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SCIENCE-CG.pdf
- 1. Republic of thePhilippines Department of Education DepEd Complex, Meralco Avenue Pasig City August 2016 K to 12 Curriculum Guide SCIENCE (Grade 3 to Grade 10)
- 2. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 2 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONCEPTUAL FRAMEWORK Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgments and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts. The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic, personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our country’s cultural heritage. The K to 12 science curriculum will provide learners with a repertoire of competencies important in the world of work and in a knowledge-based society. It envisions the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science: understanding and applying scientific knowledge in local setting as well as global context whenever possible, performing scientific processes and skills, and developing and demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science- technology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy namely, constructivism, social cognition learning model, learning style theory, and brain-based learning. Science content and science processes are intertwined in the K to 12 Curriculum. Without the content, learners will have difficulty utilizing science process skills since these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners’ curiosity motivates them to learn and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop learners’ interest and let them become active learners. As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving the way to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and its application to real-life situations.
- 3. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 3 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. The Conceptual Framework of Science Education Developing and Demonstrating Scientific Attitudes and Values Brain-based learning Scientific, Technological and Environmental Literacy
- 4. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 4 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12) The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed decisions, and engage in discussions of relevant issues that involve science, technology, and environment. KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2) K–3 4–6 7–10 11-12 At the end of Grade 3, the learners should have acquired healthful habits and havedeveloped curiosity about self and their environment using basic process skills of observing, communicating, comparing, classifying, measuring, inferring and predicting. This curiosity will help learners value science as an important tool in helping them continue to explore their natural and physical environment. This should also include developing scientific knowledge or concepts. At the end of Grade 6, the learners should have developed the essential skills of scientific inquiry – designing simple investigations, using appropriate procedure, materials and tools to gather evidence, observing patterns, determining relationships,drawing conclusions based on evidence, and communicating ideas in varied ways to make meaning of the observations and/or changes that occur in the environment. The content and skills learned will be applied to maintain good health, ensure the protection and improvement of the environment, and practice safety measures. At the end of Grade 10, the learners should have developed scientific, technological, and environmental literacyand can make that would lead to rational choices on issues confronting them. Having been exposed to scientific investigations related to real life, they should recognize that the central feature of an investigation is that if one variable is changed (while controlling all others), the effect of the change on another variable can be measured. The context of the investigation can be problems at the local or national level to allow them to communicate with learners in other parts of the Philippines or even from other countries using appropriate technology. The learners should demonstrate an understanding of science concepts and apply science inquiry skills in addressingreal-world problems through scientific investigations. At the end of Grade 12, the learners should have gained skills in obtaining scientific and technological information from varied sources about global issues that have impact on the country. They should have acquired scientific attitudes that will allow them to innovate and/or create products useful to the community or country. They should be able to process information to get relevant data for a problem at hand. In addition, learners should have made plans related to their interests and expertise, with consideration forthe needs of their community and the country — to pursue either employment, entrepreneurship, or higher education.
- 5. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 5 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. GRADE/LEVEL Grade-Level Standards Kindergarten 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 and using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain events in the home or school and express how these are affecting them, do simple measurements of length, tell why some things around them are important , 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. Grade 3 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. Grade 4 At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other materials or when force is applied on them. They can identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in the community. Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They can classify plants and animals according to where they live and observe interactions among living things and their environment. They can infer that plants and animals have traits that help them survive in their environment. Learners can 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.
- 6. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 6 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. GRADE/LEVEL Grade-Level Standards Grade 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.
- 7. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 7 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. GRADE/LEVEL Grade-Level Standards 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. Grade 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 differentiate 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 temperature 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. Grade 9 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.
- 8. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 8 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. GRADE/LEVEL Grade-Level Standards Grade 10 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. SEQUENCE OF DOMAIN/STRANDS PER QUARTER G3 G4 G5 G6 G7 G8 G9 G10 1st Quarter Matter Matter Matter Matter Matter Force, Motion,& Energy Living Things and Their Environment Earth & Space 2nd Quarter Living Things and Their Environment Living Things and Their Environment Living Things and Their Environment Living Things and Their Environment Living Things and Their Environment Earth & Space Matter Force, Motion,& Energy 3rd Quarter Force, Motion,& Energy Force, Motion,& Energy Force, Motion & Energy Force, Motion,& Energy Force, Motion,& Energy Matter Earth & Space Living Things and Their Environment 4th Quarter Earth & Space Earth & Space Earth & Space Earth & Space Earth & Space Living Things and Their Environment Force, Motion,& Energy Matter
- 9. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 9 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. SPIRALLING OF CONCEPTS GRADE 3 – GRADE 10 MATTER Grade 3 Grade 4 Grade 5 Grade 6 PROPERTIES OF MATTER When learners observe different objects and materials, they become aware of their different characteristics such as shape, weight, definiteness of volume and ease of flow. Using characteristics, objects and materials can be grouped into solids, liquids or gases. Aside from being grouped into solids, liquids, or gases, materials may also be grouped according to their ability to absorb water, ability to float or sink, and whether they decay or not After learning how to read and interpret product labels, learners can critically decide whether these materials are harmful or not. They can also describe ways in which they can use their knowledge of solids and liquids in making useful materials and products. In Grade 4, the learners have observed the changes when mixing a solid in a liquid or a liquid in another liquid. From these investigations, learners can now describe the appearance of mixtures as uniform or non-uniform and classify them as homogeneous or heterogeneous mixtures. CHANGES THAT MATTER UNDERGO Using the characteristics observed among solids, liquids, and gases, learners investigate ways in which solid turns into liquid, solid into gas, liquid into gas, and liquid into solid, as affected by temperature. Changes in some characteristics of solid materials can be observed when these are bent, hammered, pressed, and cut. After investigating the changes in some observable characteristics of materials due to temperature in Grade 3, learners can now inquire about changes observed when a solid is mixed with a liquid or when a liquid is mixed with another liquid. Learners learn that some changes 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. In Grade 4, learners investigated changes in materials that take place at certain conditions, such as applying force, mixing materials, and changing the temperature. In Grade 5, they investigate changes that take place under the following conditions: presence or lack of oxygen (in air), and applying heat. They learn that some of these conditions can result in a new product. Knowing these conditions enable them to apply the “5R method” (recycling, reducing, reusing, recovering and repairing) at home and in school. Based on the characteristics of the components of a heterogeneous mixture, learners investigate ways of separating these components from the mixture. They will infer that the characteristics of each of the components remain the same even when the component is part of the mixture.
- 10. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 10 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. Grade 7 Grade 8 Grade 9 Grade 10 PROPERTIES AND STRUCTURE OF MATTER In Grade 6, learners learned how to distinguish homogenous from heterogeneous mixtures. In Grade 7, learners investigate properties of solutions that are homogeneous mixtures. They learn how to express concentrations of solutions qualitatively and quantitatively. They distinguish mixtures from substances based on a set of properties. Learners begin to do guided and semi- guided investigations, making sure that the experiment they are conducting is a fair test. Using models, learners learn that matter is made up of particles, the smallest of which is the atom. These particles are too small to be seen through a microscope. The properties of materials that they have observed in earlier grades can now be explained by the type of particles involved and the attraction between these particles. Using their understanding of atomic structure learned in Grade 8, learners describe how atoms can form units called molecules. They also learn about ions. Further, they explain how atoms form bonds (ionic and covalent) with other atoms by the transfer or sharing of electrons. They also learn that the forces holding metals together are caused by the attraction between flowing electrons 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, counting these particles is not practical. So, learners are introduced to the unit—mole. Learners investigate how gases behave in different conditions based on their knowledge of the motion of and distances between gas particles. Learners then confirm whether their explanations are consistent with the Kinetic Molecular Theory. They also learn the relationships between volume, temperature, and pressure using established gas laws. In Grade 9, learners learned that the bonding characteristics of carbon result in the formation of large variety of compounds. In Grade 10, they learn more about these compounds that include biomolecules such as carbohydrates, lipids, proteins, and nucleic acids. Further, they will recognize that the structure of these compounds comprises repeating units that are made up of a limited number of elements such as carbon, hydrogen, oxygen, and nitrogen. CHANGES THAT MATTER UNDERGO Learners recognize that materials combine in various ways and through different processes, contributing to the wide variety of materials. Given this diversity, they recognize the importance of a classification system. They become familiar with elements and compounds, metals and non-metals, and acids and bases. Further, learners demonstrate that homogeneous mixtures can be separated using various techniques. Learners learn that particles are always in motion. They can now explain that the changes from solid to liquid, solid to gas, liquid to solid, and liquid to gas, involve changes in the motion of and relative 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, no new substances are formed. Learners explain how new compounds are formed in terms of the rearrangement of particles. They also recognize that a wide variety of useful compounds may arise from such rearrangements. In Grade 9, learners described how particles rearrange to form new substances. In Grade 10, they learn that the rearrangement of particles happen when substances undergo chemical reaction. They further explain that when this rearrangement happens, the total number of atoms and total mass of newly formed substances remain the same. This is the Law of Conservation of Mass. Applying this law, learners learn to balance chemical equations and solve simple mole-mole, mole- mass, and mass-mass problems.
- 11. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 11 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. LIVING THINGS AND THEIR ENVIRONMENT Grade 3 Grade 4 Grade 5 Grade 6 PARTS AND FUNCTION OF ANIMALS AND PLANTS In Grade 3, learners observe and describe the different parts of living things focusing on the sense organs of humans and the more familiar external parts of animals and plants. They also explore and describe characteristics of living things that distinguish them from non-living things. In Grade 4, the learners are introduced to the major organs of the human body. They also learn about some parts that help plants and animals survive in places where they live. After learning in Grade 4 how the major organs of the human body work together, the learners now focus on the organs of the reproductive systems of humans, animals, and plants. In Grade 6, learners describe the interactions among parts of the major organs of the human body. They also learn how vertebrates and invertebrates differ and how non-flowering plants reproduce, HEREDITY:INHERITANCE AND VARIATION Learners learn that living things reproduce and certain traits are passed on to their offspring/s. Learners learn that humans, animals, and plants go through life cycles. Some inherited traits may be affected by the environment at certain stages in their life cycles. Learners learn how flowering plants and some non-flowering plants reproduce. They are also introduced to the sexual and asexual modes of reproduction. Learners learn how non-flowering plants (spore-bearing and cone-bearing plants, ferns, and mosses) reproduce. BIODIVERSITY AND EVOLUTION Different kinds of living things are found in different places. Learners investigate that animals and plants live in specific habitats. Learners learn that reproductive structures serve as one of the bases for classifying living things. They learn that plants and animals share common characteristics which serve as bases for their classification. ECOSYSTEMS Learners learn that living things depend on their environment for food, air, and water to survive. Learners learn that there are beneficial and harmful interactions that occur among living things and their environment as they obtain their basic needs. Learners are introduced to the interactions among components of larger habitats such as estuaries and intertidal zones, as well as the conditions that enable certain organisms to live. Learners are introduced to the interactions among components of habitats such as tropical rainforests, coral reefs, and mangrove swamps.
- 12. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 12 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. Grade 7 Grade 8 Grade 9 Grade 10 PARTS AND FUNCTION: ANIMAL AND PLANTS In Grade 7, learners are introduced to the levels of organization in the human body and other organisms. They learn that organisms consist of cells, most of which are grouped into organ systems that perform specialized functions. In Grade 8, learners gain knowledge of how the body breaks down food into forms that can be absorbed through the digestive system and transported to cells. Learners learn that gases are exchanged through the respiratory system. This provides the oxygen needed by cells to release the 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. Learners study the coordinated functions of the digestive, respiratory, and circulatory systems. They also learn that nutrients enter the bloodstream and combine with oxygen taken in through the respiratory system. Together, they are transported to the cells where oxygen is used to release the stored energy. Learners learn that organisms have feedback mechanisms that are coordinated by the nervous and endocrine systems. These mechanisms help the organisms maintain homeostasis to reproduce and survive. HEREDITY:INHERITANCE AND VARIATION After learning how flowering and non flowering plants reproduce, Grade 7 learners are taught that asexual reproduction results in genetically identical offspring whereas sexual reproduction gives rise to variation. Learners study the process of cell division by mitosis and meiosis. They understand that meiosis is an early step in sexual reproduction that leads to variation. Learners study the structure of genes and chromosomes, and the functions they perform in the transmission of traits from parents to offspring. Learners are introduced to the structure of the DNA molecule and its function. They also learn that changes that take place in sex cells are inherited while changes in body cells are not passed on. BIODIVERSITY AND EVOLUTION Learners learn that the cells in similar tissues and organs in other animals are similar to those in human beings but differ somewhat from cells found in plants. Learners learn that species refers to a group of organisms that can mate with one another to produce fertile offspring. They learn that biodiversity is the collective variety of species living in an ecosystem. This serves as an introduction to the topic on hierarchical taxonomic system. Learners learn that most species that have once existed are now extinct. Species become extinct when they fail to adapt to changes in the environment. Learners revisit the mechanisms involved in the inheritance of traits and the changes that result from these mechanisms. Learners explain how natural selection has produced a succession of diverse new species. Variation increases the chance of living things to survive in a changing environment.
- 13. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 13 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. Grade 7 Grade 8 Grade 9 Grade 10 ECOSYSTEMS Learners learn that interactions occur among the different levels of organization in ecosystems. Organisms of the same kind interact with each other to form populations; populations interact with other populations to form communities. Learners learn how energy is transformed and how materials are cycled in ecosystems. Learners learn how plants capture energy from the Sun and store energy in sugar molecules (photosynthesis). This stored energy is used by cells during cellular respiration. These two processes are related to each other. Learners investigate the impact of human activities and other organisms on ecosystems. They learn how biodiversity influences the stability of ecosystems. FORCE, MOTION AND ENERGY Grade 3 Grade 4 Grade 5 Grade 6 FORCE AND MOTION Learners observe and explore and investigate how things around them move and can be moved. They also identify things in their environment that can cause changes in the movement of objects. Learners now learn that if force is applied on an object, its motion, size, or shape can be changed. They will further understand that these changes depend on the amount of force applied on it (qualitative). They also learn that magnets can exert force on some objects and may cause changes in their movements. This time, learners begin to accurately measure the amount of change in the movement of an object in terms of its distance travelled and time of travel using appropriate tools. Aside from the identified causes of motion in Grade 3, such as people, animals, wind, and water, learners also learn about gravity and friction as other causes or factors that affect the movement of objects. ENERGY Learners observe and identify different sources of light, heat, sound, and electricity in their environment and their uses in everyday life. Learners learn that light, heat, and sound travel from the source. They perform simple activities that demonstrate how they travel using various objects. Note: Electricity is not included in Grade 4 because the concept of ‘flow of charges’ is difficult to understand at this grade level. This time, learners explore how different objects interact with light, heat, sound, and electricity (e.g., identifying poor and good conductors of electricity using simple circuits). They learn about the relationship between electricity and magnetism by constructing an electromagnet. They also learn about the effects of light, heat, sound, and electricity on people. At this grade level, learners are introduced to the concept of energy. They learn that energy exists in different forms, such as light, heat, sound and electricity, and it can be transformed from one form to another. They demonstrate how energy is transferred using simple machines.
- 14. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 14 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. Grade 7 Grade 8 Grade 9 Grade 10 FORCE AND MOTION From a simple understanding of motion, learners study more scientific ways of describing (in terms of distance, speed, and acceleration) and representing (using motion diagrams, charts, and graphs) the motion of objects in one dimension. This time, learners study the concept of force and its relationship to motion. They use Newton’s Laws of Motion to explain why objects move (or do not move) the way they do (as described in Grade 7). They also realize that if force is applied on a body, work can be done and may cause a change in the energy of the body. To deepen their understanding of motion, learners use the Law of Conservation of Momentum to further explain the motion of objects. From motion in one dimension in the previous grades, they learn at this level about motion in two dimensions using projectile motion as an example. From learning the basics of forces in Grade 8, learners extend their understanding of forces by describing how balanced and unbalanced forces, either by solids or liquids, affect the movement, balance, and stability of objects. ENERGY This time learners recognize that different forms of energy travel in different ways—light and sound travel through waves, heat travels through moving or vibrating particles, and electrical energy travels through moving charges. In Grade 5, they learned about the different modes of heat transfer. This time, they explain these modes in terms of the movement of particles. Learners realize that transferred energy may cause changes in the properties of the object. They relate the observable changes in temperature, amount of current, and speed of sound to the changes in energy of the particles. Learners explain how conservation of mechanical energy is applied in some structures, such as roller coasters, and in natural environments like waterfalls. They further describe the transformation of energy that takes place in hydroelectric power plants. Learners also learn about the relationship between heat and work, and apply this concept to explain how geothermal power plants operate. 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. Learners acquire more knowledge about the properties of light as applied in optical instruments. Learners also use the concept of moving charges and magnetic fields in explaining the principle behind generators and motors.
