weight, Volume, solids, liquids, and properties Ease of flow); Health :Mixtures gases 2. classify objects and materials as solid, liquid, and gas based S3MT-Ic-  BEAM – Grade 3 on some observable d-2 Unit 4 Materials characteristics; LG – Science 3 3. describe ways on the proper Materials use and handling solid, liquid and gas found at home and in Module 1 school; and S3MT-Ie- g-3K to 12 Science Curriculum Guide December 2013 Page 17of 66

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS2. Changes that Materials effects of temperature on investigate the different 4. describe changes in materials  BEAM –Gr. 3 materials changes in materials as Unit 3 Undergo affected by temperature based on the effect of temperature: Materials- S3MT-Ih- Distance 4.1 Solid to liquid j-4 Learning 4.2 Liquid to solid 4.3 Liquid to gas Module 43  BEAM –Gr. 3 4.4 Solid to gas Unit 3 Materials Module 44-49Grade 3 – Living Things and Their EnvironmentSECOND QUARTER/SECOND GRADING PERIOD1.Living Things The Learners demonstrate The Learners should be able The Learners should be able to… S3LT-IIa-  BEAM-Grade 3- understanding of… to… b-1 Unit People-1.1Humans parts, and functions of the practice healthful habits in 1. describe the parts and functions S3LT-IIa-  Learning Guide1.1.a Sense Organs sense organs of the human taking care of the sense of the sense organs of the b-2  & Distance body organs human body; Learning 2. enumerate healthful habits to Module protect the sense organs;2.Living Things parts and functions of animals enumerate ways of grouping 3. describe animals in their S3LT-IIc-  BEAM-Grade 3- 2.1 Animals and importance to humans animals based on their immediate surroundings; d3 Unit 2- AnimalsDLP- structure and importance 4. identify the parts and functions S3LT-IIc- Science 3 DLP of animals; d-4 19 5. classify animals according to  Beam –Grade 3 body parts and use; S3LT-IIc- –Unit 2-animals d-5  DLP-Science 3 6. state the importance of animals to humans; S3LT-IIc- DLP 31&32 d-6  Learning Guide in Science &K to 12 Science Curriculum Guide December 2013 Page 18of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING3. Living Things STANDARDS MATERIALS 3.1 Plants 7. describe ways of proper S3LT-IIc- Health: handling of animals; d-74. Heredity: Inheritance  The Body and Variation Guards external parts of plants and their demonstrate the proper ways 8. describe the parts of different S3LT-IIe-  BEAM –Grade 3- kinds of plants; f-8 Unit 3 –Plants functions, and importance to of handling plants humans S3LT-IIe-  DLP-Science 3 f-9 DLP 38 9. state the importance of plants to humans;  Learning Guide:  How do Plants protect themselves? 10. describe ways of caring and  BEAM-Grade 3- proper handling of plants; S3LT-IIe- Unit 3-Plants f-10 characteristics of living and illustrates the difference 11. compare living with nonliving S3LT-IIe- nonliving things between living and non-living things; f-11 things reproduction among humans, given a photo of offspring 12. infer that living things S3LT-  Learning and parents, make a checklist reproduce; IIg-h12 Guide in animals and plants and certain of possible characteristics Science and observable characteristics that that the offspring inherited 13. identify observable from the parents characteristics that are Health are passed from parents to passed on from parents to offspring offspring (e.g., humans,  Learning animals, plants); Guide in S3LT-IIg- Science and h13 Health: What do animals eatK to 12 Science Curriculum Guide December 2013 Page 19of 66

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS5.Ecosystems basic needs of plants, animals list down activities which they 14. identify the basic needs of S3LT-IIi- and humans can perform at home, in humans, plants and animals j-14 school, or in their such as air, food, water, and neighborhood to keep the shelter; S3LT-IIi-  Learning environment clean j-15 Guide in 15. explain how living things Science and depend on the environment S3LT-IIi- to meet their basic needs; j-16 Health: and  There is No 16. recognize that there is a need Place Like to protect and conserve the environment. Home  (print-BEE)Grade 3 – Force and Motion The learners should be able The Learners should be able to…THIRD QUARTER/THIRD GRADING PERIOD to… 1. describe the position of a The learners demonstrate observe, describe, and person or an object in relation understanding of… investigate the position and to a reference point such as movement of things around chair, door, another person;1. Force and Motion motion of objects them S3FE- 2. identify things that can make IIIa-b-1 objects move such as people, water, wind, magnets; S3FE-IIIc-  Learning Guide d-2 in Science and Health:  (Print-BEE) 3. describe the movements of S3FE- objects such as fast/slow, IIIe-f-3 forward/backward, stretching/compressing; Page 20of 66K to 12 Science Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS2. Energy: Light, sound. sources and uses of light, apply the knowledge of the 4. describe sources of light and 2.1 Heat and Electricity sound, heat and electricity sources and uses of light, sound, heat and electricity; sound, heat, and electricity and S3FE- IIIg-h-4 5. enumerate uses of light, S3FE-IIIi- sound, heat and electricity. j-3Grade 3 – Earth and Space The Learners should be able The Learners should be able to… S3ES-IVa-  BEAM-Grade3-FOURTH QUARTER/FOURTH GRADING PERIOD to… 1. describe the things found in the b-1 Unit 6-Earth surroundings; The Learners demonstrate 2. relate the importance of S3ES-IVc-  (Learning understanding of… surroundings to people and d-2 Guides-2 Me other living things; and My1. Earth and Space people, animals, plants, lakes, express their concerns about S3ES-IVe- Environment) 1.1The Surroundings rivers, streams, hills, their surroundings through 