- 15. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 15 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. EARTH AND SPACE Grade 3 Grade 4 Grade 5 Grade 6 GEOLOGY Learners will describe what makes up their environment, beginning with the landforms and bodies of water found in their community. After familiarizing themselves with the general landscape, learners will investigate two components of the physical environment in more detail: soil and water. They will classify soils in their community using simple criteria. They will identify the different sources of water in their community. They will infer the importance of water in daily activities and describe ways of using water wisely. In this grade level, learners will learn that our surroundings do not stay the same forever. For example, rocks undergo weathering and soil is carried away by erosion. Learners will infer that the surface of the Earth changes with the passage of time. Learners will learn that aside from weathering and erosion, there are other processes that may alter the surface of the Earth: earthquakes and volcanic eruptions. Only the effects of earthquakes and volcanic eruptions are taken up in this grade level, not their causes (which will be tackled in Grades 8 and 9). Learners will also gather and report data on earthquakes and volcanic eruptions in their community or region. METEOROLOGY Learners will describe the different types of local weather, After making simple descriptions about the weather in the previous grade, learners will now measure the components of weather using simple instruments. They will also identify trends in a simple weather chart. Learners will learn that the weather does not stay the same the whole year round. Weather disturbances such as typhoons may occur. Learners will describe the effects of typhoons on the community and the changes in the weather before, during, and after a typhoon. After learning how to measure the different components of weather in Grades 4 and 5, learners will now collect weather data within the span of the school year. Learners will interpret the data and identify the weather patterns in their community. ASTRONOMY Learners will describe the natural objects that they see in the sky. After describing the natural objects that are seen in the sky, learners will now focus on the main source of heat and light on Earth: the Sun, its role in plant growth and development, and its effect on the activities of humans and other animals. After learning about the Sun, learners will now familiarize themselves with the Moon and the stars. They will describe the changes in the appearance of the Moon and discover that the changes are cyclical, and that the cycle is related to the length of a month. Learners will identify star patterns that can be seen during certain times of the year. In Grade 6, learners will turn their attention to Earth as another natural object in space (in addition to the Sun, Moon, and stars). Learners will learn about the motions of the Earth: rotation and revolution. Learners will also compare the different members that make up the Solar System and construct models to help them visualize their relative sizes and distances.
- 16. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 16 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. Grade 7 Grade 8 Grade 9 Grade 10 GEOLOGY Learners will explore and locate places using a coordinate system. They will discover that our country’s location near the equator and along the Ring of Fire influences elements of up Philippine environment (e.g., natural resources and climate). As a result of being located along the Ring of Fire, the Philippines is prone to earthquakes. Using models, learners will explain how quakes are generated by faults. They will try to identify faults in the community and differentiate active faults from inactive ones. Being located along the Ring of Fire, the Philippines is home to many volcanoes. Using models, learners will explain what happens when volcanoes erupt. They will describe the different types of volcanoes and differentiate active volcanoes from inactive ones. They will also explain how energy from volcanoes may be tapped for human use. Using maps, learners will discover that volcanoes, earthquake epicenters, and mountain ranges are not randomly scattered in different places but are located in the same areas. This will lead to an appreciation of plate tectonics—a theory that binds many geologic processes such as volcanism and earthquakes. METEOROLOGY Learners will explain the occurrence of atmospheric phenomena (breezes, monsoons, and ITCZ) that are commonly experienced in the country as a result of the Philippines’ location with respect to the equator, and surrounding bodies of water and landmasses. Being located beside the Pacific Ocean, the Philippines is prone to typhoons. In Grade 5, the effects of typhoons were tackled. Here, learners will explain how typhoons develop, how typhoons are affected by landforms and bodies of water, and why typhoons follow certain paths as they move within the Philippine Area of Responsibility. In this grade level, learners will distinguish between weather and climate. They will explain how different factors affect the climate of an area. They will also be introduced to climatic phenomena that occur over a wide area (e.g., El Niño and global warming). Note: The theory of plate tectonics is the sole topic in Earth and Space in Grade 10. This is because the theory binds many of the topics in previous grade levels, and more time is needed to explore connections and deepen learners’ understanding. ASTRONOMY Learners will explain the occurrence of the seasons and eclipses as a result of the motions of the Earth and the Moon. Using models, learners will explain that because the Earth revolves around the Sun, the seasons change, and because the Moon revolves around the Earth, eclipses sometimes occur. Learners will complete their survey of the Solar System by describing the characteristics of asteroids, comets, and other members of the Solar System. Learners will now leave the Solar System and learn about the stars beyond. They will infer the characteristics of stars based on the characteristics of the Sun. Using models, 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.
- 17. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 17 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. GRADE 3 CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Grade 3 – MATTER FIRST QUARTER/FIRST GRADING PERIOD 1. Properties 1.1. Characteristics of solids, liquids, and gases The learners demonstrate understanding of… ways of sorting materials and describing them as solid, liquid or gas based on observable properties The learners should be able to… group common objects found at home and in school according to solids, liquids and gas The learners should be able to… 1. describe different objects based on their characteristics (e.g. Shape, Weight, Volume, Ease of flow); S3MT-Ia-b-1 1. BEAM 5. Unit 4. Learning Guides. 3 Materials. Module 1. February 2007. 2. Moving Onward with Science and Health 1 Teacher’s Manual. Dungan- Ramires, Cristeta, et al. 1997. pp. 56- 69 3. Growing with Science and Health 1. Domanais, Lucia C., et al. 1997. pp. 115-119, 152-155.* 4. Science and Health 1. Coronel, Carmelita C., et al. 2000. pp. 83-91. 5. Science and Health 1. Bañez, Resurreccion S., et al. 1998. pp. 108- 121. * 6. Science and Health Today 1. Apolinario, Nenita A. 1997. pp. 125- 133. * 7. Into the Future: Science and Health 1. 5-Newton Spring Balance 2. Beral Pipette Dropper 3. Double- pan Balance, 500g
- 18. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 18 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Properties 1.1. Characteristics of solids, liquids, and gases The learners demonstrate understanding of… ways of sorting materials and describing them as solid, liquid or gas based on observable properties The learners should be able to… group common objects found at home and in school according to solids, liquids and gas The learners should be able to… 1. describe different objects based on their characteristics (e.g. Shape S3MT-Ia-b-1 2. Estrella, Sonia V., et al. 1997. pp. 84-97.* 8. Science and Health Today 2. Apolinario, Nenita A. 1997. pp. 123- 125. * 9. Growing with Science and Health 2. Domanais, Lucia C. et al. 1997. pp. 114-118. * 10. Moving Onward with Science and Health 1 Teacher’s Manual. Dungan- Ramirez, Cristeta, et al. 1997. pp. 56- 59. * 11. Our World of Science and Health 1 Teachers Manual. Santiago, Erlinda M. 1997. pp. 61-62. * 12. Science for Everyone 1 Teacher’s manual. De Lara, Ruth G. 1997.pp. 90-93. * 13. Science and Health 2 Teacher’s Manual. Apostol, Joy A., et al. 1997. pp. 75-77. *
- 19. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 19 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Properties 1.1. Characteristics of solids, liquids, and gases The learners demonstrate understanding of… ways of sorting materials and describing them as solid, liquid or gas based on observable properties The learners should be able to… group common objects found at home and in school according to solids, liquids and gas 2. classify objects and materials as solid, liquid, and gas based on some observable characteristics; S3MT-Ic-d-2 1. BEAM 5. Unit 4. Learning Guides. 3 Materials. Module 1. February 2007. 2. Our World of Science and Health 1. Santiago, Erlinda M. 1997. pp. 105- 124. * 3. Science and Health Today 2. Apolinario, Nenita A. 1997. pp. 126- 136. * 4. Exploring Science 2. Siringan- Rasalan, Elizabeth. 1999. pp. 82-100. * 5. Science and Health 2. Apostol, Joy A., et al. 1997. pp. 112-123. * 6. Growing with Science and Health 2. Domanais, Lucia C., et al. 1997. 114-130. * 7. Science for Daily Use 2. Menguito, Perla B., et al. 1997. pp. 111-125. * 8. Science for Everyone 2. De Lara, Ruth G. 1997. pp. 98-112. * 9. Science and Health 2. Coronel,
- 20. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 20 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Properties 1.1. Characteristics of solids, liquids, and gases The learners demonstrate understanding of… ways of sorting materials and describing them as solid, liquid or gas based on observable properties The learners should be able to… group common objects found at home and in school according to solids, liquids and gas 2. classify objects and materials as solid, liquid, and gas based on some observable characteristics; S3MT-Ic-d-2 Carmelita C. 1997. pp. 114-137. * 10. Science Around Us 2. Garcia, Ligaya B., et al. 1997. pp. 103-119. * 11. Science and Health for Life 2. Carale, Dr. Lourdes R., et al. 1997. pp. 141- 154. * 3. describe ways on the proper use and handling solid, liquid and gas found at home and in school; and S3MT-Ie-g-3 1. Science and Health 3 Teacher’s Manual. Jacinto, Emilio S. Jr., et al. 1997. pp. 109-111. * 2. Science Around Us 3. Garcia, Ligaya B., et al. 1997. pp. 113-114. *
- 21. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 21 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Changes that Materials Undergo effects of temperature on materials investigate the different changes in materials as affected by temperature 4. describe changes in materials based on the effect of temperature: 4.1 Solid to liquid 4.2 Liquid to solid 4.3 Liquid to gas 4.4 Solid to gas S3MT-Ih-j-4 BEAM 5. Unit 4. 8 Physical and Chemical Changes. Distance Learning Modules. DLP 26. Plastic Thermometer, non-mercury Grade 3 – Living Things and Their Environment SECOND QUARTER/SECOND GRADING PERIOD 1. Living Things 1.1 Humans 1.1.a Sense Organs The learners demonstrate understanding of… parts, and functions of the sense organs of the human body The learners should be able to … practice healthful habits in taking care of the sense organs The learners should be able to… 1. describe the parts and functions of the sense organs of the human body; S3LT-IIa-b-1 1. BEAM 3. Unit 1. Distance Learning Modules. DLP 1. 2. Science for Everyone 1. De Lara, Ruth G. 1997. pp. 1-11* 3. Science and Health 1. Santiago, Ma. Lourdes B. 1997. pp. 1-7.* 4. Into the Future: Science and Health 1. Estrella, Sonia V., et al. 1997. pp. 1-9. * 5. Science and Health Today 1. Apolinario, Nenita A. 1997. pp. 2-17. * 6. Moving Onward with Science and Health 1. Dungan- Ramirez, Cristeta. 1997. pp. 11-17. * 1. Human Ear Model 2. Human Nose Model 3. Human Torso Model (miniature -type)
- 22. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 22 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Living Things 1.2 Humans 1.1.a Sense Organs The learners demonstrate understanding of… parts, and functions of the sense organs of the human body The learners should be able to … practice healthful habits in taking care of the sense organs The learners should be able to… 1. describe the parts and functions of the sense organs of the human body; S3LT-IIa-b-1 7. Growing with Science and Health 1. Domanais, Lucia C., et al. 1997. pp. 2-4. * 8. Science and Health 1. Bañez, Resurreccion S., et al. 1998. pp. 2-8. * 9. Science and Health 1. Coronel, Carmelita C., et al. 2000. pp. 3-9. 10. Our World of Science and Health 1. Santiago, Erlinda M. 1997. pp. 2-17. * 11. Science and Health 1. Coronel, Carmelita C. 1997. pp. 19-23. * 12. Science for Everyone 2 Teacher’s Manual. De Lara, Ruth G. 1997. pp. 8-18. * 13. Growing with Science and Health 2 Teacher’s Manual. Domanais, Lucia C., et al. 1997. pp. 2-20. * 14. Science and Health 2 Teacher’s Manual. Coronel,
- 23. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 23 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Living Things 1.1 Humans 1.1.a Sense Organs The learners demonstrate understanding of… parts, and functions of the sense organs of the human body The learners should be able to … practice healthful habits in taking care of the sense organs The learners should be able to… 1. describe the parts and functions of the sense organs of the human body; S3LT-IIa-b-1 Carmelita C. 1997. pp. 14-20. * 15. Science and Health 2 Teacher’s Manual. Apostol, Joy A., et al. 1997. pp. 1-6. * 16. Into the Future: Science and Health 1 Teacher’s Manual. Estrella, Sonia V., et al. 1997. pp. 11-13. * 2. enumerate healthful habits to protect the sense organs; S3LT-IIa-b-2 1. BEAM 3. Unit 1. Distance Learning Modules. DLP 9. 2. BEAM 3. Unit 1. Distance Learning Modules. DLP 10. 3. BEAM 3. Unit 1. Distance Learning Modules. DLP 11. 4. BEAM 3. Unit 1. Distance Learning Modules. DLP 12. 5. Science and Health 2. Coronel, Carmelita C. 1997. pp. 19-23. * 6. Exploring Science 2. Siringan- Rasalan, Elizabeth. 1999. pp. 9-13. * 7. Into the Future: Science and Health 2. Estrella, Sonia V., et al. 1997. pp.