3. describe the changes in the f-3 mountains, and other landforms, teacher-guided and self – weather over a period of time; Learning Guide and their importance directed activities in Science and Health:2. Earth and Space types and effects of weather as express ideas about safety Weather 2.1Weather they relate to daily activities, measures during different health and safety weather conditions creatively Learning Guide (through artwork, poem,K to 12 Science Curriculum Guide December 2013 Page 21of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS3. Earth and Space S3ES-IVg- 3.1Natural Objects in the song) 4. communicate how different h-4 in Science and types of weather affect Health: Sky activities in the community; S3ES-IVg- Typhoon and h-5 Beam-Grade 4- Unit 8 – 5. enumerate and practice safety Weather and precautionary measures in (Science 4-DLP dealing with different types of 57) weather. Beam-Grade 4 – Unit 8 – Weather (DLP – Science 4 DLP 58) natural objects in the sky affect list down activities which 6. describe the natural objects one’s daily activities affect their daily activities that are found in the sky during daytime and nighttime S3ES-IVg- h-6 7. communicate how the natural S3ES-IVg- objects in the sky affect daily h-7 activities 8. enumerate safety measures to S3ES-IVg- h-8 avoid the harmful effects of the Sun’s heat and lightK to 12 Science Curriculum Guide December 2013 Page 22of 66

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS GRADE 4 LEARNING COMPETENCY CODE LEARNING PERFORMANCE MATERIALS STANDARDSGrade 4 – MatterFIRST QUARTER/FIRST GRADING PERIOD The Learners should be able The Learners demonstrate to… understanding of… The Learners should be able to…1. Properties Recognize and practice S4MT-Ia- proper handling of products 1. classify materials based on 11.1. Properties used to grouping different materials the ability to absorb water, based on their properties float, sink, undergo decay; group and store materials 2. identify the effects of S4MT-Ib- decaying materials on one’s 21.2. Importance of health and safety; interpreting product labels1.3. Proper disposal ofK to 12 Science Curriculum Guide December 2013 Page 23of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING waste STANDARDS MATERIALS2. Changes that Materials changes that materials undergo evaluate whether changes in 3. demonstrate proper S4MT-Ic- when exposed to certain materials are useful or disposal of waste according d-3 Undergo conditions. harmful to one’s environment to the properties of its materials; S4MT-Ie- 2.1. Changes that are f-5 4. describe changes in solid useful materials when they are bent, pressed, hammered, 2.2. Changes that are or cut; harmful 5. describe changes in properties of materials when exposed to certain S4MT-Ig- conditions such as h-6 temperature or when mixed with other materials; and 6. identify changes in S4MT-Ii-j- materials whether useful 7 or harmful to one’s environment.Grade 4 – Living Things and Their EnvironmentSECOND QUARTER/SECOND GRADING PERIOD The Learners demonstrate The Learners should be able The Learners should be able to…Parts and Functions understanding of… to…  BEAM – 1. describe the main function Grade 3 –Unit1. Humans of the major organs; S4LT-IIa- 6-Earth1.1 Major organs of the how the major internal organs b-1 2. communicate that the  (Learningbody such as the brain, heart, lungs, major organs work together S4LT-IIa- Guide- Me1.2 Caring for the major liver, stomach, intestines, to make the body function b-2 and My properly; Environment)organs kidneys, bones, and muscles S4LT-IIa- 3. identify the causes and b-3  Learning1.3 Diseases that affect keep the body healthy treatment of diseases of Guide inthe major organs of the major organs; Science and Health:the human bodyK to 12 Science Curriculum Guide December 2013 Page 24of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS 4. practice habits to maintain S4LT-IIa-  Respiratory a healthy body; b-4 system2. Animals animals have body parts that construct a prototype model 5. infer that body structures S4LT-IIc-  Learning 2.1 Live on land or in make them adapt to land or of organism that has body help animals adapt and d-5 Guide in water water parts which can survive in a survive in their particular Science in given environment habitat; S4LT-IIc- Science and d-6 Health 6. compare body movements of animals in their habitat; S4LT-IIc-  BEAM- d-7 Grade3-Unit 7. make a survey of animals 2- found in the community S4LT-IIc- Animals(DLP- and their specific habitats; d-8 Science 3 DLP 27 and 8. choose which animals to 28) raise in a particular habitat;3. Plants plants have body parts that 9. identify the specialized S4LT-IIe-  Learning 3.1 Live on land or in make them adapt to land or structures of terrestrial and f-9 Guide: How water water aquatic plants; do plants S4LT-IIe- Protect 10. conduct investigation on the f-10 themselves specialized structures of plants given varying S4LT-IIe-  Learning environmental conditions: f-11 Guide in light, water, temperature, Science and and soil type; S4LT-IIe- Health: f-12 Plants, Here. 11. make a survey of plants There and found in the community and Everywhere their specific habitats; 12. choose which plants to grow in a particular habitat;4. Heredity: Inheritance and 13. compare the stages in the S4LT-IIg-Variation life cycle of organisms; h-13 different organisms go through Page 25of 66K to 12 Science Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS S4LT-IIg-4.1 Life Cycles life cycle which can be affected 14. describe the effect of the h-14 4.2Humans, Animals, by their environment environment on the life and Plants cycle of organisms; S4LT-IIi- j-155. Ecosystems beneficial and harmful 15. describe some types of beneficial interactions S4LT-IIi- 5.1 Beneficial and interactions occur among living among living things; j-16 Harmful interactions things and their environment as 16. describe certain types of S4LT-IIi- they obtain basic needs harmful interactions among j-17 living things; and S4LT-IIi- 17. conduct investigations to j-18 determine environmental conditions needed by living S4FE- things to survive. IIIa-1 18. describe the effects of S4FE- interactions among IIIb-c-2 organism in their environment S4FE- IIId-e-3Grade 4 – Force and Motion S4FE-IIIf-THIRD QUARTER/THIRD GRADING PERIOD g-4 The Learners demonstrate The Learners should be able The Learners should be able to… understanding of… to… 1. explain the effects of force1. Effects of Force on applied to an object;\Objects force that can change the 2. practice safety measures in physical activities and1.1 Shape, size and shape, size or movement of proper handling of materials;movement objects. 3. describe the force exerted by magnets;2. Light, Heat and Sound how light, heat and sound travel demonstrate conceptual 4. describe how light, sound and heat travel; using various objects understanding ofK to 12 Science Curriculum Guide December 2013 Page 26of 66

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS S4FE- properties/characteristics of 5. investigate properties and IIIh-5  BEAM-Grade 3 light, heat and sound characteristics of light and – Unit 6 Earth sound; and S4FE-IIIi- (DLP-Learning j-6 Guide –Soil 6. describe ways to protect not just a dirt oneself from exposure to S4ES-IVa- excessive light, heat and 1 sound.Grade 4 – Earth and SpaceFOURTH QUARTER/FOURTH GRADING PERIOD The Learners demonstrate The Learners should be able The Learners should be able to… understanding of… to…1. Soil 1. compare and contrast the1.1 Types of soil the different types of soil characteristics of different types of soil;2. Water in the the different sources of water 2. explain the use of water from S4ES-IVb- Environment suitable for human consumption different sources in the context 2 of daily activities;2.1 Sources and 3. infer the importance of water in S4ES-IVc- importance of water daily activities; 3 4. describe the importance of the S4ES-IVd- water cycle. 43. Weather components of weather using practice precautionary 5. use weather instruments to S4ES-IVe-  Learning 3.1 Components of simple instruments measures in planning measure the different weather 5 Guide in weather activities components Science and 3.2 Weather Health: Warm instruments and cool  LearningK to 12 Science Curriculum Guide December 2013 Page 27of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING 3.3 Weather chart STANDARDS MATERIALS4. The Sun 6. record in a chart the weather S4ES-IVf- Guide in 4.1 Importance of the Sun 6 Science and 4.2 Effects of Sun on living conditions; Health: things S4ES-IVf- Interpreting 4.3 Safety precautions 7. make simple interpretations 7 Weather about the weather as recorded Conditions in the weather chart; S4ES-IVg- 8  Learning 8. identify safety precautions Guide in during different weather Science and conditions; Health: typhoon 9. describe the changes in the position and length of shadows  BEAM-Grade in the surroundings as the 4-Unit 8 – position of the Sun changes; Weather (Science 4 DLP -54-55  BEAM – Grade 4 –Unit 8 – Weather (DLP –Science 4- DLP 58) the Sun as the main source of S4ES-IVh- heat and light on Earth 9 10. describes the role of the Sun in S4ES-IVi- the water cycle; and 10 11. describe the effects of the Sun S4ES-IVj- 11K to 12 Science Curriculum Guide December 2013 Page 28of 66

K to 12 BASIC EDUCATION CURRICULUMK to 12 Science Curriculum Guide December 2013 Page 29of 66

K to 12 BASIC EDUCATION CURRICULUM GRADE 5CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSGrade 5 – Matter The Learner…FIRST QUARTER/FIRST GRADING PERIOD uses local, recyclable solid The Learners demonstrate and/or liquid materials in1. Properties understanding of… making useful products The Learner…1.1 Useful and harmful properties of materials to 1. use the properties of S5MT-Ia- materials determine whether they are materials whether they are b-1 useful or harmful useful or harmful;2. Changes that Materials materials undergo changes due to 2. investigate changes that S5MT-Ic- oxygen and heat happen in materials under d-2 Undergo the following conditions: 2.1 presence or lack of S5MT-Ie- oxygen; and g-3 2.2 application of heat; S5MT-Ih- 3. recognize the importance of i-4 recycle, reduce, reuse, recover and repair in waste management; and 4. design a product out of local, recyclable solid and/ or liquid materials in making useful products.Grade 5 – Living Things and Their Environment The Learners should be able The Learners should be able to…  BEAM – GradeSECOND QUARTER/SECOND GRADING PERIOD to… 5 – Unit 1 – 1. describe the parts of the Reproductive The Learners demonstrate Practice proper hygiene to reproductive system and their understanding of… care of the reproductive functions; System organs (Science 5 –1. Parts and Functions how the parts of the human 2. describe the changes that occur S5LT-IIa- 1.1Humans reproductive system work during puberty; 1 DLP 1)1.2 The reproductive S5LT-IIb-  BEAM – Grade 2 5 – Unit 1 - MenstrualK to 12 Science Curriculum Guide December 2013 Page 30of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING system STANDARDS MATERIALS1.2. Animals 3. explain the menstrual cycle; S5LT-IIc- Cycle (Science 1.2.1 reproductive 3 5 – DLP 4) system of animals 4. give ways of taking care of the 1.2.2 modes of reproductive organs; S5LT-IId- reproduction in 4 animals how animals reproduce 5. describe the different modes of reproduction in animals such as butterflies, mosquitoes, frogs, S5LT-IIe- cats and dogs; 51.3. Plants 6. describe the reproductive parts S5LT-IIf-6 1.3.1 reproductive parts in in plants and