- 24. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 24 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Living Things 1.1 Humans 1.1.a Sense Organs The learners demonstrate understanding of… parts, and functions of the sense organs of the human body The learners should be able to … practice healthful habits in taking care of the sense organs 2. enumerate healthful habits to protect the sense organs; S3LT-IIa-b-2 4-13. * 8. Science and Health 2. Coronel, Carmelita C., et al. 2000. pp. 15-21. 9. Science for Everyone 2. De Lara, Ruth G. 1997. pp. 19-25. * 10. Science and Health Today 2. Apolinario, Nenita A. 1997. pp. 28-34. * 11. Growing with Science and Health 1 Teacher’s Manual. Domanais, Lucia C., et al. 1997. pp. 14-16. * 12. Science and Health 1 Teacher’s Manual. Coronel, Carmelita C. 1997. pp. 27-29. *
- 25. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 25 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2.Living Things 2.1 Animals parts and functions of animals and importance to humans enumerate ways of grouping animals based on their structure and importance 3. describe animals in their immediate surroundings; S3LT-IIc-d-3 1. BEAM 3. Unit 2. Distance Learning Modules. DLP 18. 2. Science for Daily Use. Menguito, Perla B., et al. 1997. pp. 52-55. * 3. Into the Future: Science and Health 2. Estrella, Sonia V., et al. 1997. pp. 36-37. * 4. Exploring Science 2. Siringan- Rasalan, Elizabeth. 1999. pp. 33-35. * 5. Into the Future: Science and Health 1. Estrella, Sonia V., et al. 1997. pp. 44-45. * 6. Science and Health 1. Bañez, Resurreccion S., et al. 1998. pp. 52-55. * 7. Science for Everyone 1. De Lara, Ruth G. 1997. pp. 59-62. * 8. Science and Health Today 1. Apolinario, Nenita A. 1997. pp. 72-76. * 9. Science and Health 1. Coronel, Carmelita C. 1997. pp. 58-61. * 1.Model of invertebrates 2.Model of vertebrates
- 26. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 26 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2.Living Things 2.1 Animals parts and functions of animals and importance to humans enumerate ways of grouping animals based on their structure and importance 4. identify the parts and functions of animals; S3LT-IIc-d-4 1. BEAM 3. Unit 2. Distance Learning Modules. DLP 19. 2. Science and Health 1. Coronel, Carmelita C. 1997. pp. 53-57.* 3. Science for Everyone 1. De Lara, Ruth G. 1997. pp. 52-54. * 4. Science and Health 1. Bañez, Resurreccion S., et al. 1998. pp. 56-60. * 5. Into the Future: Science and Health 1. Estrella, Sonia V., et al. 1997. pp. 36-43. * 6. Science for Everyone 2. De Lara, Ruth G. 1997. pp. 49-53. * 7. Into the Future: Science and Health 2. Estrella, Sonia V., et al. 1997. pp. 26-33. * 8. Science and Health Today 2. Apolinario, Nenita A. 1997. pp. 60-63. * 9. Science and Health 2. Apostol, Joy A., et al. 1997. p. 57. * 1.Hand Magnifying Lens, 5X 2.Model of invertebrates 3.Model of vertebrates
- 27. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 27 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2.Living Things 2.1 Animals parts and functions of animals and importance to humans enumerate ways of grouping animals based on their structure and importance 4. identify the parts and functions of animals; S3LT-IIc-d-4 10. Science Around Us 2. Garcia, Ligaya B., et al. 1997. pp. 46-48. * 11. Science and Health 2. Coronel, Carmelita C., et al. 2000. pp. 41-46. 12. Science and Health 3 Teacher’s Manual. Jacinto, Emilio Jr. S. 1997. pp. 43-46. * 13. Science and Health 2 Teacher’s Manual. Apostol, Joy A., et al. 1997. pp. 23-26. * 5. classify animals according to body parts and use; S3LT-IIc-d-5 1. BEAM 3. Unit 2. Distance Learning Modules. DLP 24. 2. Science and Health 2. Coronel, Carmelita C., et al. 2000. pp. 47-51. 3. Science Around Us 2. Garcia, Ligaya B., et al. 1997. pp. 51-59. * 4. Science and Health 2. Apostol, Joy A., et al. 1997. pp. 62- 67. * 5. Science for Everyone 2. De 1. Hand Magnifying Lens, 5X 2. Model of Invertebrat es 3. Model of Vertebrates
- 28. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 28 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2.Living Things 2.1 Animals parts and functions of animals and importance to humans enumerate ways of grouping animals based on their structure and importance 5. classify animals according to body parts and use; S3LT-IIc-d-5 Lara, Ruth G. 1997. pp. 54-58. * 6. Into the Future: Science and Health 1. Estrella, Sonia V., et al. 1997. pp. 38-39. * 7. Science Around Us 3. Garcia, Ligaya B., et al. 1997. pp. 51-59. * 8. Exploring Science 1 Teacher’s Manual. Reynaldo- Mangubat, Ma. Carmina. 1999. pp. 31-36. * 6. state the importance of animals to humans; S3LT-IIc-d-6 1. BEAM 3. Unit 2. Distance Learning Modules. DLP 29. 2. Science for Everyone 1. De Lara, Ruth G. 1997. pp. 70-72. * 3. Into the Future: Science and Health 2. Estrella, Sonia V., et al. 1997. pp. 48-49. *
- 29. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 29 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2.Living Things 2.1 Animals parts and functions of animals and importance to humans enumerate ways of grouping animals based on their structure and importance 7. describe ways of proper handling of animals; S3LT-IIc-d-7 1. BEAM 3. Unit 2. Distance Learning Modules. DLP 31. 2. Science for Daily Use 2. Menguito, Perla B., et al. 1997. pp. 76-79. * 3. Science and Health for Life 2. Carale, Lourdes R. 1997. pp. 94-99. * 4. Into the Future: Science and Health 2. Estrella, Sonia V. 1997. pp. 50-51. * 5. Science and Health 2. Coronel, Carmelita C., et al. 2000. pp. 60-61. 6. Science and Health 2. Apostol, Joy A., et al. 1997. pp. 71- 72. * 7. Science and Health Today 2. Apolinario, Nenita A. 1997. pp. 92-97. * 8. Exploring Science 2. Siringan- Rasalan, Elizabeth. 1999. pp. 47-49. * 9. Science and Health 2. Coronel, Carmelita C. 1997. pp. 81-82.*
- 30. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 30 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2.Living Things 2.1 Animals parts and functions of animals and importance to humans enumerate ways of grouping animals based on their structure and importance 7. describe ways of proper handling of animals; S3LT-IIc-d-7 10. Science Around Us 3. Garcia, Ligaya B., et al. 1997. pp. 71-73. * 11. Science for Everyone 2 Teacher’s Manual. De Lara, Ruth G. 1997. pp. 57-60. * 12. Science and Health 2 Teacher’s Manual. Apostol, Joy A. 1997. pp. 44-45. * 13. Science and Health Today 2 Teacher’s Manual. Apolinario, Nenita A. 1997. pp. 69-74. * 14. Science Around Us 2 Teacher’s Manual. Garcia, Ligaya B., et al. 1997. pp. 57-59. * 15. Into the Future: Science and Health 2 Teacher’s Manual. Estrella, Sonia V., et al. 1997. pp. 43-44. * 16. Science and Health 1 Teachers Manual. Coronel, Carmelita C. 1997. pp. 40-42. *
- 31. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 31 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2.Living Things 2.1 Animals parts and functions of animals and importance to humans enumerate ways of grouping animals based on their structure and importance 7. describe ways of proper handling of animals; S3LT-IIc-d-7 17. Science for Everyone 1 Teacher’s Manual. De Lara, Ruth G. 1997. pp. 61-63. * 18. Into the Future: Science and Health 1 Teacher’s Manual. 1997. pp. 48-50. * 3. Living Things 3.1 Plants external parts of plants and their functions, and importance to humans demonstrate the proper ways of handling plants 1. describe the parts of different kinds of plants; S3LT-IIe-f-8 1. BEAM 3. Unit 3. Distance Learning Modules. DLP 33. 2. BEAM 3. Unit 3. Distance Learning Modules. DLP 34. 3. Science Around Us 3. Garcia, Ligaya B., et al. 1997. pp. 78-89. * 4. Science and Heath 2. Coronel, Carmelita C. 1997. pp. 86-97. * 5. Exploring Science 2. Siringan- Rasalan, Elizabeth. 1999. pp. 56-65. * 6. Science and Health Today 2. Apolinario, Nenita A. 1997. pp. 106- 108. * Hand magnifying lens
- 32. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 32 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Living Things 3.1 Plants external parts of plants and their functions, and importance to humans demonstrate the proper ways of handling plants 1. describe the parts of different kinds of plants; S3LT-IIe-f-8 7. Science and Health 2. Coronel, Carmelita C., et al. 2000. pp. 65-67. 8. Science Around Us 2. Garcia, Ligaya B., et al. 1997. pp. 77-83. * 9. Exploring Science 1 Teachers Manual. Reynaldo- Mangubat, ma. Carmina. 1999. pp. 58-61. * 10. Our World of Science and Health 1 Teacher’s Manual. Santiago, Erlinda M. 1997. pp. 46-48. * 11. Growing with Science and Health 1 Teacher’s Manual. Domanais, Lucia C. 1997. pp. 91-93. *
- 33. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 33 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Living Things 3.1 Plants external parts of plants and their functions, and importance to humans demonstrate the proper ways of handling plants 2. state the importance of plants to humans; S3LT-IIe-f-9 1. BEAM 3. Unit 3. Distance Learning Modules. DLP 38. 2. Science and Health 1. Santiago, Ma. Lourdes B. 1997. pp. 100-101. * 3. Science and Health 1 Teacher’s Manual. Santiago, Ma. Lourdes B. 1997. p. 68. * 3. describe ways of caring and proper handling of plants; S3LT-IIe-f-10 1. BEAM 3. Unit 3. Distance Learning Modules. DLP 40. 2. BEAM 3. Unit 3. Distance Learning Modules. DLP 41. 3. Science and Health 2. Apostol, Joy A. 1997. pp. 104-105. * 4. Science and Health 2. Coronel, Carmelita C., et al. 2000. pp. 79-80. 5. Science and Health for Life 2. Carale, Dr. Lourdes R., et al. 1997. pp. 136- 140. * 6. Science for Daily
- 34. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 34 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Use 2. Menguito, Perla B., et al. 1997. Pp. 105-106. * 7. Science Around Us 2. Garcia, Ligaya B., et al. 1997. pp. 97-98. * 8. Science for Everyone 2. De Lara, Ruth G. 1997. pp. 93-94. * 9. Science and Health 1 Teachers Manual. Santiago, Ma. Lourdes B. 1997. p. 69. * characteristics of living and nonliving things illustrates the difference between living and non-living things 4. compare living with nonliving things; S3LT-IIe-f- 11 Pilot School MTB-MLE. Science TG. Quarter 1. Day 1. 4. Heredity: Inheritance and Variation reproduction among humans, animals and plants and certain observable characteristics that are passed from parents to offspring given a photo of offspring and parents, make a checklist of possible characteristics that the offspring inherited from the parents 5. infer that living things reproduce; S3LT-IIg- h12 6. identify observable characteristics that are passed on from parents to offspring (e.g., humans, animals, plants); S3LT-IIg-h13
- 35. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 35 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 5.Ecosystems basic needs of plants, animals and humans list down activities which they can perform at home, in school, or in their neighborhood to keep the environment clean 7. identify the basic needs of humans, plants and animals such as air, food, water, and shelter; S3LT-IIi-j- 14 1. Science and Health 2. Apostol, Joy A., et al. 1997. pp. 35- 40, 70 and 103. * 2. Growing with Science and Health 1. Domanais, Lucia C., et al. 1997. pp. 20-40 and 78-80. * 3. Science and Health Today 2. Apolinario, Nenita A. 1997. pp. 36-44, 89-91 and 114-116. * 8. explain how living things depend on the environment to meet their basic needs; and S3LT-IIi-j- 15 9. recognize that there is a need to protect and conserve the environment. S3LT-IIi-j- 16
- 36. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 36 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Grade 3 – Force and Motion THIRD QUARTER/THIRD GRADING PERIOD 1. Force and Motion The learners demonstrate understanding of… motion of objects The learners should be able to… observe, describe, and investigate the position and movement of things around them The learners should be able to… 1. describe the position of a person or an object in relation to a reference point such as chair, door, another person; S3FE-IIIa-b- 1 Into the Future: Science and Health 2. Estrella, Sonia V., et al. 1997. pp. 124-125. * 1. Pair of Bar Magnets 2. Plastic Ruler, 12 inches or 30cm 2. identify things that can make objects move such as people, water, wind, magnets; S3FE-IIIc-d-2 1. Science and Health Today 1. Apolinario, Nenita A. 1997. pp. 154- 157. * 2. Into the Future: Science and Health 2. Estrella, Sonia V., et al. 1997. pp. 126-131. * 3. Science and Health for Life 2. Carale, Dr. Lourdes R., et al. 1997. pp. 171- 180. * 4. Science for Daily Use 2. Menguito, Perla B., et al. 1997. pp. 144-150. * 5. Science and Health 2. Apostol, Joy A., et al. 1997. pp. 1. Pair of Bar Magnets 2. Toy Car, non- friction, non- battery
- 37. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 37 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Force and Motion The learners demonstrate understanding of… motion of objects The learners should be able to… observe, describe, and investigate the position and movement of things around them 2. identify things that can make objects move such as people, water, wind, magnets; S3FE-IIIc-d-2 147-153. * 6. Growing with Science and Health 1 Teacher’s Manual. Domanais, Lucia C., et al. 1997. pp. 157-159. * 7. Science and Health 1 Teacher’s Manual. Bañez, Resurreccion S. 1998. pp. 100-102. * 3. describe the movements of objects such as fast/slow, forward/backward, stretching/compressin g; S3FE-IIIe-f-3 1. Growing with Science and Health 1. Domanais, Lucia C., et al. 1997. pp. 166-168. * 2. Exploring Science 3 Teacher’s Manual. Alsim-Madriaga, Lucita. 2000. pp. 108-111. * 3. Exploring Science 1 Teacher’s Manual. Reynaldo- Mangubat, Ma. Carmina. 1999. pp. 100-102. * Toy car, non- friction, non- battery
- 38. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 38 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Energy: Light, sound. 2.1 Heat and Electricity sources and uses of light, sound, heat and electricity apply the knowledge of the sources and uses of light, sound, heat, and electricity 4. describe sources of light and sound, heat and electricity; and S3FE-IIIg-h- 4 1. BEAM 3. Unit 5. Distance Learning Modules. DLP 50. 2. BEAM 3. Unit 5. Distance Learning Modules. DLP 51. 3. Science Around Us 2. Garcia, Ligaya B., et al. 1997. pp. 123-124 and 133- 134. * 4. Science and Health 2. Coronel, Carmelita C., et al. 2000. pp. 105-106 and 114-115. 5. Science for Everyone 2. De Lara, Ruth G. 1997. pp. 116-119 and 126-127. * 6. Into the Future: Science and Health 2. Estrella, Sonia V., et al. pp. 105- 109 and 114-115. * 7. Science for Daily Use 2. Menguito, Perla B., et al. 1997. pp. 127-129 and 138-140. * 8. Exploring Science 2. Siringan- Rasalan, Elizabeth. 1999. pp. 101-105. * 9. Science and Health 1. Connecting wires and Bulb-Socket Assembly a. 250 mm long with crocodile clips, red b. bulb and socket assembly 2. Dry Cell Holder, 1 chamber, for size D dry cell 3. Flashlight with Incandesce nt Bulb
- 39. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 39 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Energy: Light, sound. 2.1 Heat and Electricity sources and uses of light, sound, heat and electricity apply the knowledge of the sources and uses of light, sound, heat, and electricity 4. describe sources of light and sound, heat and electricity; and S3FE-IIIg-h- 4 for Life 2. Carale, Dr. Lourdes R., et al. pp. 156-163. * 5. enumerate uses of light, sound, heat and electricity. S3FE-IIIi-j-3 1. MISOSA 6. Module 21. 2. MISOSA 6. Module 22. 3. MISOSA 6. Module 23. 4. Science for Daily Use 4. Lozada, Buena A., et al. 2002. p. 162. * 1. Connecting wires and Bulb-Socket Assembly a. 250 mm long with crocodile clips, red b. bulb and socket assembly 2. Dry Cell Holder, 1 chamber, for size D dry cell 3. Flashlight with incandesce nt bulb Grade 3 – Earth and Space FOURTH QUARTER/FOURTH GRADING PERIOD 1. Earth and Space 1.1The Surroundings The learners demonstrate understanding of… people, animals, plants, lakes, rivers, streams, hills, mountains, and other landforms, and their importance The learners should be able to… express their concerns about their surroundings through teacher-guided and self –directed activities The learners should be able to… 1. describe the things found in the surroundings; S3ES-IVa-b-1 1. BEAM 3. Unit 6. Learning Guides. Me and my Environment. January 2007. 2. Science and Health 1. Coronel, Carmelita C. 1997. pp. 176-186. * 3. Moving Onward with Science and
- 40. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 40 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Earth and Space 1.1The Surroundings The learners demonstrate understanding of… people, animals, plants, lakes, rivers, streams, hills, mountains, and other landforms, and their importance The learners should be able to… express their concerns about their surroundings through teacher-guided and self –directed activities The learners should be able to… 1. describe the things found in the surroundings; S3ES-IVa-b-1 Health 1. Dungan- Ramirez, Cristeta. 1997. pp. 175- 187. * 4. Science and Health Today 1. Apolinario, Nenita A. 1997. pp. 164- 170. * 5. Moving Onward with Science and Health 1 Teacher’s Manual. Dungan- Ramirez, Cristeta. 1997. pp. 83-87. * 6. Growing with Science and Health 1 Teacher’s Manual. Domanais, Lucia C. 1997. pp. 169- 171. * 2. relate the importance of surroundings to people and other living things; S3ES-IVc-d-2 1. BEAM 3. Unit 6. Learning Guides. Me and my Environment. January 2007. 2. Science and Health Today 1. Apolinario, Nenita A. 1997. pp. 174-176. 3. Growing with Science and Health 1. Domanais, Lucia C., et al. 1997. pp. 193-197.