their functions; plants how plants reproduce 1.3.2 modes of reproduction in plants 7. describe the different modes of S5LT-IIg- reproduction in flowering and 7 non-flowering plants such as2. Ecosystems the interactions for survival create a hypothetical moss, fern, mongo and others; S5LT-IIh-  BEAM – Grade among living and non-living community to show how 8 3 – Unit 3 – 2.1 Interactions Among things that take place in organisms interact and 8. discuss the interactions among Living Things estuaries and intertidal zones reproduce to survive living things and non-living Plants (DLP- things in estuaries and intertidal Science 3 DLP 2.1.1 Estuaries zones; and 2.1.2 Intertidal Zones 37)  BEAM-Grade 3- Unit 3 – plants (DLP-Science 3 DLP39)  Learning Guide in Science and Health: SeedK to 12 Science Curriculum Guide December 2013 Page 31of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS S5LT-Ii-j- 9. explain the need to protect and 10 Making parts conserve estuaries and intertidal of a flower zones.  Learning Guide in Science and Health Parts of a Seed  Learning Guide in Science and Health: Growing Plants without SeedsGrade 5 – Force and MotionTHIRD QUARTER/THIRD GRADING PERIOD The Learners demonstrate The Learners should be able The Learners should be able to…1. Motion understanding of… …1.1 Measuring time and motion in terms of distance and 1. describe the motion of an object S5FE- distance using time by tracing and measuring its IIIa-1 standard units change in position (distance travelled) over a period of time; S5FE-2. Light and Sound, Heat 1. how different objects interact IIIb-2and Electricity with light and sound, heat and 2. use appropriate measuring tools S5FE-IIIc- electricity and correct standard units; 2.1 Conductors of heat and 3 electricity; 2. the effects of heat and 3. discuss why some materials are electricity, light and sound on good conductors of heat and S5FE- 2.2 Effects of light and sound, people and objects electricity; IIId-4 heat and electricity 4. infer how black and colored S5FE- objects affect the ability to IIIe-5 absorb heat; 5. relate the ability of the material to block, absorb or transmit light to its use;K to 12 Science Curriculum Guide December 2013 Page 32of 66

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS S5FE-IIIf-3. Electricity and Magnetism a simple DC circuit and the propose an unusual tool or 6. infer the conditions necessary to 6  BEAM-Grade 5 3.1 Circuits relationship between electricity device using electromagnet make a bulb light up; –Unit 5- 3.2 Electromagnets and magnetism in electromagnets that is useful for home school S5FE- Energy(Electro or community 7. determine the effects of changing IIIg-7 Magnets- the number or type of Learning Guide components in a circuit; S5FE- Powered IIIh-8 Attraction) 8. infer that electricity can be used to produce magnets; and S5FE-IIIi- j-9 9. design an experiment toGrade 5 – Earth and Space determine the factors that affectFOURTH QUARTER/FOURTH GRADING PERIOD the strength of the electromagnet. The Learners demonstrate The Learners should be able  BEAM – Grade1. Processes that Shape understanding of… to… The Learners should be able to… 4-Unit 7 –Earth’s Surface participate in projects that 1. describe how rocks turn into soil; S5FE-IVa- Earth(Learning weathering and soil erosion reduce soil erosion in the 1 Guide Soil community1.1 Weathering and Soil shape the Earth’s surface and S5FE-IVb- Erosion)Erosion affect living things and the 2  Learning Guide environment S5FE-IVc- in Science and 3 Health: Rocks 2. investigate extent of soil erosion in the community and its effects Around us on living things and the  Learning Guide environment; in Science and 3. communicate the data collected from the Health: Causes investigation on soil erosion; and Effect of Soil Erosion  Learning Guide in Science and Health: Let’s Prevent Soil Erosion  Beam –Grade 4-Unit 7-Earth (DLP-Science 4 DLP 51-52)K to 12 Science Curriculum Guide December 2013 Page 33of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS2. Weather Disturbances S5FE-IVd- 2.1 Types of weather weather disturbances and their prepares individual emergency 4. observe the changes in the 4 disturbances: effects on the environment. kit. weather before, during and after 2.2 Effects of weather a typhoon; S5FE-IVe- disturbances on living 5 things and the 5. describe the effects of a typhoon environment. on the community;3. The Moon 6. describe the effects of the winds, S5FE-IVf- 3.1 Phases of the Moon given a certain storm warning 6 3.2 Beliefs and practices signal; the phases of the Moon and the debug local myths and folklore 7. infer the pattern in the changes in S5FE-IVg- beliefs and practices associated about the Moon and the Stars the appearance of the Moon; h-7 with it by presenting pieces of evidence to convince the 8. relate the cyclical pattern to the community folks length of a month; and4.The Stars constellations and the information 9. identify star patterns that can be S5FE-IVi- 4.1Patterns of stars derived from their location in the seen at particular times of the j-1 (constellation) sky. year.K to 12 Science Curriculum Guide December 2013 Page 34of 66

K to 12 BASIC EDUCATION CURRICULUM GRADE 6CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSGrade 6 – MatterFIRST QUARTER/FIRST GRADING PERIODProperties The Learners demonstrate The Learners should be able The Learners should be able to… understanding of… to…1. Mixture and theirCharacteristics different types of mixtures and prepare beneficial and useful 1. describe the appearance and uses S6MT-Ia- mixtures such as drinks, food, uniform and non-uniform c-1 their characteristics and herbal medicines. mixtures;1.1 Homogenous andHeterogeneousmixtures2. Separating Mixtures different techniques to separate separate desired materials 2. enumerate techniques in S6MT-Id- mixtures from common and local separating mixtures such as f-2 products. decantation, evaporation, filtering, sieving and using S6MT-Ig- magnet; and j-3 3. tell the benefits of separating mixtures from products in community.Grade 6 – Living Things and Their EnvironmentSECOND QUARTER/SECOND GRADING PERIOD The Learners demonstrate The Learners should be able The Learners should be able to…  BEAM – GradeI. Parts and Functions understanding of… to… 4- Unit 1-1.Human Body Systems how the major organs of the make a chart showing 1. explain how the organs of each S6LT-IIa- Human(Skeleta 1.1 Musculo-skeletal human body work together to healthful habits that promote organ system work together; b-1 form organ systems proper functioning of the l – Learning) 1.2 Integumentary musculo-skeletal,  BEAM – Grade System integumentary, digestive, circulatory, excretory, 4 Unit 1 – 1.3 Digestive System 1.4 Respiratory System Human Muscular – DLP 5  Learning GuideK to 12 Science Curriculum Guide December 2013 Page 35of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS1.5 Circulatory System1.6 Nervous System respiratory, and nervous in Science and systems Health: The 2. explain how the different organ S6LT-IIc- Kidneys and systems work together; d-2 the Bladder  Learning Guide in Science and Health: The Circulatory System  Learning Guide in Science and Health: Bones in the Body2.Animal the different characteristics of 1. make an inventory of 3. determine the distinguishing  Learning Guide vertebrates and invertebrates vertebrates and characteristics of vertebrates in Science: 2.1 Vertebrates and invertebrates that are and invertebrates; Invertebrates commonly seen in the S6MT-IIe- Two Major community f-3 Groups of 2. practice ways of caring Animals and protecting animals  Learning Guide in Science and Health: Group of Invertebrates3.Plants how non-flowering plants 1. make a multimedia 3.1Reproduction of reproduce presentation on how parts Non-flowering plants of the reproductive system of spore-bearing and cone-bearing plants 4. distinguish how spore-bearing S6MT-IIg- ensure their survival and cone-bearing plants h-4 reproduce; 2. make a flyer on how plants can be propagated vegetativelyK to 12 Science Curriculum Guide December 2013 Page 36of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSII. Ecosystems 1.Interactions Among the interactions for survival form discussion groups to 5. discuss the interactions among S6MT-IIi-  Learning Guide Living Things among living and non-living living things and non-living things j-5 Science and things that take place in tropical tackle issues involving in tropical rainforests, coral reefs 2.Tropical rainforests rainforests, coral reefs, and and mangrove swamps; and Health: There 2.1Coral reefs mangrove swamps protection and conservation is no Place Like 2.2 Mangrove swamps of ecosystems that serve as 6. explain the need to protect and conserve tropical rainforests, Home nurseries, breeding places, coral reefs and mangrove and habitats for economically swamps. important plants and animals S6MT-IIk- l-6Grade 6 – Force, Motion and EnergyTHIRD QUARTER/THIRD GRADING PERIOD1. Gravitation and Frictional The Learners demonstrate The Learners should be able The Learners should be able to… S6FE- Forces understanding of… to… IIIa-b-1 1. infer how friction and gravity gravity and friction affect produce an advertisement affect movements of different movement of objects demonstrates road safety. objects;2.Energy how energy is transformed in create a marketing strategy for 2. demonstrate how sound, heat, S6FE-IIIc-  Learning Guide 2.1Energy transformation in simple machines a new product on electrical or light and electricity can be d-2 in Science and light efficiency transformed; simple machines Health: Safety with Machines 3. manipulate simple machines to S6FE- describe their characteristics and IIIe-f-1 uses; and 4. demonstrate the practical and safe S6FE- uses of simple machines. IIIa-1K to 12 Science Curriculum Guide December 2013 Page 37of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSGrade 6 – Earth and SpaceFOURTH QUARTER/FOURTH GRADING PERIOD The Learners should … The Learners should be able to… The Learners demonstrate1. Forces that affect understanding of… design an emergency and 1. describe the changes on the  Learning Guide preparedness plan and kit Earth’s surface as a result of in Science andchanges on the earth’s earthquakes and volcanic S6ES-IVa-surface the effects of earthquakes and eruptions; 1 Health: Active or Inactive volcanic eruptions: 2. enumerate what to do before, during and after earthquake and1.1 Earthquakes volcanic eruptions;1.2 Volcanic Eruption S6ES-IVb- 22.Weather Patterns in the weather patterns and seasons in 3. describe the different seasons in S6ES-IVc-Philippines the Philippines: the Philippines; 3 2.1Weather patterns 4. discuss appropriate activities for S6ES-IVd- and Seasons in the Philippines. specific seasons of the Philippines; 43.Motions of the Earth of the earth’s rotation and 5. demonstrate rotation and S6ES-IVe-  BEAM – Grade 3.1Rotation and revolution: revolution of the Earth using a f-5 4 – Unit 9 – revolution globe to explain day and night Earth, Moon characteristics of planets in the and the sequence of seasons; S6ES-IVg- and Sun (DLP4.The Solar System solar system. h-6 – Science 4 4.1Planets 6. compare the planets of the solar DLP 60) system; and S6ES-IVi- j-7  BEAM-Grade 4 7. construct a model of the solar – Unit 9 – system showing the relative sizes of the planets and their relative Earth, Moon distances from the Sun. and Sun  (DLP – Science 4 – DLP59)  BEAM –Grade 4 Unit 9 – Earth, Moon and Sun (DLP –Science 4 DLP 60)K to 12 Science Curriculum Guide December 2013 Page 38of 66