- 41. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 41 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Earth and Space 2.1Weather types and effects of weather as they relate to daily activities, health and safety express ideas about safety measures during different weather conditions creatively (through artwork, poem, song) 3. describe the changes in the weather over a period of time; S3ES-IVe-f-3 1. BEAM 4. Unit 8. Distance Learning Modules. DLP 57. 2. Science and Health Today 1. Apolinario, Nenita A. 1997. pp. 183- 186. * 3. Growing with Science and Health 1. Domanais, Lucia C., et al. 1997. pp. 202-205. * 4. Our World of Science and Health 1. Santiago, Erlinda M. 1997. pp. 166- 169. * 4. communicate how different types of weather affect activities in the community; and S3ES-IVg-h-4 1. BEAM 4. Unit 8. Distance Learning Modules. DLP 57. 2. Our World of Science and Health 1. Santiago, Erlinda M. 1997. pp. 176- 180. * 3. Science and Health Today 1. Apolinario, nenita A. 1997. pp. 187- 188. * 4. Growing with
- 42. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 42 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Earth and Space 2.1Weather types and effects of weather as they relate to daily activities, health and safety express ideas about safety measures during different weather conditions creatively (through artwork, poem, song) 4. communicate how different types of weather affect activities in the community; and S3ES-IVg-h-4 Science and Health 1. Domanais, Lucia C., et al. 1997. pp. 187-188. * 5. Science for Everyone 2. De Lara, Ruth G. 1997. pp. 177- 178. * 6. Into the Future: Science and Health 2. Estrella, Sonia V., et al. 1997. pp. 166- 167. * 7. Growing with Science and Health 2 Teacher’s Manual. Domanais, Lucia C., et al. 1997. pp. 168-170. * 8. Growing with Science and Health 1 Teacher’s Manual. Domanais, Lucia C., et al. 1997. pp. 186-188. * 9. Science for Everyone 1 Teacher’s Manual. De Lara, Ruth G. 1997. pp. 139- 140. * 10. Science and
- 43. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 43 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Earth and Space 2.1Weather types and effects of weather as they relate to daily activities, health and safety express ideas about safety measures during different weather conditions creatively (through artwork, poem, song) 4. communicate how different types of weather affect activities in the community; and S3ES-IVg-h-4 Health Today 1 Teacher’s Manual. Apolinario, Nenita A. 1997. pp. 132- 138. * 5. enumerate and practice safety and precautionary measures in dealing with different types of weather. S3ES-IVg-h-5 1. BEAM 4. Unit 8. Distance Learning Modules. DLP 58. 2. Into the Future: Science and Health 2. Estrella, Sonia V., et al. 1997. pp. 168- 169. * 3. Growing with Science and Health 1. Domanais, Lucia C., et al. 1997. pp. 213-216. * 4. Science and Health 2. Apostol, Joy A., et al. 1997. pp. 211- 212. * 5. Science for Everyone 2 Teacher’s Manual. De Lara, Ruth G. 1997. pp. 142- 144. * 6. Growing with Science and Health 2 Teacher’s Manual. Domanais, Lucia
- 44. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 44 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT C. 1997. pp. 171- 173. * 3. Earth and Space 3.1Natural Objects in the Sky natural objects in the sky affect one’s daily activities list down activities which affect their daily activities 6. describe the natural objects that are found in the sky during daytime and nighttime S3ES-IVg-h-6 1. Pilot School MTB- MLE. Science TG. Quarter 4. Week 7. 2. Science and Health for Life 2. Carale, Dr. Lourdes R., et al. 1997., pp. 213- 217. * 3. Science and Health 1. Bañez, Resurreccion S., et al. 1998. pp. 198- 207. * 4. Science and Health 1. Santiago, Ma. Lourdes B. 1997. pp. 189-192. * 5. Science and Health Today 1. Apolinario, Nenita A. 1997. pp. 196- 198. * 6. Our World of Science and Health 1. Santiago, Erlinda M. 1997. pp. 182- 186. * 7. Science and Health 1 Teacher’s
- 45. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 45 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Earth and Space 3.1Natural Objects in the Sky natural objects in the sky affect one’s daily activities list down activities which affect their daily activities 6. describe the natural objects that are found in the sky during daytime and nighttime S3ES-IVg-h-6 Manual. Bañez, Resurreccion S. 1998. pp. 131- 134. * 8. Moving Onward with Science and Health 1 Teacher’s Manual. Dungan- Ramirez, Cristeta, et al. 1997. pp. 94-96. * 9. Our World of Science and Health 1 Teacher’s Manual. Santiago, Erlinda M. 1997. pp. 96-98. * 10. Exploring Science 1 Teacher’s Manual. Reynaldo- Mangubat, ma. Carmina. 1999. pp. 133-135. * 7. communicate how the natural objects in the sky affect daily activities S3ES-IVg-h-7 1. Pilot School MTB- MLE. Sciene TG. Quarter 4. Week 7. 2. Growing with Science and Health 2. Domanais, Lucia C., et al. 1997. pp. 198-200. * 3. Science Around Us 3. Garcia, Ligaya B., et al. 1997. pp. 203-204. *
- 46. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 46 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Earth and Space 3.1Natural Objects in the Sky natural objects in the sky affect one’s daily activities list down activities which affect their daily activities 7. communicate how the natural objects in the sky affect daily activities S3ES-IVg-h-7 4. Science for Daily Use 2. Menguito, Perla B., et al. 1997. pp. 199-200. * 8. enumerate safety measures to avoid the harmful effects of the Sun’s heat and light S3ES-IVg-h-8 1. Pilot School MTB- MLE. Science TG. Quarter 4. Week 8. 2. Science Around Us 3. Garcia, Ligaya B., et al. 1997. pp. 205-206. * 3. Science and Health 2. Coronel, Carmelita C. 2000. p. 170. 4. Science and Health 3 Teacher’s Manual. Emilio, Jacinto Jr. S. 1997. pp. 198-200. * 5. Exploring Science 3 Teacher’s Manual. Alsim-Madriaga, Lucita. 2000. pp. 167-170. * 6. Science Around US 3 Teacher’s Manual. Garcia, Ligaya B., et al. 1997. 165-167. *
- 47. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 47 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. GRADE 4 CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Grade 4 – Matter FIRST QUARTER/FIRST GRADING PERIOD 1. Properties 1.1. Properties used to group and store materials 1.2. Importance of interpreting product labels 1.3. Proper disposal of waste The learners demonstrate understanding of… grouping different materials based on their properties The learners should be able to… Recognize and practice proper handling of products The learners should be able to… 1. classify materials based on the ability to absorb water, float, sink, undergo decay; S4MT- Ia-1 2. identify the effects of decaying materials on one’s health and safety; S4MT- Ib-2 1. Exploring Science 3 Teacher’s Manual. Alsim- Madriaga, Lucita. 2000. pp. 84-89. * 2. Science Around Us 3. Garcia, Ligaya B., et al. 1997. pp. 110-115. * 3. Science Around Us 3 Techer’s Manual. Garcia, Ligaya B., et al. 1997. pp. 87-91. *
- 48. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 48 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Properties 1.1. Properties used to group and store materials 1.2. Importance of interpreting product labels Proper disposal of waste The learners demonstrate understanding of… grouping different materials based on their properties The learners should be able to… Recognize and practice proper handling of products 3. demonstrate proper disposal of waste according to the properties of its materials; S4MT- Ic-d-3 2. Changes that Materials Undergo 2.1. Changes that are useful 2.2. Changes that are harmful changes that materials undergo when exposed to certain conditions. evaluate whether changes in materials are useful or harmful to one’s environment 4. describe changes in solid materials when they are bent, pressed, hammered, or cut; S4MT- Ie-f-5 1. MISOSA 6. Module 15. 2. EASE Science I. Module 5. 3. BEAM 5. Unit 4. 8 Physical and Chemical Changes. Distance Learning Modules. DLP 26. 1. Long Nose Pliers, 6" 2. Mortar and Pestle, 150ml capacity, porcelain 5. describe changes in properties of materials when exposed to certain conditions such as temperature or when mixed with other materials; and S4MT- Ig-h-6 1. OHSP Chemistry. Module 15. 2. MISOSA 4. Module 21. 3. Science and Technology I: Integrated Science Textbook for 1. Beakers, 250 mL 2. Beral Pipette, 5mL 3. Double pan balance 4. Erlenmeyer flask, 2250 mL 5. Graduated cylinder, plastic, 250mL 6. Stirring rod
- 49. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 49 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Changes that Materials Undergo 2.1. Changes that are useful Changes that are harmful changes that materials undergo when exposed to certain conditions. evaluate whether changes in materials are useful or harmful to one’s environment First Year. Villamil, Aurora M., Ed.D. 1998. pp. 48-50. * 7. Test tubes 8. Thermometer, alcohol 6. identify changes in materials whether useful or harmful to one’s environment. S4MT- Ii-j-7 1. Exploring Science 3 Teacher’s Manual. Alsim- Madriaga, Lucita. 2000. pp. 84-89. * 2. MISOSA 6. Module 17. Grade 4 – Living Things and Their Environment SECOND QUARTER/SECOND GRADING PERIOD Parts and Functions 1. Humans 1.1 Major organs of the body 1.2 Caring for the major organs 1.3 Diseases that affect the major organs of the human body The learners demonstrate understanding of… how the major internal organs such as the brain, heart, lungs, liver, stomach, intestines, kidneys, bones, and muscles keep the body healthy The learners should be able to… construct a prototype model of organism that has body parts which can survive in a given environment The learners should be able to… 1. describe the main function of the major organs; S4LT- IIa-b-1 1. MISOSA 6. Module 4. 2. BEAM 3. Unit 1. Distance Learning Modules. DLP 1. 3. BEAM 3. Unit 1. Distance Learning Modules. Human torso model
- 50. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 50 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Parts and Functions 1. Humans 1.1 Major organs of the body 1.2 Caring for the major organs 1.3 Diseases that affect the major organs of the human body The learners demonstrate understanding of… how the major internal organs such as the brain, heart, lungs, liver, stomach, intestines, kidneys, bones, and muscles keep the body healthy The learners should be able to… construct a prototype model of organism that has body parts which can survive in a given environment The learners should be able to… 1. describe the main function of the major organs; DLP 2. 4. Science for Daily Use 4. pp. 13-15 and 30-31. * 5. Science for Daily Use 5. pp. 24-26 and 43-44. * 2. communicate that the major organs work together to make the body function properly; S4LT- IIa-b-2 1. MISOSA 5. Module 1. 2. MISOSA 5. Module 2. 3. MISOSA 5. Module 4. 4. MISOSA 5. Module 6. 5. MISOSA 4. Module 5. 6. Science for Daily Use 5. Tan, Conchita T. 2012. pp. 24-26 and 43-44. * 7. Science for Daily Use 4. Lozada, Buena A., et al. 2011. pp. 13-15 and 30-31. * Skeleton model
- 51. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 51 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. identify the causes and treatment of diseases of the major organs; S4LT- IIa-b-3 4. practice habits to maintain a healthy body; S4LT- IIa-b-4 Science for Daily Use 4. Lozada, Buena A., et al. 2011. p. 34. * 2. Animals 2.1 Live on land or in water animals have body parts that make them adapt to land or water construct a prototype model of organism that has body parts which can survive in a given environment 5. infer that body structures help animals adapt and survive in their particular habitat; S4LT- IIc-d-5 1. BEAM 3. Unit 2. Distance Learning Modules. DLP 27. 2. Science for Daily Use 5. Tan, Conchita T. 2012. pp. 68-69. * 6. compare body movements of animals in their habitat; S4LT- IIc-d-6 MISOSA 5. Module 7. 7. make a survey of animals found in the community and their specific habitats; S4LT- IIc-d-7 1. BEAM 3. Unit 2. Distance Learning Modules. DLP 28. 2. BEAM 5. Unit 2. 4 Animals and their Food.
- 52. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 52 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Distance Learning Modules. DL 13. 8. choose which animals to raise in a particular habitat; S4LT- IIc-d-8 1. BEAM 3. Unit 2. Distance Learning Modules. DLP 28. 2. BEAM 5. Unit 2. 4 Animals and their Food. Distance Learning Modules. DL 13. 3. Plants 3.1 Live on land or in water plants have body parts that make them adapt to land or water 9. identify the specialized structures of terrestrial and aquatic plants; S4LT- IIe-f-9 1. Learning Guide: How do plants Protect themselves 2. Learning Guide in Science and Health: Plants, Here. There and Everywhere Hand magnifying lens 10. conduct investigation on the specialized structures of plants given varying environmental conditions: light, water, temperature, and soil type; S4LT- IIe-f- 10 1. Hand Magnifying Lens, 5X 2. Thermometer, Alcohol, -20ᴼC to 110ᴼC 11. make a survey of plants found in the community and their specific habitats; S4LT- IIe-f- 11
- 53. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 53 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 12. choose which plants to grow in a particular habitat; S4LT- IIe-f- 12 4. Heredity: Inheritance and Variation 4.1 Life Cycles 4.2Humans, Animals, and Plants different organisms go through life cycle which can be affected by their environment 13. compare the stages in the life cycle of organisms; S4LT- IIg-h- 13 1. BEAM 4. Unit 3. Life Cycle of Animals. 2. MISOSA 4. Module 7. 14. describe the effect of the environment on the life cycle of organisms; S4LT- IIg-h- 14 BEAM 4. Unit 3. Life Cycle of Animals. 5. Ecosystems 5.1 Beneficial and Harmful interactions beneficial and harmful interactions occur among living things and their environment as they obtain basic needs 15. describe some types of beneficial interactions among living things; S4LT- IIi-j-15 1. EASE Science I. Module 10. Lesson 1. 2. MISOSA 6. Interrelation ship among living organisms. Fresh Water Aquarium with Stand 16. describe certain types of harmful interactions among living things; and S4LT- IIi-j-16 1. EASE Science I. Module 10. Lesson 1. 2. MISOSA 6. Interrelatio nship among
- 54. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 54 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 5. Ecosystems 5.1 Beneficial and Harmful interactions beneficial and harmful interactions occur among living things and their environment as they obtain basic needs living organisms. 17. conduct investigations to determine environmental conditions needed by living things to survive. S4LT- IIi-j-17 1. EASE Science I. Module 10. Lesson 1. 2. MISOSA 6. Interrelatio nship among living organisms. 19. describe the effects of interactions among organism in their environment S4LT- IIi-j-18 Grade 4 – Force and Motion THIRD QUARTER/THIRD GRADING PERIOD 1. Effects of Force on Objects 1.1 Shape, size and movement The learners demonstrate understanding of… force that can change the shape, size or movement of objects. The learners should be able to… demonstrate conceptual understanding of properties/characteristics of light, heat and sound The learners should be able to… 1. explain the effects of force applied to an object; S4FE- IIIa-1 1. EASE Science I. Module 7. Lesson 1. 2. Science Around Us 3. Garicia, Ligaya B., et al. 1997. p. 142. *
- 55. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 55 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Effects of Force on Objects 1.1 Shape, size and movement The learners demonstrate understanding of… force that can change the shape, size or movement of objects. The learners should be able to… demonstrate conceptual understanding of properties/characteristics of light, heat and sound The learners should be able to… 2. practice safety measures in physical activities and proper handling of materials; S4FE- IIIb-c- 2 MISOSA 4. Module 19. 3. describe the force exerted by magnets; S4FE- IIId-e- 3 1. EASE Physics. Module 8. 2. Into the Future:Scien ce and Health 2. Estrella, Sonia V., et al. 1997. pp. 128-131. * 3. Science and Health Today 2. Apolinario, Nenita A. 1997. pp. 161-163. * 4. Science and Health 2. Coronel, Carmelita C. 1997. pp. 160-162. * 1. Magnetic Compass 2. Pair of Bar Magnets
- 56. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 56 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Light, Heat and Sound The learners demonstrate understanding of… how light, heat and sound travel using various objects The learners should be able to… demonstrate conceptual understanding of properties/characteristics of light, heat and sound The learners should be able to… 4. describe how light, sound and heat travel; S4FE- IIIf-g-4 1. BEAM 4. Unit 6. Distane Learning Modules. DLP 45. 2. Science Around Us 2. Garcia, Ligaya B., et al. 1997. pp. 125- 126. * 3. Science for Everyone 2. De Lara. Ruth G. 1997. pp. 120-121. * 4. Into the Future: Science and Health 2. Estrella, Sonia V., et al. 1997. pp. 110- 111. * 5. Science for Daily Use 2. Menguito, Perla B., et al. 1997. pp. 130- 131. *
- 57. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 57 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 6. Exploring Science 2. Siringan- Rasalan, Elizabeth. 1999. pp. 106-107. * 5. investigate properties and characteristics of light and sound; and S4FE- IIIh-5 1. EASE Physics. Module 3. 2. EASE Physics. Module 16. 6. describe ways to protect oneself from exposure to excessive light, heat and sound. S4FE- IIIi-j-6 Grade 4 – Earth and Space FOURTH QUARTER/FOURTH GRADING PERIOD 4. Soil 1.1 Types of soil The learners demonstrate understanding of… the different types of soil The learners should be able to… practice precautionary measures in planning activities The learners should be able to… 1. compare and contrast the characteristics of different types of soil; S4ES- IVa-1 Science Around Us 3. Garcia, Ligaya B., et al. 1997. pp. 151- 153. * Hand Magnifying Lens, 5X
- 58. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 58 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Water in the Environment 2.1 Sources and importance of water The learners demonstrate understanding of… the different sources of water suitable for human consumption The learners should be able to… practice precautionary measures in planning activities 2. explain the use of water from different sources in the context of daily activities; S4ES- IVb-2 1. BEAM I. Unit 7. Powers of Water. Module 2. August 2009. 2. EASE Science I. Module 13. 3. Science Around Us 3. Garcia, Ligaya B., et al. 1997. pp. 163-165. * 3. infer the importance of water in daily activities; S4ES- IVc-3 1. BEAM I. Unit 7. Powers of Water. Module 2. August 2009. 2. Science Around Us 3. Garcia, Ligaya B., et al. 1997. pp. 166-168. * 4. describe the importance of the water cycle. S4ES- IVd-4 BEAM 5. Unit 6. 16 Blowing in the Wind. Distance Learning Modules. DLP 45.
- 59. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 59 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Weather 3.1 Components of weather 3.2 Weather instruments 3.3 Weather chart 3. Weather 3.1 Components of weather 3.2 Weather instruments 3.3 Weather chart The learners demonstrate understanding of… components of weather using simple instruments The learners should be able to… practice precautionary measures in planning activities 5. use weather instruments to measure the different weather components S4ES- IVe-5 Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 203-204. * 1. Simple Anemometer 2. Aneroid Barometer, wall-type 3. Hydrometer/ psychometer 4. Magnetic compass 5. Rain gauge 6. Thermometers 7. Wind vane 6. record in a chart the weather conditions; S4ES- IVf-6 1.Into the Future: Science and Health 2. Estrella, Sonia V., et al. 1997.p. 163. * 2.Science and Health for Life 2. Carale, Dr. Lourdes R. 1997. p. 208. * Classroom Thermometer 7. make simple interpretations about the weather as recorded in the weather chart; S4ES- IVf-7 1.Science and Health 2. Coronel, Carmelita C., 1997. p. 206. * 2.Into the Future: Science and Health 2. Estrella, Sonia V., et al.
- 60. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 60 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Weather 3.1 Components of weather 3.2 Weather instruments 3.3 Weather chart The learners demonstrate understanding of… components of weather using simple instruments The learners demonstrate understanding of… components of weather using simple instruments The learners should be able to… practice precautionary measures in planning activities The learners should be able to… practice precautionary measures in planning activities 7. make simple interpretations about the weather as recorded in the weather chart; S4ES- IVf-7 1997. pp. 164-165. * 8. identify safety precautions during different weather conditions; 8. identify safety precautions during different weather conditions; S4ES- IVg-8 S4ES- IVg-8 1. BEAM 4. Unit 8. Distance Learning Modules. DLP 58. 2.Science for Everyone 2. De Lara, Ruth G. 1997. p. 179. * 3.Science and Health 2. Coronel, Carmelita C. 1997. p. 208. * 4.Into the Future: Science and Health 2. Estrella, Sonia V., et al. 1997. pp. 168-169. * 5.Science Around Us 2. Garcia, Ligaya B. 1997. pp. 180-181. *
- 61. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 61 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT The learners should be able to… practice precautionary measures in planning activities 6.Science Around Us 2 Teacher’s Manual. Garcia, Ligaya B. 1997. pp. 143-145. * 4. The Sun 4.1 Importance of the Sun 4.2 Effects of Sun on living things 4.3 Safety precautions The learners demonstrate understanding of… the Sun as the main source of heat and light on Earth 9. describe the changes in the position and length of shadows in the surroundings as the position of the Sun changes; S4ES- IVh-9 1. BEAM 4. Unit 7. 11 Solar and Lunar Eclipse. Distance Learning Modules. DLP 68. 2. BEAM I. 9 The Earth and its Neighbors. Shadow Cast. September 2009. 3. Science and Health 2. Apostol, Joy A. 1997. pp. 227-228. * 10. describes the role of the Sun in the water cycle; and S4ES- IVi-10 1. BEAM 5. Unit 6. 16 Blowing in the Wind. Distane Learnig
- 62. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 62 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 4. The Sun 4.1 Importance of the Sun 4.2 Effects of Sun on living things 4.3 Safety precautions The learners demonstrate understanding of… the Sun as the main source of heat and light on Earth The learners should be able to… practice precautionary measures in planning activities Modules. DLP 46. 2. BEAM 5. Unit 6. 16 Blowing in the Wind. Distane Learnig Modules. DLP 45. 11. describe the effects of the Sun S4ES- IVj-11 1. BEAM 3. Unit 5. Distance Learning Modules. DLP 52. 2. BEAM 5. Unit 6. 16 Blowing in the Wind. Distane Learnig Modules. DLP 46. 3. Exploring Science 3 Teacher’s Manual. Alsim- Madriaga, Lucita. 2000. pp. 163-165. * 4. Science Around Us 3. Garcia, Ligaya b. 1997. pp. 203-204. * 5. Science for
- 63. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 63 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 4. The Sun 4.1 Importance of the Sun 4.2 Effects of Sun on living things 4.3 Safety precautions The learners demonstrate understanding of… the Sun as the main source of heat and light on Earth The learners should be able to… practice precautionary measures in planning activities 11. describe the effects of the Sun S4ES- IVj-11 Daily Use 2. Menguito, Perla B., et al. 1997. pp. 199-200. * 6. Science Around Us 2. Garcia, Ligaya B., et al. 1997. pp. 192-193. * 7. Science and Health 3. Emilio, Jacinto Jr. D., et al. 1997. pp. 195-197. *
- 64. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 64 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. GRADE 5 CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Grade 5 – Matter FIRST QUARTER/FIRST GRADING PERIOD 1. Properties 1.1 Useful and harmful materials The learners demonstrate understanding of… properties of materials to determine whether they are useful or harmful The learner… uses local, recyclable solid and/or liquid materials in making useful products The learner… 1. use the properties of materials whether they are useful or harmful; S5MT- Ia-b-1 NFE. Matter 1B: Forms, Properties and Changes. 2001. p. 18. 2. Changes that Materials Undergo The learners demonstrate understanding of… materials undergo changes due to oxygen and heat 2. investigate changes that happen in materials under the following conditions: 2.1 presence or lack of oxygen; and 2.2 application of heat; S5MT- Ic-d-2 1. EASE II. Chemistry Module 15. Lesson 4. 2. NFE. Matter 1B: Forms, Properties and Changes. 2001. pp. 33- 36. 3. Chemistry III Textbook. 1. Alcohol Lamp, glass, 150 ml. Capacity 2. Stirring rod
- 65. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 65 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Changes that Materials Undergo The learners demonstrate understanding of… materials undergo changes due to oxygen and heat The learner… uses local, recyclable solid and/or liquid materials in making useful products 2. investigate changes that happen in materials under the following conditions: 2.1 presence or lack of oxygen; and 2.2 application of heat; S5MT- Ic-d-2 Mapa, Amelia P., Ph.D., et al. 2001. pp. 36-37. * 4. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. 47-50. * 5. Sciene for Daily Use 5. Tan, Conchita T. 2012. pp. 134-143. * 6. Science and Technology III. NISMED. 1997. pp. 86- 96. 7. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 69- 76. 8. Science and Technology III: Chemistry Textbook. NISMED.
- 66. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 66 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2012. pp. 71- 82. 3. recognize the importance of recycle, reduce, reuse, recover and repair in waste management; and S5MT- Ie-g-3 NFE. Pagrerecycle. 2001. pp. 29-30. 4. design a product out of local, recyclable solid and/ or liquid materials in making useful products. S5MT- Ih-i-4 MISOSA 6. Module 17. pp. 7-8. Grade 5 – Living Things and Their Environment SECOND QUARTER/SECOND GRADING PERIOD 1. Parts and Functions 1.1Humans 1.2 The reproductive system The learners demonstrate understanding of… how the parts of the human reproductive system work The learners should be able to… Practice proper hygiene to care of the reproductive organs The Learners should be able to… 1. describe the parts of the reproductive system and their functions; S5LT- IIa-1 1. BEAM 5. Unit 1. 1 The Human Reproductive System. Distance Learning Modules. DLP 1. 2. Science for Daily Use 5. Tan, Conchita T. 2012. pp. 2-5. * 3. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 157-159. 4. Science and Technology II: Biology Human torso model
- 67. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 67 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Parts and Functions 1.1Humans 1.2 The reproductive system The learners demonstrate understanding of… how the parts of the human reproductive system work The learners should be able to… practice proper hygiene to care of the reproductive organs Textbook. NISMED. 2012. pp. 157-159. 5. NFE. Ang Reproductive System. 2001. pp. 7-10. 2. describe the changes that occur during puberty; S5LT- IIb-2 1. BEAM 5. Unit 1. 1 The Human Reproductive System. Distance Learning Modules. DLP 3. 2. Science for Daily Use 5. Tan, Conchita T. 2012. pp. 12-13. * 3. NFE. Ang Reproductive System. 2001. pp. 27-29. 3. explain the menstrual cycle; S5LT- IIc-3 1. BEAM 5. Unit 1. 1 The Human Reproductive System. Distance Learning Modules. DLP 4. 2. Science for Daily Use 5.
- 68. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 68 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Parts and Functions 1.1Humans 1.2 The reproductive system The learners demonstrate understanding of… how the parts of the human reproductive system work The learners should be able to… practice proper hygiene to care of the reproductive organs Tan, Conchita T. 2012. pp. 15-17. * 3. NFE. Ang Reproductive System. 2001. pp. 11- 14. 4. give ways of taking care of the reproductive organs; S5LT- IId-4 1. BEAM 5. Unit 1. 1 The Human Reproductive System. Distance Learning Module. DLP 5. 2. Science for Daily Use 5. Tan, Conchita T. 2012. pp. 19-22. * 1.2. Animals 1.2.1 reproductive system of animals 1.2.2 modes of reproduction in animals how animals reproduce 5. describe the different modes of reproduction in animals such as butterflies, mosquitoes, frogs, cats and dogs; S5LT- IIe-5 1. MISOSA 4. Science Life Cycle of Animals. 2. Science for Daily Use 4. Lozada, Buena A., et al. 2011. pp. 48-50. * 3. Science and Technoogy II: Biology Textbook. NISMED.
- 69. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 69 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2012. pp. 153-157. 4. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 153-157. 1.3. Plants 1.3.1 reproductive parts in plants 1.3.2 modes of reproduction in plants how plants reproduce 6. describe the reproductive parts in plants and their functions; S5LT- IIf-6 1. EASE Biology. Module 7. Lesson 2. pp. 11-14. 2. Science for Daily Use 4. Lozada, Buena A., et al. 2011. pp. 48-50. * 3. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 147-152. 4. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 147-152.
- 70. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 70 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1.3. Plants 1.3.1 reproductive parts in plants 1.3.2 modes of reproduction in plants how plants reproduce 7. describe the different modes of reproduction in flowering and non- flowering plants such as moss, fern, mongo and others; 7. describe the different modes of reproduction in flowering and non-flowering plants such as moss, fern, mongo and others; S5LT- IIg-7 S5LT- IIg-7 1. MISOSA 4. Module 14. 2. Science for Daily Use 4. Lozada, Buena A., et al. 2011. pp. 77-78 and 97- 98. * 3. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 139-151. 4. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 139-151. 2. Ecosystems 2.1 Interactions Among Living Things 2.1.1 Estuaries 2.1.2 Intertidal Zones the interactions for survival among living and non-living things that take place in estuaries and intertidal zones create a hypothetical community to show how organisms interact and reproduce to survive 8. discuss the interactions among living things and non-living things in estuaries and intertidal zones; and S5LT- IIh-8 9. explain the need to protect and conserve estuaries and intertidal zones. S5LT-Ii- j-10 Grade 5 – Force and Motion THIRD QUARTER/THIRD GRADING PERIOD 1. Motion The learners demonstrate The learners should be able … The learners should be able S5FE- IIIa-1 1.NSTIC Science Manual. Integrated 1. Meter stick 2. Plastic Ruler, 12 inches or 30
- 71. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 71 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1.1 Measuring time and distance using standard units 1. Motion 1.1 Measuring time and distance using standard units understanding of… motion in terms of distance and time The learners demonstrate understanding of… motion in terms of distance and time to… 1. describe the motion of an object by tracing and measuring its change in position (distance travelled) over a period of time; The learners should be able to… 1. describe the motion of an object by tracing and measuring its change in position (distance travelled) over a period of time; Science Mnaual. 012- 013. 2. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 48-61. * 3. Science and Technology I: Integrated Science Textbook for First Year. Vilamil, Aurora M., Ed.D. 1998. pp. 73-74. * 4. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 107-108. cm 3. Stopwatch 2. use appropriate measuring tools and correct standard units; S5FE- IIIb-2 1. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et Double-pan balance, 500g
- 72. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 72 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT al. 2001. pp. 48-61. * 2. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 279-280. 2. Light and Sound, Heat and Electricity 2.1 Conductors of heat and electricity; 2.2 Effects of light and sound, heat and electricity The learners demonstrate understanding of… 1. how different objects interact with light and sound, heat and electricity 2. the effects of heat and electricity, light and sound on people and objects 3. discuss why some materials are good conductors of heat and electricity; S5FE- IIIc-3 1. NSTIC Science Manual. Chemistry Science Manual. 075- 077. 2. BEAM 5. Unit 5. Electric Cicuits. DLP 32. 3. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. p. 350. * 4. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 22- 24. 1. Aluminum rod 2. Beaker 3. Copper rod 4. Heat Conduction Apparatus (with 5 different metals) 5. Plastic rod 6. Steel rod 7. Stirring rod 8. Test Tube Holder 9. Test Tube Rack 10.Tripod 11.Wire Gauze 12.Wood rod
- 73. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 73 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 4. infer how black and colored objects affect the ability to absorb heat; S5FE- IIId-4 5. relate the ability of the material to block, absorb or transmit light to its use; S5FE- IIIe-5 1. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. p. 101. * 2. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 22- 24. 3. Electricity and Magnetism 3.1 Circuits 3.2 Electromagnets The learners demonstrate understanding of… a simple DC circuit and the relationship between electricity and magnetism in electromagnets The learners should be able … propose an unusual tool or device using electromagnet that is useful for home school or community 6. infer the conditions necessary to make a bulb light up; S5FE- IIIf-6 1.BEAM 5. Unit 5. 12 Electromagnet s. Learning Guides. Powered Attraction. January 2009. 2.Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et 1. Bulb and bulb socket 2. Connecting wires 3. Dry cell holders
- 74. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 74 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Electricity and Magnetism 3.1 Circuits 3.2 Electromagnets The learners demonstrate understanding of… a simple DC circuit and the relationship between electricity and magnetism in electromagnets The learners should be able … propose an unusual tool or device using electromagnet that is useful for home school or community al. 2001. pp. 300-301. * 7. determine the effects of changing the number or type of components in a circuit; S5FE- IIIg-7 1. BEAM 5. Unit 5. 12 Electromagne ts. Learning Guides. Powered Attraction. January 2009. 2. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 308-310. * Electricity and Magnetism Kit: a. 2 pcs – size D dry cell holder b. 2 pcs – dry cell, size D c. 6 pcs blue connecting wires with alligator clip and banana plug d. 1 pc – knife switch e. 3 assembles – socket with bulb, terminal binding f. 100 g – magnet wire #20 g. 1 pc – iron core rod (10- 12 mm Ø x 100mm) 8. infer that electricity can be used to produce magnets; and S5FE- IIIh-8 1. BEAM 5. Unit 5. 12 Electromagnet s. Learning Guides. Powered Attraction. January 2009. 1. #22 single wire (solid)/ magnet wire 2. Connecting wires 3. Dry cell holder 4. Iron rod/nail core
- 75. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 75 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Electricity and Magnetism 3.1 Circuits 3.2 Electromagnets The learners demonstrate understanding of… a simple DC circuit and the relationship between electricity and magnetism in electromagnets The learners should be able … propose an unusual tool or device using electromagnet that is useful for home school or community 8. infer that electricity can be used to produce magnets; and S5FE- IIIh-8 2. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 320-326. * 3. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 190-200. 4. NFE. Magnetism in Everyday Life. 2001. pp. 16 and 21-22. 5. Knife switch 9. design an experiment to determine the factors that affect the strength of the electromagnet. S5FE- IIIi-j-9 BEAM 5. Unit 5. 12 Electromagnets. Learning Guides. Powered Attraction. January 2009. Grade 5 – Earth and Space FOURTH QUARTER/FOURTH GRADING PERIOD 1. Processes that Shape Earth’s Surface 1.1 Weathering and Soil Erosion The learners demonstrate understanding of… weathering and soil erosion shape the Earth’s surface and affect living things and The learners should be able to… participate in projects that reduce soil erosion in the community The learners should be able to… 1. describe how rocks turn into soil; S5FE- IVa-1 1. BEAM 4. 7 EARTH. Distance Learning Modules. DLP 51. 2. Science and Technology I:
- 76. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 76 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Processes that Shape Earth’s Surface 1.1 Weathering and Soil Erosion the environment The learners demonstrate understanding of… weathering and soil erosion shape the Earth’s surface and affect living things and the environment The learners should be able to… participate in projects that reduce soil erosion in the community The learners should be able to… 1. describe how rocks turn into soil; S5FE- IVa-1 Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. p. 164. * 3. Science and Technology I: General Science Textbook for First Year. Rabago, Lilia M., Ph.D., et al. 1997. pp. 174-176. * 4. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 223-224. 5. Science for Daily Use 5. Tan, Conchita T. 2012. pp. 220-221. * 2. investigate extent of soil erosion in the community and its effects on living things and the environment S5FE- IVb-2 3. communicate the data collected from the investigation on soil erosion; S5FE- IVc-3 2. Weather Disturbances 2.1 Types of weather disturbances: 2.2 Effects of weather disturbances on living weather disturbances and their effects on the environment. prepares individual emergency kit. 4. observe the changes in the weather before, during and after a typhoon; S5FE- IVd-4 1. BEAM 5. Unit 6. 16 Blowing in the Wind. Distance Learning Modules. DLP Simple Anemometer Aneroid Barometer, wall- type
- 77. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 77 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT things and the environment. 2. Weather Disturbances 2.1 Types of weather disturbances: 2.2 Effects of weather disturbances on living things and the environment. The learners demonstrate understanding of… weather disturbances and their effects on the environment. The learners should be able to… prepares individual emergency kit. 50. 5. describe the effects of a typhoon on the community; S5FE- IVe-5 2. MISOSA 5. Module 24. 3. Science for Daily Use 5. Tan, Conchita T. 2012. p. 234. * 4. NFE. Paghahanda sa Bagyo. 2011. pp. 5- 11. 6. describe the effects of the winds, given a certain storm warning signal; S5FE- IVf-6 1. BEAM 5. Unit 6. 16 Blowing in the Wind. Distance Learning Modules. DLP 51. 2. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 207-210. * 3. Science 8 Learner’s Module.