K to 12 BASIC EDUCATION CURRICULUM GRADE 7CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS The Learners should be able to… S7MT-Ia-1Grade 7 – Matter S7MT-Ic-2 Page 39of 66 1. describe the components of a S7MT-Id-3FIRST QUARTER/FIRST GRADING PERIOD scientific investigation; S7MT-Ie-f-4 S7MT-Ig-h-5Doing Scientific The The Learners shall be 2. investigate properties of unsaturated S7MT-Ii-6Investigations Learnersdemonstrate an able to: or saturated solutions;1. Ways of acquiring understanding of: perform in groups in 3. express concentrations of solutions guided investigations quantitatively by preparing differentknowledge and solving scientific ways of involving community- concentrations of mixtures according based problems using to uses and availability of materials;problems acquiring knowledge and locally available materials 4. distinguish mixtures from solving problems substances based on a set of properties;2. Diversity of Materials in the some important prepare different Environment properties of solutions concentrations of 5. recognize that substances are mixtures according to classified into elements and 2.1 Solutions uses and availability of compounds; materials 6. investigate properties of acidic and2.2 Substances and Mixtures the properties of investigate the basic mixtures using natural substances that properties of mixtures of indicators; and distinguish them from varying concentrations mixtures using available materials in the community for2.3 Elements and classifying substances as specific purposes Compounds elements or compounds make a chart, poster,2.4 Acids and Bases the common properties or multimedia presentation of of acidic and basic common elements mixtures showing their names, symbols, and uses properly interpret product labels of acidic and basic mixture, and practice safe ways ofK to 12 Science Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS2.5 Metals and Non-metals properties of metals and handling acids and 7. describe some properties of metals S7MT-Ij-7 nonmetals bases using protective and non-metals such as luster, clothing and safety gear malleability, ductility, andGrade 7 – Living Things and Their Environment conductivity.SECOND QUARTER/SECOND GRADING PERIOD The Learners should be able to: The Learners should be able to…I. Parts and Functions The Learners  BEAM: Tools used demonstrate an employ appropriate 1. Identify parts of the microscope in the understanding of: techniques using the and their functions; S7LT-IIa-1 Development of compound microscope S7LT-IIb-21. Microscopy the parts and functions to gather data about 2. focus specimens using the Biology & of the compound very small objects compound microscope; microscope Biotechnology 3. describe the different levels of Tools in Biology biological organization from cell2. Levels of Biological the different levels of to biosphere; S7LT-IIc-3 Organization biological organization3. Animal and Plant Cells the difference between 4. differentiate plant and animal  BEAM: The Basic animal and plant cells cells according to presence or Unit of Life absence of certain organelles; S7LT-IId-4 5. explain why the cell is considered S7LT-IIe-5 the basic structural and functional unit of all organisms;4. Fungi, Protists, and organisms that can only 6. identify beneficial and harmful S7LT-IIf-6 Bacteria be seen through the microorganisms; microscope, many of which consist of only one cellK to 12 Science Curriculum Guide December 2013 Page 40of 66

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS S7LT-IIg-7 MATERIALS S7LT-IIg-8II. Heredity: Inheritance and reproduction being both 7. differentiate asexual from sexual S7LT-IIh-9Variation asexual or sexual reproduction in terms of: S7LT-IIh-10 S7LT-IIi-111. Asexual reproduction 7. 1 number of individuals S7LT-IIj-122. Sexual reproduction involved; S7FE-IIIa-1 7. 2 similarities of offspring to parents; S7FE-IIIa-2 8. describe the process of fertilization;II. Ecosystems 9. differentiate biotic from abiotic components of an ecosystem;1. Components of an organisms interacting conduct a collaborative ecosystem with each other and action to preserve the 10. describe the different ecological with their environment ecosystem in the locality relationships found in an2. Ecological relationships to survive ecosystem; 2.1 Symbiotic relationships 2.2 Non symbiotic 11. predict the effect of changes in relationships one population on other populations in the ecosystem; and3. Transfer of energy through trophic levels 12. predict the effect of changes in abiotic factors on the ecosystem.Grade 7 – Force, Motion and, EnergyTHIRD QUARTER/THIRD GRADING PERIODI. Motion in One Dimension The Learners The Learners shall be The Learners should be able to… demonstrate an able to:1. Descriptors of Motion understanding of: 1. describe the motion of an object in conduct a forum on terms of distance or displacement,1.1 Distance or mitigation and disaster speed or velocity, and risk reduction acceleration;Displacement motion in one 2. differentiate quantities in terms of1.2 Speed or Velocity dimension magnitude and direction;1.3 Acceleration2. Motion DetectorsK to 12 Science Curriculum Guide December 2013 Page 41of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALSII. Waves 1. Types of Waves 3. create and interpret visual S7FE-IIIb-3 2. Characteristics of Waves representation of the motion of 2.1 Amplitude objects such as tape charts and 2.2 Wavelength motion graphs; 3. Wave Velocity waves as a carriers of 4. infer that waves carry energy; S7LT-IIIc-4III. Sound energy 1. Characteristics of sound 5. differentiate transverse from S7LT-IIIc-5 1.1.Pitch the characteristics of longitudinal waves, and 1.2 Loudness sound mechanical from electromagnetic 1.3 Quality waves;IV. Light the characteristics of suggest