- 78. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 78 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Campo, Pia C., et al. 2013. pp. 149-151. 4. NFE. Typhoons in the Philippines. 2001. pp. 10- 13. 3. The Moon 3.1 Phases of the Moon 3.2 Beliefs and practices The learners demonstrate understanding of… the phases of the Moon and the beliefs and practices associated with it The learners should be able to… debug local myths and folklore about the Moon and the Stars by presenting pieces of evidence to convince the community folks 7. infer the pattern in the changes in the appearance of the Moon; S5FE- IVg-h-7 1. MISOSA 4. Module 33. 2. BEAM 4. 10 Understanding how the Moon’s motion affects Earth. Distance Learning Modules. DLP 63. 3. BEAM 4. 10 Understanding how the Moon’s motion affects Earth. Distance Learning Modules. DLP 64. 4. Science and Health 1. Santiago, Ma. Lourdes B. 1997. pp. 195- 196. * 5. Science for Daily Use 4. Lozada, Buena A., et al. 2011. 1. Sun-earth-moon model 2. Flashlight 3. Ordinary globe 4.Small ball (e.g. styorfoam) 8. relate the cyclical pattern to the length of a month; and S5FE- IVg-h-8
- 79. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 79 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. The Moon 3.1 Phases of the Moon 3.2 Beliefs and practices The learners demonstrate understanding of… the phases of the Moon and the beliefs and practices associated with it The learners should be able to… debug local myths and folklore about the Moon and the Stars by presenting pieces of evidence to convince the community folks 8. relate the cyclical pattern to the length of a month; and S5FE- IVg-h-8 pp. 243-244. * 6. Science and Health 2. Apostol, Joy A., et al. 1997. pp. 234-235. * 7. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 287- 289. * 8. NFE. Myths and Scientific Explorations Behind Natural Phenomena. 2001. 4.The Stars 4.1 Patterns of stars (constellation) constellations and the information derived from their location in the sky. 9. identify star patterns that can be seen at particular times of the year. S5FE- IVi-j-9 1. BEAM 6. Unit 6. 2. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 268-272. *
- 80. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 80 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. GRADE 6 CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Grade 6 – Matter FIRST QUARTER/FIRST GRADING PERIOD Properties 1. Mixture and their Characteristics 1.1 Homogenous and Heterogeneous mixtures The learners demonstrate understanding of… different types of mixtures and their characteristics The learners should be able to… prepare beneficial and useful mixtures such as drinks, food, and herbal medicines. The learners should be able to… 1. describe the appearance and uses uniform and non-uniform mixtures; S6MT-Ia- c-1 1. OHSP Integrated Science. Science 1. Quarter 1. Module 2. pp. 8-10. 2. EASE Science II. Chemistry Module 4. Lesson 2. 3. BEAM 4. 5 Explain what happens after Mixing Materials. Learning Guides. Mix it Up. July 2009. pp. 5-7. 4. BEAM 4. 5 Explain what happens after mixing it Up. Distance Learning Module. DLP 36. 5. APEX. Phases of Matter. Unit
- 81. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 81 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Properties 1. Mixture and their Characteristics 1.1 Homogenous and Heterogeneous mixtures The learners demonstrate understanding of… different types of mixtures and their characteristics The learners should be able to… prepare beneficial and useful mixtures such as drinks, food, and herbal medicines. The learners should be able to… 1. describe the appearance and uses uniform and non-uniform mixtures; S6MT-Ia- c-1 1. Chapter 2. 6. Science and Technology III. NISMED. 1997. pp. 29- 34. 7. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 38-42. * 8. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 57-58. * 9. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 53- 55. 10. NFE. Preparation and Separation of Mixtures. 2001. pp. 10- 24.
- 82. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 82 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Separating Mixtures The learners demonstrate understanding of… different techniques to separate mixtures The learners should be able to… separate desired materials from common and local products. 2. enumerate techniques in separating mixtures such as decantation, evaporation, filtering, sieving and using magnet; and S6MT- Id-f-2 1. MISOSA 5. Module 17. 2. BEAM III. Unit 2. 7 Demonstrate knowledge of simple techniques. Sparating and Preparing Mixtures. August 2009. 3. APEX. Phases of Matter. Unit 1. Chapter 2. pp. 50-53. 4. BEAM 4. 5 Explain what happens after mixing in materials. Distance Learning Materials. DLP 40. 5. BEAM 4. 5 Explain what happens after mixing in materials. Learning Guides. Mix it Up. Activity 3.3. July 2009. 1. Beaker, 250 ml, borosilicate 2. Evaporation setup (stand setup, evaporating dish, ring with stem, wire gauze, alcohol lamp/Bunsen burner, 2 universal clamp, stirring rod) 6. Funnel, plastic 7. Test Tube, Ø 16mm x 150mm long, borosilicate 8. Watch glass
- 83. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 83 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Separating Mixtures The learners demonstrate understanding of… different techniques to separate mixtures The learners should be able to… separate desired materials from common and local products. 2. enumerate techniques in separating mixtures such as decantation, evaporation, filtering, sieving and using magnet; and S6MT- Id-f-2 6. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 42-45. * 7. Science and Technology III. NISMED. 1997. pp. 36- 40. 8. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 57- 58. 9. NFE. Preparation and Separation of Mixtures. 2001. pp. 25- 35. 3. tell the benefits of separating mixtures from products in community. S6MT- Ig-j-3 Science and Technology III. NISMED. 1997. pp. 38-40.
- 84. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 84 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Grade 6 – Living Things and Their Environment SECOND QUARTER/SECOND GRADING PERIOD I. Parts and Functions 1.Human Body Systems 1.1 Musculo-skeletal 1.2 Integumentary System 1.3 Digestive System 1.4 Respiratory System 1.5 Circulatory System 1.6 Nervous System The learners demonstrate understanding of… how the major organs of the human body work together to form organ systems The learners should be able to… make a chart showing healthful habits that promote proper functioning of the musculo-skeletal, integumentary, digestive, circulatory, excretory, respiratory, and nervous systems The learners should be able to… 1. explain how the organs of each organ system work together; S6LT- IIa-b-1 1.APEX. Biology Unit 4. pp. 88-157. 2.EASE Biology. Module 13. 3.BEAM 6. Unit 1. 2 The Nervous System. 1 Message Sent. Module 1. February 2008. 4.BEAM II. 4 Organ System. The Digestive System. April 2009. pp. 22- 27. 5.BEAM II. 4 Organ System. Circulatory System. June 2009. 6.BEAM 6. Unit 1. 2 The Nervous System. Module 1. September 2008. Human torso model
- 85. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 85 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT I. Parts and Functions 1.Human Body Systems 1.1 Musculo-skeletal 1.2 Integumentary System 1.3 Digestive System 1.4 Respiratory System 1.5 Circulatory System 1.6 Nervous System The learners demonstrate understanding of… how the major organs of the human body work together to form organ systems The learners should be able to… make a chart showing healthful habits that promote proper functioning of the musculo-skeletal, integumentary, digestive, circulatory, excretory, respiratory, and nervous systems The learners should be able to… 1. explain how the organs of each organ system work together; S6LT- IIa-b-1 7.BEAM 5. Unit 1. 3 The Urinary System. Learning Guides. Urinary System. January 2008. 8.BEAM 4. 2 People_Huma n Digestive. Learning Guides. Break it down. May 2009. 9.BEAM 5. Unit 1. 2 The Human Respiratory System. Learning Guides. Respiratory System. April 2008. 10. BEAM 5. Unit 1. 1 The Human Reproductiv e System. Learning Guides. Human Reproductiv e System.
- 86. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 86 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT I. Parts and Functions 1.Human Body Systems 1.1 Musculo-skeletal 1.2 Integumentary System 1.3 Digestive System 1.4 Respiratory System 1.5 Circulatory System 1.6 Nervous System The learners demonstrate understanding of… how the major organs of the human body work together to form organ systems The learners should be able to… make a chart showing healthful habits that promote proper functioning of the musculo-skeletal, integumentary, digestive, circulatory, excretory, respiratory, and nervous systems The learners should be able to… 1. explain how the organs of each organ system work together; S6LT- IIa-b-1 March 2008. 11. MISOSA 5. Module 6. The Urinary System. 12. MISOSA 5. Module 4. The Respiratory System. 13. Science for Daily Use 5. Tan, Conchita T. 2012. pp. 25-26 and 49-51. * 14. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 103-119. 15. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 103-119. 16. Science for Daily Use 4. Lozada, Buena A., et al. 2011. pp.
- 87. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 87 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT I. Parts and Functions 1.Human Body Systems 1.1 Musculo-skeletal 1.2 Integumentary System 1.3 Digestive System 1.4 Respiratory System 1.5 Circulatory System 1.6 Nervous System The learners demonstrate understanding of… how the major organs of the human body work together to form organ systems The learners should be able to… make a chart showing healthful habits that promote proper functioning of the musculo-skeletal, integumentary, digestive, circulatory, excretory, respiratory, and nervous systems The learners should be able to… 1. explain how the organs of each organ system work together; S6LT- IIa-b-1 3-8, 13-15 and 30-32. * 17. NFE. Ang Organ System ng Katawan ng Tao. 2001. pp. 10-40. 18. NFE. Ang Muscular System (Unang Bahagi). 2001. pp. 15-25. 19. NFE. The Skeletal System. 2001. pp. 10-17. 20. NFE. Ang Respiratory System. 2001. pp. 3- 15. 21. NFE. The Nervous System. 2001. pp. 3- 26. 22. NFE. Ang Reproductiv e System. 2001. pp. 5- 10. 23. NFE. The
- 88. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 88 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT I. Parts and Functions 1.Human Body Systems 1.1 Musculo-skeletal 1.2 Integumentary System 1.3 Digestive System 1.4 Respiratory System 1.5 Circulatory System 1.6 Nervous System The learners demonstrate understanding of… how the major organs of the human body work together to form organ systems The learners should be able to… make a chart showing healthful habits that promote proper functioning of the musculo-skeletal, integumentary, digestive, circulatory, excretory, respiratory, and nervous systems Urinary System. 2001. pp. 4- 12. 2. explain how the different organ systems work together; S6LT- IIc-d-2 1. BEAM 6. Unit 1. 2 The Nervous System. 1 Message Sent. Module 1. February 2008. 2. BEAM II. 4 Organ System. The Digestive System. April 2009. pp. 22- 27. 3. BEAM II. 4 Organ System. Circulatory System. June 2009. 4. APEX. Biology Unit 4. pp. 77- 137. 5. BEAM 4. 2 People. Human Digestive System. Learning Guides. Break it Down. May 2009. 6. BEAM 5. Unit
- 89. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 89 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT I. Parts and Functions 1.Human Body Systems 1.1 Musculo-skeletal 1.2 Integumentary System 1.3 Digestive System 1.4 Respiratory System 1.5 Circulatory System 1.6 Nervous System The learners demonstrate understanding of… how the major organs of the human body work together to form organ systems The learners should be able to… make a chart showing healthful habits that promote proper functioning of the musculo-skeletal, integumentary, digestive, circulatory, excretory, respiratory, and nervous systems 2. explain how the different organ systems work together; S6LT- IIc-d-2 1. 2 The Human Respiratory System. Learning Guides. 7. NFE. Respiratory System. April 2008. 8. BEAM 5. Unit 1. 1 The Human Reproductive System. Learning Guides. Human Reproductive System. March 2008. 9. MISOSA 5. Module 6. The Urinary System. 10. MISOSA 5. Module 4. The Respiratory System. 11. NFE. Ang Organ System ng Katawan ng Tao. 2001. pp. 35-39.
- 90. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 90 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2.Animal 2.1 Vertebrates and Invertebrates The learners demonstrate understanding of… the different characteristics of vertebrates and invertebrates The learners should be able to… 1. make an inventory of vertebrates and invertebrates that are commonly seen in the community 2. practice ways of caring and protecting animals 3. determine the distinguishing characteristics of vertebrates and invertebrates; S6MT- IIe-f-3 1. MISOSA 4. Module 8. Animals with Backbones_ The Vertebrates. 2. BEAM 5. Unit 2. Vertebrates and Invertebrates. Distance Learning Modules. DLP 16. 3. EASE Biology. Module 17. Lesson 1. 4. EASE Biology. Module 18. 5. Science for Daily Use 5. Tan, Conchita T. 2012. pp. 73-82. * 6. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 258-259.