proper lighting 6. relate the characteristics of waves; S7LT-IIId-6 1. Characteristics of Light light in various activities S7LT-IIId-7 1.1 Intensity or 7. describe the characteristics of S7LT-IIIe-8 Brightness sound using the concepts of S7LT-IIIe-9 1.2 Color wavelength, velocity, and S7LT-IIIf-10 amplitude ; 8. explain sound production in the human voice box, and how pitch, loudness, and quality of sound vary from one person to another; 9. describe how organisms produce, transmit, and receive sound of various frequencies (infrasonic, audible, and ultrasonic sound); 10. relate characteristics of light such as color and intensity to frequency and wavelength; 11. infer that light travels in a S7LT-IIIg-11 straight line;K to 12 Science Curriculum Guide December 2013 Page 42of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS S7LT-IIIh-i- MATERIALSV. Heat how heat is transferred Page 43of 66 1. Heat Transfer 12. infer the conditions necessary 12 1.1 Conduction charges and the for heat transfer to occur; S7LT-IIIj-13 1.2 Convection different charging S7LT-IIIj-14 1.3 Radiation processes 13. describe the different types of charging processes; and S7ES-IVa-1VI. Electricity 1. Charges 14. explain the importance of S7ES-IVa-2 2. Charging processes earthing or grounding. S7ES-IVb-3 S7ES-IVb-4Grade 7 – Earth and Space S7ES-IVd-5 S7ES-IVd-6FOURTH QUARTER/FOURTH GRADING PERIOD The Learners shall be The Learners should be able to… S7ES-IVe-71.The Philippine Environment The Learners able to: demonstrate an 1. demonstrate how places on Earth may1.1 Location of the Philippines understanding of: analyze the advantage be located using a coordinate system;using a coordinate system of the location of the Philippines in relation 2. describe the location of the Philippines1.2. Location of the Philippines the relation of to the climate, with respect to the continents andwith respect to geographical location of weather, and seasons oceans of the world;landmasses and bodies of the Philippines to its 3. recognize that soil, water, rocks, coal,water environment and other fossil fuels are Earth materials that people use as1.3. Protection and resources;conservation of natural 4. describe ways of using Earth'sresources resources sustainably;2.Interactions in the the different 5. discuss how energy from the SunAtmosphere phenomena that interacts with the layers of the occur in the atmosphere; 2.1. Greenhouse effect and atmosphere global warming 6. explain how some human activities 2.3. Land and sea breezes affect the atmosphere ; 2.4. Monsoons 2.5. Intertropical convergence 7. account for the occurrence of land and sea breezes, monsoons, and zone intertropical convergence zoneK to 12 Science Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS (ITCZ)3. Seasons in the Philippines the relationship of the 8. describe the effects of certain S7ES-IVe-8 3.1. Relation of seasons to the seasons and the weather systems in the Philippines; S7ES-IVe-9 position of the Sun in the position of the Sun in sky the sky 9. using models, relate: S7ES-IVe-10 3.2. Causes of seasons in the 9.1 the tilt of the Earth to the length S7ES-IVi-11 Philippines of daytime; 9.2 the length of daytime to the amount of energy received; 9.3 the position of the Earth in its orbit to the height of the Sun in the sky; 9.4 the height of the Sun in the sky to the amount of energy received; 9.5 the latitude of an area to the amount of energy the area receives; 10. show what causes change in the seasons in the Philippines using models;4. Eclipses the occurrence of 11. explain how solar and lunar eclipses S7ES-IVj-12 eclipses occur; and 4.1. Solar Eclipse 4.2. Lunar Eclipse 12. collect, record, and report data on the S7ES-IVj-13 beliefs and practices of the community in relation to eclipses.K to 12 Science Curriculum Guide December 2013 Page 44of 66

K to 12 BASIC EDUCATION CURRICULUM GRADE 8CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS The Learners should be ableGrade 8 – Force, Motion, and Energy The Learners shall be able to… to:FIRST QUARTER/FIRST GRADING PERIOD 1. investigate the relationship develop a written plan between the amount of The Learners demonstrate and implement a force applied and the mass1. Laws of Motion an understanding of: “Newton’s Olympics” of the object to the amount of change in the object’s1.1 Law of Inertia motion;1.2 Law of Acceleration Newton’s three laws of 2. infer that when a body exerts a force on another,1.3 Law of Interaction motion and uniform circular an equal amount of force is S8FE-Ia-15 exerted back on it; motion S8FE-Ia-16 3. demonstrate how a body S8FE-Ib-172. Work Power and Energy work using constant force, responds to changes in S8FE-Ib-18 power, gravitational motion; potential energy, kinetic S8FE-Ib-19 energy, and elastic 4. relate the laws of motion to potential energy bodies in uniform circular S8FE-Ic-20 motion; S8FE-Ic-21 S8FE-Id-22 5. infer that circular motion S8FE-Id-23 requires the application of constant force directed Page 45of 66 toward the center of the circle; 6. identify situations in which work is done and in which no work is done; 7. describe how work is related to power and energy; 8. differentiate potential and kinetic energy; 9. relate speed and position of object to the amount ofK to 12 Science Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING3. Sound STANDARDS MATERIALS4. Light energy possessed by a body;5. Heat6. Electricity the propagation of sound 10. infer how the movement of S8FE-Ie-24 through solid, liquid, and particles of an object S8FE-Ie-25 gas affects the speed of sound S8FE-If-26 through it; S8FE-If-27 some properties and discuss phenomena such S8FE-If-28 characteristics of visible as blue sky, rainbow, and 11. investigates the effect of S8FE-Ig-29 light red sunset using the temperature