- 91. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 91 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3.Plants 3.1Reproduction of Non-flowering plants The learners demonstrate understanding of… how non-flowering plants reproduce The learners should be able to… 1. make a multimedia presentation on how parts of the reproductive system of spore-bearing and cone-bearing plants ensure their survival 2. make a flyer on how plants can be propagated vegetatively 4. distinguish how spore- bearing and cone-bearing plants reproduce; S6MT- IIg-h-4 1. BEAM 5. Unit 3. 7 Diffrences in the Plant Groups. Learning Guides. Plant Kingdom. January 2009. 2. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 140-151. 3. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 140-151. II. Ecosystems 1.Interactions Among Living Things 2.Tropical rainforests 2.1Coral reefs 2.2 Mangrove swamps The learners demonstrate understanding of… the interactions for survival among living and non-living things that take place in tropical rainforests, coral reefs, and mangrove swamps The learners should be able to… form discussion groups to tackle issues involving protection and conservation of ecosystems that serve as nurseries, breeding places, and habitats for economically important plants and animals 5. discuss the interactions among living things and non- living things in tropical rainforests, coral reefs and mangrove swamps; and S6MT- IIi-j-5 1. BEAM 5. Unit 2. 5 Vertebrates and Invertebrates. Distance Learning Modules. DLP 18. 2. BEAM 5. Unit 2. 5 Vertebrates and Invertebrates. Fresh Water Aquarium with Stand
- 92. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 92 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT II. Ecosystems 1.Interactions Among Living Things 2.Tropical rainforests 2.1Coral reefs 2.2 Mangrove swamps The learners demonstrate understanding of… the interactions for survival among living and non-living things that take place in tropical rainforests, coral reefs, and mangrove swamps The learners should be able to… form discussion groups to tackle issues involving protection and conservation of ecosystems that serve as nurseries, breeding places, and habitats for economically important plants and animals 5. discuss the interactions among living things and non- living things in tropical rainforests, coral reefs and mangrove swamps; and S6MT- IIi-j-5 Distance Learning Modules. DLP 19. 3. Science and Technoogy I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 149-150. * 6. explain the need to protect and conserve tropical rainforests, coral reefs and mangrove swamps. S6MT- IIi-j-6 1.MISOSA 5. Module 11. Saving the Coral Reefs. 2.BEAM 5. Unit 2. 5 Vertebrates and Invertebrates. Distance Learning Modules. DLP 18. 3.BEAM 5. Unit 2. 5 Vertebrates and Invertebrates. Distance Learning
- 93. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 93 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT II. Ecosystems 1.Interactions Among Living Things 2.Tropical rainforests 2.1Coral reefs 2.2 Mangrove swamps The learners demonstrate understanding of… the interactions for survival among living and non-living things that take place in tropical rainforests, coral reefs, and mangrove swamps The learners should be able to… form discussion groups to tackle issues involving protection and conservation of ecosystems that serve as nurseries, breeding places, and habitats for economically important plants and animals 6. explain the need to protect and conserve tropical rainforests, coral reefs and mangrove swamps. S6MT- IIi-j-6 Modules. DLP 19. 4.Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 269-272. Grade 6 – Force, Motion and Energy THIRD QUARTER/THIRD GRADING PERIOD 1. Gravitation and Frictional Forces The learners demonstrate understanding of… gravity and friction affect movement of objects The learners should be able to… produce an advertisement demonstrates road safety The learners should be able to… 1. infer how friction and gravity affect movements of different objects; S6FE- IIIa-c-1 1. EASE Physics. Module 10. 2. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 85-91. * 3. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 95- 96. NSTIC SciKit Mechanics: Friction Apparatus, Hooked Masses, Spring Balances
- 94. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 94 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Gravitation and Frictional Forces The learners demonstrate understanding of… gravity and friction affect movement of objects The learners should be able to… produce an advertisement demonstrates road safety The learners should be able to… 1. infer how friction and gravity affect movements of different objects; S6FE- IIIa-c-1 4. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 68-72. * 5. Science for Daily Use 4. Lozada, Buena A., et al. 2011. pp. 153-156. * 6. Science and Technology I: General Science Textbook for First Year. Rabago, Lilia M., Ph.D., et al. 1997. * 7. NFE. More on Forces. 2001. pp. 4-13.
- 95. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 95 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2.Energy 2.1Energy transformation in simple machines The learners demonstrate understanding of… how energy is transformed in simple machines The learners should be able to… create a marketing strategy for a new product on electrical or light efficiency 2. demonstrate how sound, heat, light and electricity can be transformed; S6FE- IIId-f-2 1. EASE Physics. Module 16. 2. OHSP. Module 16. 3. BEAM IV. Unit 3. And there was Light. Activities 3.1B and 3.4A. August 2009. 4. BEAM IV. Unit 4. 9 Electrical Energy Generation. Electrical Energy. September 2008. 5. BEAM 5. Unit 5. 11 Electric Circuits. Distance Learning Modules. DLP 35. 6. BEAM 5. Unit 5. 11 Electric Circuits. Distance Learning Modules. DLP 34. 7. Science and Technology IV: 1.Alcohol Lamp, glass, 150 ml. Capacity 2.Electricity and Magnetism Kit: a. 2 pcs – size D dry cell holder b. 2 pcs – dry cell, size D c. 6 pcs blue connecting wires with alligator clip and banana plug d. 1 pc – knife switch e. 3 assembles – socket with bulb, terminal binding f. 100 g – magnet wire #20 g. 1 pc – iron core rod (10-12 mm Ø x 100mm)
- 96. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 96 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2.Energy 2.1Energy transformation in simple machines The learners demonstrate understanding of… how energy is transformed in simple machines The learners should be able to… create a marketing strategy for a new product on electrical or light efficiency 2. demonstrate how sound, heat, light and electricity can be transformed; S6FE- IIId-f-2 Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 187-191, 215- 226, 234-235 and 289-315. * 8. Science and Technology I: General Science Textbook for First Year. Rabago, Lilia M., Ph.D., et al. 1997. pp. 124-125. * 3. manipulate simple machines to describe their characteristics and uses; and S6FE- IIIg-i-3 1. MISOSA 5. Module 19. 2. OHSP. Module 11. Lesson 3. 3. EASE Physics. Module 11. Lesson 3. 4. BEAM 5. Unit 5. 13 Simple Machines. Distance Learning Modules. DLP 40. 5. Science and
- 97. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 97 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2.Energy 2.1Energy transformation in simple machines The learners demonstrate understanding of… how energy is transformed in simple machines The learners should be able to… create a marketing strategy for a new product on electrical or light efficiency 3. manipulate simple machines to describe their characteristics and uses; and S6FE- IIIg-i-3 Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 78- 82. * 6. Science for Daily Use 5. Tan, Conchita T. 2012. pp. 178-201. * 7. Science and Technology I: General Science Textbook for First Year. Rabago, Lilia M., Ph.D., et al. 1997. pp. 53-64. * 8. NFE. Simple Machines. 2001. pp. 4- 25. 4. demonstrate the practical and safe uses of simple machines. S6FE- IIIc-j-4 1.MISOSA 5. Module 19. 2.OHSP. Module 11. Lesson 3. 3.EASE Physics. Module 11. Pulley Set: a. 1 pc – double pulley b. 1 pc – single pulley
- 98. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 98 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2.Energy 2.1Energy transformation in simple machines The learners demonstrate understanding of… how energy is transformed in simple machines The learners should be able to… create a marketing strategy for a new product on electrical or light efficiency 4. demonstrate the practical and safe uses of simple machines. S6FE- IIIc-j-4 Lesson 3. 4.BEAM 5. Unit 5. 13 Simple Machines. Distance Learning Modules. DLP 40. 5.Science for Daily Use 5. Tan, Conchita T. 2012. pp. 202-203. * 6.Science and Technology I: General Science Textbook for First Year. Rabago, Lilia M., Ph.D., et al. 1997. pp. 57-59. * 7.NFE. Simple Machines. 2001. pp. 26- 52. Grade 6 – Earth and Space FOURTH QUARTER/FOURTH GRADING PERIOD 1. Forces that affect changes on the earth’s surface 1.1 Earthquakes 1.2 Volcanic Eruption The learners demonstrate understanding of… the effects of earthquakes and volcanic eruptions The learners should … design an emergency and preparedness plan and kit The learners should be able to… 1. describe the changes on the Earth’s surface as a result of earthquakes and volcanic S6ES- IVa-1 1.MISOSA 6. Module 30. 2.OHSP Integrated Science.
- 99. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 99 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Forces that affect changes on the earth’s surface 1.1 Earthquakes 1.2 Volcanic Eruption The learners demonstrate understanding of… the effects of earthquakes and volcanic eruptions The learners should … design an emergency and preparedness plan and kit eruptions; The learners should be able to… 1. describe the changes on the Earth’s surface as a result of earthquakes and volcanic eruptions; S6ES- IVa-1 Science 1. Quarter 2. Module 5. 3.MISOSA 6. Module 13. 4.MISOSA 6. Module 27. 5.Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 182-185. 6.Science and Technology I: General Science Textbook for First Year. Rabago, Lilia M., Ph.D., et al. 1997. p. 190. * 2. enumerate what to do before, during and after earthquake and volcanic eruptions; S6ES- IVb-2 1. OHSP Integrated Science. Science 1. Quarter 2. Module 5. pp. 16-17 and 21. 2.MISOSA 6. Module 30. p. 5.
- 100. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 100 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Forces that affect changes on the earth’s surface 1.1 Earthquakes 1.2 Volcanic Eruption The learners demonstrate understanding of… the effects of earthquakes and volcanic eruptions: The learners should … design an emergency and preparedness plan and kit 2. enumerate what to do before, during and after earthquake and volcanic eruptions; S6ES- IVb-2 3.EASE Science I. Module 12. pp. 32-33. 4.BEAM 6. Unit 5. 12 Volcanic Eruptions. Activity 3.1. November 2008. 5.Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 191-192. 6.Science and Technology I: General Science Textbook for First Year. Rabago, Lilia M., Ph.D., et al. 1997. pp. 318-323. * 2.Weather Patterns in the Philippines 2.1Weather patterns and Seasons in the Philippines. The learners demonstrate understanding of… weather patterns and seasons in the Philippines 3. describe the different seasons in the Philippines; S6ES- IVc-3 1. BEAM 3. Unit 6. Learning Guide. Wearther we like it or not. Module 5. July 2007. 2. Science and
- 101. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 101 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2.Weather Patterns in the Philippines 2.1Weather patterns and Seasons in the Philippines. The learners demonstrate understanding of… weather patterns and seasons in the Philippines The learners should … design an emergency and preparedness plan and kit 3. describe the different seasons in the Philippines; S6ES- IVc-3 Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 209-210. * 3. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 289-290. 4. Science and Technology I: General Science Textbook for First Year. Rabago, Lilia M., Ph.D., et al. 1997. pp. 241-242. * 4. discuss appropriate activities for specific seasons of the Philippines; S6ES- IVd-4 1. BEAM 3. Unit 6. Learning Guide. Wearther we like it or not. Module 5. July 2007.
- 102. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 102 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Science for Daily Use 5. Tan, Conchita T. 2012. p. 243. * 3.Motions of the Earth 3.1Rotation and revolution The learners demonstrate understanding of… of the earth’s rotation and revolution 5. demonstrate rotation and revolution of the Earth using a globe to explain day and night and the sequence of seasons; S6ES- IVe-f-5 1. BEAM 4. Unit 9. Distance Learning Modules. DLP 59. 2. BEAM 4. Unit 9. Distance Learning Modules. DLP 60. 3. BEAM 4. Unit 9. Distance Learning Modules. DLP 62. 4. Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 285-289. * 5. Science for Daily Use 4. Lozada, Buena A., et al. 2011. pp. 234-235 and 238-240. * 1. Flashlight 2. Relief Globe 3. Small ball (e.g. styorofoam) 4. Sun-earth- moon model
- 103. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 103 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3.Motions of the Earth 3.1Rotation and revolution The learners demonstrate understanding of… of the earth’s rotation and revolution: 5. demonstrate rotation and revolution of the Earth using a globe to explain day and night and the sequence of seasons; S6ES- IVe-f-5 6. Science and Technology I: General Science Textbook for First Year. Rabago, Lilia M., Ph.D., et al. 1997. pp. 283-285. * 4.The Solar System 4.1Planets The learners demonstrate understanding of… characteristics of planets in the solar system. 6. compare the planets of the solar system; and S6ES- IVg-h-6 1. EASE Science I. Module 15. Lessons 1 and 3. 2. MISOSA 5. Module 26. Outer Planet. 3. MISOSA 5. Module 25. Inner Planets. 1.Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 279-280. * 2. Science for Daily Use 5. Tan, Conchita T. 2012. pp. 251-252. * Solar system model
- 104. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 104 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 4.The Solar System 4.1Planets The learners demonstrate understanding of… characteristics of planets in the solar system. The learners should … design an emergency and preparedness plan and kit 6. compare the planets of the solar system; and S6ES- IVg-h-6 3. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 319-323. 4. Science and Technology I: General Science Textbook for First Year. Rabago, Lilia M., Ph.D., et al. 1997. p. 296. * 7. construct a model of the solar system showing the relative sizes of the planets and their relative distances from the Sun. S6ES- IVi-j-7 1. EASE Science I. Module 15. Lesson 3. 2.Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 279-281. 3.Science for Daily Use 5. Tan, Conchita T. 2012. pp. 253-255. 4.Science and
- 105. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 105 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 4.The Solar System 4.1Planets The learners demonstrate understanding of… characteristics of planets in the solar system. The learners should … design an emergency and preparedness plan and kit 7. construct a model of the solar system showing the relative sizes of the planets and their relative distances from the Sun. S6ES- IVi-j-7 Technology I: Integrated Science Textbook. NISMED. 2012. pp. 319-323. 5.Science and Technology I: General Science Textbook for First Year. pp. 294-297.
- 106. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 106 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. GRADE 7 CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Grade 7 – Matter FIRST QUARTER/FIRST GRADING PERIOD Doing Scientific Investigations 1. Ways of acquiring knowledge and solving problems The learners demonstrate an understanding of: scientific ways of acquiring knowledge and solving problems The learners shall be able to: perform in groups in guided investigations involving community- based problems using locally available materials The learners should be able to… 1. describe the components of a scientific investigation; S7MT-Ia-1 1. OHSP Integrated Science I. Quarter 1. Module 1. 2. BEAM I. Module 2. 3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 7-9. * 4. Science and Technology III: Chemistry Textbook. NISMED. 2012. pp. 3-5. 5. Science and Technology III. NISMED. 1997. pp-14-16. 2. Diversity of Materials in the Environment 2.1 Solutions The learners demonstrate an understanding of: some important properties of solutions The learners demonstrate an understanding of: prepare different concentrations of mixtures according to uses and availability of materials 2. investigate properties of unsaturated or saturated solutions; S7MT-Ic-2 1. EASE Science II. Module 7. 2. APEX Chemistry Solutions. Unit 2. Chapter 1. Lesson 1. 3. BEAM III. Unit 3. 8 Demonstrate Understanding of Osmosis apparatus
- 107. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 107 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Diversity of Materials in the Environment 2.1 Solutions The learners demonstrate an understanding of: some important properties of solutions The learners demonstrate an understanding of: prepare different concentrations of mixtures according to uses and availability of materials 2. investigate properties of unsaturated or saturated solutions; S7MT-Ic-2 Solutions. The Marvels of Solutions. Septermber 2009. 4. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 272-273. * 5. Science and Technology III: Chemistry Textbook. NISMED. 2012. pp. 114-119. 6. Science and Technology III. NISMED. 1997. pp. 129-133. 3. express concentrations of solutions quantitatively by preparing different concentrations of mixtures according to uses and availability of materials; S7MT-Id-3 1. EASE Science II. Module 7. 2. APEX Chemistry Solutions. Unit 2. Chapter 1. Lessons 6-7. 3. BEAM III. Unit 3. 8 Demonstrate Understanding of Solutions. The Marvels of Solutions. September 2009. 4. Chemistry III Textbook. 1. Volumetric flask, 250 mL 2. Graduated cylinder, 100 mL 3. Triple beam balance 4. Beaker 5. Erlenmeyer flask
- 108. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 108 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Diversity of Materials in the Environment 2.1 Solutions The learners demonstrate an understanding of: some important properties of solutions The learners demonstrate an understanding of: prepare different concentrations of mixtures according to uses and availability of materials 3. express concentrations of solutions quantitatively by preparing different concentrations of mixtures according to uses and availability of materials; S7MT-Id-3 Mapa, Amelia P., Ph.D., et al. 2001. pp. 283- 290. * 5. Science and Technology III: Chemistry Textbook. NISMED. 2012. pp. 132-136. 6. Science and Technology III. NISMED. 1997. pp. 142-153. 2.2 Substances and Mixtures The learners demonstrate an understanding of: the properties of substances that distinguish them from mixtures The learners demonstrate an understanding of: investigate the properties of mixtures of varying concentrations using available materials in the community for specific purposes 4. distinguish mixtures from substances based on a set of properties; S7MT-Ie-f- 4 1. EASE II. Module 3. Lesson 2. 2. BEAM III. Unit 2. 5 Demonstrate Skill in Identifying Chemical System. Pure Substance and Mixture. August 2009. 3. EASE I. Module 5. Lesson 3. 4. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 38- 42. 5. Science and Penlight Thermometer, alcohol
- 109. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 109 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Technology III: Chemistry Textbook. NISMED. 2012. pp. 34-38. 6. Science and Technology III. NISMED. 1997. pp. 30-34. 2.3 Elements and Compounds The learners demonstrate an understanding of: classifying substances as elements or compounds The learners demonstrate an understanding of: make a chart, poster, or multimedia presentation of common elements showing their names, symbols, and uses 5. recognize that substances are classified into elements and compounds; S7MT-Ig-h- 5 1. EASE II. Module 3. Lesson 3. 2. BEAM III. Unit 2. 6 Demonstrate Understanding of Elements. Elements and Compounds. August 2009. 3. EASE I. Module 5. Lesson 3. 4. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 45- 49. 5. Science and Technology III: Chemistry Textbook. NISMED. 2012. pp. 52-56. 6. Science and Electrolysis apparatus Periodic table of elements
- 110. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 110 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Technology III. NISMED. 1997. pp. 42-52. 2.4 Acids and Bases The learners demonstrate an understanding of: the common properties of acidic and basic mixtures The learners demonstrate an understanding of: properly interpret product labels of acidic and basic mixture, and practice safe ways of handling acids and bases using protective clothing and safety gear 6. investigate properties of acidic and basic mixtures using natural indicators; and S7MT-Ii-6 1. BEAM III. Module 3. Lesson 3. 2. NSTIC Science Manual. Biology Science Manual 413. 1.d Acids and Bases. 3. NSTIC Science Manual. Chemistry Science Manual. pp. 34-39. 4. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 51-52. * 5. Science and Technology III: Chemistry Textbook. NISMED. 2012. pp. 62-65. 1. beaker, 250 mL 2. Erlenmeyer flask 3. medicine droppers 4. pH meter 5. pH paper 6. test tubes 7. vials 8. volumetric flask, 250 mL 2.5 Metals and Non-metals The learners demonstrate an understanding of: properties of metals and nonmetals 7. describe some properties of metals and non-metals such as luster, malleability, ductility, and conductivity. S7MT-Ij-7 1. APEX. Phases of Matter. Unit 1. Chapter 2. 2. EASE II. Module II. Lesson 3. 3. EASE I. Module 5. pp. 16-18 and 23. Electrical conductivity apparatus Improvised thermal conductivity apparatus
- 111. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 111 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 4. Science and Technology III. NISMED. 1997. pp. 48-51. Grade 7 – Living Things and Their Environment SECOND QUARTER/SECOND GRADING PERIOD I.Parts and Functions 1. Microscopy The learners demonstrate an understanding of: the parts and functions of the compound microscope The learners should be able to: employ appropriate techniques using the compound microscope to gather data about very small objects The learners should be able to… 1. identify parts of the microscope and their functions; S7LT-IIa-1 1. BEAM II. 1 Nature of Biology. Tools in Biology. April 2009. pp. 21- 37. 2. NSTIC Science Manual. Biology Science Manual 413M. 27b Microscope. 3. NSTIC Science Manual. Biology Science Manual 413M. 4 The Compound Microscope. 4. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 12-15. 5. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 12-15. Compound microscope 2. focus specimens using the compound microscope; S7LT-IIb-2
- 112. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 112 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Levels of Biological Organization The learners demonstrate an understanding of: the different levels of biological organization The learners should be able to: employ appropriate techniques using the compound microscope to gather data about very small objects 3. describe the different levels of biological organization from cell to biosphere; S7LT-IIc-3 EASE Biology. Module 6. 3. Animal and Plant Cells The learners demonstrate an understanding of: the difference between animal and plant cells 4. differentiate plant and animal cells according to presence or absence of certain organelles; S7LT-IId-4 1. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 22-28. 2. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 22-28. 5. explain why the cell is considered the basic structural and functional unit of all organisms; S7LT-IIe-5 1. APEX. Unit 2. The Unit Cycle of Life. 2. BEAM II. Module 2. The Basic Units of Life. 3. EASE Biology. Module 2. 4. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 21-22.