to speed of S8FE-Ih-30 concept of wavelength sound through fair testing; S8FE-li-31 and frequency of visible S9FE-li-32 light 12. demonstrate the existence of the color components of heat and temperature, and visible light using a prism the effects of heat on the or diffraction grating; body 13. explain the hierarchy of current- voltage-resistance colors in relation to relationship, electric power, energy; electric energy, and home circuitry 14. explain that red is the least bent and violet the most bent according to their wavelengths or frequencies; 15. differentiate between heat and temperature at the molecular level; 16. infer the relationship between current and charge; 17. explain the advantages and disadvantages of series and parallel connections in homes; 18. differentiate electrical power and electrical energy; andK to 12 Science Curriculum Guide December 2013 Page 46of 66

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS S8FE-li-33 MATERIALSGrade 8 – Earth and Space 19. explain the functions of circuit breakers, fuses,SECOND QUARTER/ SECOND GRADING PERIOD earthing, double insulation, and other safety devices in The Learners demonstrate the home.1. Earthquakes and Faults an understanding of: The Learners shall be able The Learners should be able to: to…1.1 Active and inactive faults the relationship between 1. participate in decision 1. using models or S8ES-IIa-141.2 How movements along faults faults and earthquakes making on where to illustrations, explain S8ES-IIa-15 build structures based how movements along S8ES-IIb-16 generate earthquakes on knowledge of the faults generate1.3 How earthquakes generate location of active faults earthquakes; in the community tsunamis 2. differentiate the1.4 Earthquake focus and epicenter 2. make an emergency 2.1 epicenter of an1.5 Earthquake intensity and plan and prepare an earthquake from its emergency kit for use focus; magnitude at home and in school 2.2 intensity of an1.6 Earthquake preparedness earthquake from its1.7 How earthquake waves provide magnitude; 2.3 active and inactive information about the interior of faults; the Earth 3. demonstrate how underwater earthquakes generate tsunamis; 4. explain how earthquake S8ES-IIc-17 waves provide information about the interior of the earthK to 12 Science Curriculum Guide December 2013 Page 47of 66

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS S8ES-IId-18 MATERIALS2. Understanding Typhoons 2.1 How typhoons develop the formation of typhoons 1. demonstrate 5. explain how typhoons S8ES-IId-19 2.2 Why the Philippines is prone to and their movement within precautionary develop; typhoons the PAR measures before, 2.3 How landforms and bodies of during, and after a 6. infer why the Philippines water affect typhoons within the typhoon, including is prone to typhoons; Philippine Area of Responsibility following advisories, (PAR) storm signals, and calls for evacuation given by government agencies in charge 2. participate in activities 7. explain how landmasses S8ES-IIe-20 that lessen the risks and bodies of water brought by typhoons affect typhoons; 8. trace the path of S8ES-IIf-21 typhoons that enter the Philippine Area of Responsibility (PAR) using a map and tracking data;3. Other members of the Solar characteristics of comets, discuss whether or not 9. compare and contrast S8ES-IIg-22 System meteors, and asteroids beliefs and practices comets, meteors, and S8ES-IIh-23 3.1 Comets about comets and asteroids; S8ES-IIi-j-24 3.2 Meteors meteors have scientific 3.3 Asteroids basis 10. predict the appearance of comets based on recorded data of previous appearances; and 11. explain the regular occurrence of meteor showersK to 12 Science Curriculum Guide December 2013 Page 48of 66

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSGrade 8 – MatterTHIRD QUARTER/THIRD GRADING PERIOD The Learners shall be able The Learners should be able The Learners demonstrate to: to… an understanding of:1. The Particle Nature of Matter present how water 1. explain the properties of the particle nature of behaves in its different solids, liquids, and gases S8MT-IIIa- states within the water based on the particle nature b-81.1 Elements, Compounds, and matter as basis for cycle of matter; S8MT-IIIc-Mixtures explaining properties, 2. explain physical changes in d-9 terms of the arrangement1.2 Atoms and Molecules physical changes, and and motion of atoms and S8MT-IIIe-f- molecules; 10 structure of substances and mixtures 3. determine the number of S8MT-IIIg- protons, neutrons, and h-112. Atomic Structure the identity of a substance electrons in a particular according to its atomic atom; 2.1 Protons structure 2.2 Neutrons 4. trace the development of the 2.3 Electrons the periodic table of periodic table from3. Periodic Table (PT) of Elements elements as an organizing observations based on tool to determine the similarities in properties of 3.1 Development of the PT chemical properties of elements; and 3.2 Arrangement of elements elements 3.3 Reactive and nonreactive metals 5. use the periodic table to S8MT-IIIi-j- predict the chemical 12 behaviour of an element.Grade 8 – Living Things and Their Environment The Learners should be ableFOURTH QUARTER/ FOURTH GRADING PERIOD to…1. Structures and Functions: Focus The Learners demonstrate The Learners should beon the Digestive System an understanding of: able to:1.1 Organs of the digestive 1. the digestive system and present an analysis of the 1. explain ingestion, S8LT-IVa-13 system and their interaction its interaction with the data gathered on diseases absorption, assimilation, and with organs of the circulatory, respiratory, resulting from nutrient excretion; respiratory, circulatory, and and excretory systems in deficiencyK to 12 Science Curriculum Guide December 2013 Page 49of 66