- 113. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 113 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT The learners should be able to: employ appropriate techniques using the compound microscope to gather data about very small objects 5. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 21-22. 4. Fungi, Protists, and Bacteria The learners demonstrate an understanding of: organisms that can only be seen through the microscope, many of which consist of only one cell 6. identify beneficial and harmful microorganisms; S7LT-IIf-6 1. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 247-268. 2. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 247-268. II. Heredity: Inheritance and Variation 1. Asexual reproduction 2. Sexual reproduction The learners demonstrate an understanding of: reproduction being both asexual or sexual 7. differentiate asexual from sexual reproduction in terms of: 7. 1 number of individuals involved; 7. 2 similarities of offspring to parents; S7LT-IIg-7 1. APEX Biology. Unit 5. Life Reproduction. 2. BEAM II. Unit 1. Different Life Process. Process of Life. April 2009. 3. BEAM II. Unit 5. Reproduction. Cell Growth and Reproduction. April 2009. 4. EASE Biology. Module 12. Lesson 3. 5. Science and
- 114. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 114 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT II. Heredity: Inheritance and Variation 1. Asexual reproduction 2. Sexual reproduction The learners demonstrate an understanding of: reproduction being both asexual or sexual The learners should be able to: employ appropriate techniques using the compound microscope to gather data about very small objects 7. differentiate asexual from sexual reproduction in terms of: 7. 1 number of individuals involved; 7. 2 similarities of offspring to parents; S7LT-IIg-7 Technology II: Biology Textbook. NISMED. 2012. pp. 139-142. 6. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 139-142. 8. describe the process of fertilization; S7LT-IIg-8 1. MISOSA 5. Module 3. 2. BEAM 5. Unit 1. 1 The Human Reproductive System. Distance Learning Modules. DLP2. 3. BEAM 4. Unit 4. Distance Learning Modules. DLP31. 4. MISOSA 4. Module 6. 5. APEX. Biology Unit 5. 6. Science for Daily Use 4. Lozada, Buena A., et al. 2011. pp. 76-78. * 7. Science for Daily Use 5. Tan, Conchita T. 2012. pp. 6-10. * 8. Science and
- 115. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 115 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT II. Heredity: Inheritance and Variation 1. Asexual reproduction 2. Sexual reproduction The learners demonstrate an understanding of: reproduction being both asexual or sexual The learners should be able to: employ appropriate techniques using the compound microscope to gather data about very small objects 8. describe the process of fertilization; S7LT-IIg-8 Technology II: Biology Textbook. NISMED. 2012. pp. 153-157. 9. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 153-157. I.Ecosystems 1. Components of an ecosystem 2. Ecological relationships 2.1 Symbiotic relationships 2.2 Non symbiotic relationships 3. Transfer of energy through trophic levels The learners demonstrate an understanding of: organisms interacting with each other and with their environment to survive The learners should be able to: conduct a collaborative action to preserve the ecosystem in the locality 9. differentiate biotic from abiotic components of an ecosystem; S7LT-IIh-9 1. BEAM I. Unit 5. 1 Living Things and Their Interactions. June 2009. 2. EASE I. Module 9. 3. MISOSA 6. Components of an Ecosystem. 4. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. p. 222. * 10. describe the different ecological relationships found in an ecosystem; S7LT-IIh- 10 1. MISOSA 6. Interrelationship among Organisms. 2. BEAM I. Unit 5. 1 Living Things and
- 116. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 116 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT II. Ecosystems 1. Components of an ecosystem 2. Ecological relationships 2.1 Symbiotic relationships 2.2 Non symbiotic relationships 3. Transfer of energy through trophic levels The learners demonstrate an understanding of: organisms interacting with each other and with their environment to survive The learners should be able to: conduct a collaborative action to preserve the ecosystem in the locality 10. describe the different ecological relationships found in an ecosystem; S7LT-IIh- 10 their Interactions. June 2009. 3. EASE Biology. Module 19. 4. EASE I. Module 10. 5. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 223-226. * 11. predict the effect of changes in one population on other populations in the ecosystem; and S7LT-IIi-11 MISOSA 6. Module 11. 12. predict the effect of changes in abiotic factors on the ecosystem. S7LT-IIj-12 1. MISOSA 6. Components of an Ecosystem. 2. EASE I. Module 9. Grade 7 – Force, Motion and, Energy THIRD QUARTER/THIRD GRADING PERIOD I. Motion in One Dimension 1. Descriptors of Motion 1.1 Distance or Displacement 1.2 Speed or Velocity 1.3 Acceleration The learners demonstrate an understanding of: motion in one dimension The learners shall be able to: conduct a forum on mitigation and disaster risk reduction The learners should be able to… 1. describe the motion of an object in terms of distance or displacement, speed or velocity, and acceleration; S7FE-IIIa- 1 1.NSTIC Science Manual. Integrated Science Manual. 413 M. pp. 2-13. (Module 8). 2.MISOSA 6. Module 24. NSTIC SciKit Basic and Mechanics: Stand Base; Stand Support; Stand Support; Stand Rods; Multi-clamps;
- 117. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 117 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Motion Detectors I. Motion in One Dimension 1. Descriptors of Motion 1.1 Distance or Displacement 1.2 Speed or Velocity 1.4 Acceleration 2. Motion Detectors The learners demonstrate an understanding of: motion in one dimension The learners shall be able to: conduct a forum on mitigation and disaster risk reduction The learners should be able to… 1. describe the motion of an object in terms of distance or displacement, speed or velocity, and acceleration; S7FE-IIIa- 1 3.EASE Physics. Module 10. 4.Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 73-74. * 5.Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 50-61. * Stopwatch (digital); Cart- Rail System; Motorized Cart; Free-Fall Apparatus; Meter Stick; Magnetic Compass; Ticker Timer Set 2. differentiate quantities in terms of magnitude and direction; S7FE-IIIa- 2 Science and Technology IV: Pysics Textbook. NISMED. 2012. p. 258. 3. create and interpret visual representation of the motion of objects such as tape charts and motion graphs; S7FE-IIIb- 3 Science and Technology IV: Physics Textbook. NISMED. 2012. p. 285. II. Waves 1. Types of Waves 2. Characteristics of Waves 2.1 Amplitude 2.2 Wavelength The learners demonstrate an understanding of: waves as a carriers of energy 4. infer that waves carry energy; S7LT-IIIc- 4 1.OHSP. Module 15. 2.EASE Physics. Module 15. 3.Science and Technology IV: Physics Textbook for Fourth Year.
- 118. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 118 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Wave Velocity II. Waves 1. Types of Waves 2. Characteristics of Waves 2.1 Amplitude 2.2 Wavelength 3. Wave Velocity The learners demonstrate an understanding of: waves as a carriers of energy The learners shall be able to: conduct a forum on mitigation and disaster risk reduction Rabago, Lilia M., Ph.D., et al. 2001. pp. 194-197. * 5. differentiate transverse from longitudinal waves, and mechanical from electromagnetic waves; S7LT-IIIc- 5 1.OHSP. Module 15. 2.EASE Physics. Module 15. 3.Science and Tecnology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 202-203. 6. relate the characteristics of waves; S7LT-IIId- 6 1.OHSP. Module 15. 2.EASE Physics. Module 15. 3.Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 198-200. * III. Sound 1. Characteristics of sound 1.1.Pitch 1.2 Loudness 1.3 Quality The learners demonstrate an understanding of: the characteristics of sound 7.describe the characteristics of sound using the concepts of wavelength, velocity, and amplitude; S7LT-IIId- 7 1. EASE Physics. Module 16. 2. OHSP. Module 16. 3. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 371-372.
- 119. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 119 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT III. Sound 1. Characteristics of sound 1.1.Pitch 1.2 Loudness 1.3 Quality The learners demonstrate an understanding of: the characteristics of sound The learners shall be able to: conduct a forum on mitigation and disaster risk reduction 8.explain sound production in the human voice box, and how pitch, loudness, and quality of sound vary from one person to another; S7LT-IIIe- 8 1.EASE Physics. Module 16. 2. OHSP. Module 16. 3. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 372-375. 9. describe how organisms produce, transmit, and receive sound of various frequencies (infrasonic, audible, and ultrasonic sound); S7LT-IIIe- 9 1. EASE Physics. Module 16. 2. OHSP. Module 16. 3. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 221- 226. * IV. Light 1. Characteristics of Light 1.1 Intensity or Brightness 1.2 Color The learners demonstrate an understanding of: the characteristics of light The learners shall be able to: suggest proper lighting in various activities 10. relate characteristics of light such as color and intensity to frequency and wavelength; S7LT-IIIf- 10 1. EASE Physics. Module 3. 2. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. P. 246. * 11. infer that light travels in a straight line; S7LT-IIIg- 11 1.EASE Physics. Module 3. 2. Science and Technology IV:
- 120. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 120 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT IV. Light 1. Characteristics of Light 1.1 Intensity or Brightness 1.2 Color The learners demonstrate an understanding of: the characteristics of light The learners shall be able to: suggest proper lighting in various activities Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. P. 236.* V. Heat 1. Heat Transfer 1.1 Conduction 1.2 Convection 1.3 Radiation The learners demonstrate an understanding of: how heat is transferred 12. infer the conditions necessary for heat transfer to occur; S7LT-IIIh- i-12 1. MISOSA 4. Methods of Heat Transfer. 2. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. P. 97. * 3. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. P. 187. * Heat conduction metals (different metals) VI. Electricity 1. Charges 2. Charging processes The learners demonstrate an understanding of: charges and the different charging processes 13. describe the different types of charging processes; and S7LT-IIIj- 13 1.EASE Physics. Module 6. Lesson 2. 2.Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001.
- 121. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 121 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT VI. Electricity 1. Charges 2. Charging processes The learners demonstrate an understanding of: charges and the different charging processes The learners shall be able to: suggest proper lighting in various activities P. 290. * 14. explain the importance of earthing or grounding. S7LT-IIIj- 14 EASE Science II. Module 2. p. 19. Grade 7 – Earth and Space FOURTH QUARTER/FOURTH GRADING PERIOD 1.The Philippine Environment 1.1 Location of the Philippines using a coordinate system 1.2. Location of the Philippines with respect to landmasses and bodies of water 1.3. Protection and conservation of natural resources The learners demonstrate an understanding of: the relation of geographical location of the Philippines to its environment The learners shall be able to: analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons The learners should be able to… 1. demonstrate how places on Earth may be located using a coordinate system; S7ES-IVa-1 EASE 1. Module 14. Ordinary globe/terestrial globe 2. describe the location of the Philippines with respect to the continents and oceans of the world; S7ES-IVa-2 3. recognize that soil, water, rocks, coal, and other fossil fuels are Earth materials that people use as resources; S7ES-IVb- 3 EASE Science I. Module 11. 4. describe ways of using Earth’s resources sustainably; S7ES-IVc-4 1. EASE Science I. Module 11. 2. Science and Technology I: Integrated
- 122. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 122 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT The learners shall be able to: analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. Pp. 146-150. * 2.Interactions in the Atmosphere 2.1. Greenhouse effect and global warming 2.3. Land and sea breezes 2.4. Monsoons 2.5. Intertropical convergence zone The learners demonstrate an understanding of: the different phenomena that occur in the atmosphere 5. discuss how energy from the Sun interacts with the layers of the atmosphere; S7ES-IVd- 5 1.EASE Science I. Module 14. 2. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 310-311. 6. explain how some human activities affect the atmosphere ; S7ES-IVe-6 1.EASE Science I. Module 14. Lesson 4. 2.BEAM I. 8 Changes in the Atmosphere. Learning Guides. Point and Non- point. September 2009. 3.Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 301-311. 7. account for the occurrence of land and sea breezes, monsoons, and intertropical convergence zone (ITCZ) S7ES-IVf-7 Science and Technology I: Integrated Science Textbook. NISMED.
- 123. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 123 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2.Interactions in the Atmosphere 2.1. Greenhouse effect and global warming 2.3. Land and sea breezes 2.4. Monsoons 2.5. Intertropical convergence zone The learners demonstrate an understanding of: the different phenomena that occur in the atmosphere The learners shall be able to: analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons 2012. pp. 296-299. 8. describe the effects of certain weather systems in the Philippines; S7ES-IVg- 8 MISOSA 5. Module 24. 3. Seasons in the Philippines 3.1. Relation of seasons to the position of the Sun in the sky 3.2. Causes of seasons in the Philippines The learners demonstrate an understanding of: the relationship of the seasons and the position of the Sun in the sky 9. using models, relate: 9.1 the tilt of the Earth to the length 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; S7ES-IVh- 9 1. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 308-310. 2. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 287-289. 10. show what causes change in the seasons in the Philippines using models; S7ES-IVi- 10 Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 287-290. 4. Eclipses 4.1. Solar Eclipse 4.2. Lunar Eclipse The learners demonstrate an understanding of: the occurrence of 11. explain how solar and lunar eclipses occur; and S7ES-IVj- 11 1. BEAM 4. 11 Solar and Lunar Eclipse. Distance Learning Module. DLP 66. 1. Flashlight 2. Ordinary globe 3. Sun-earth- moon model
- 124. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 124 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 4. Eclipses 4.1. Solar Eclipse 4.2. Lunar Eclipse eclipses The learners demonstrate an understanding of: the occurrence of eclipses The learners shall be able to: analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons 11. explain how solar and lunar eclipses occur; and S7ES-IVj- 11 2. BEAM 4. 11 Solar and Lunar Eclipse. Distance Learning Module. DLP 67. 3. BEAM 4. 11 Solar and Lunar Eclipse. Distance Learning Module. DLP 68. 4. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1997. pp. 290-291. * 5. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 324-325. 4. Small ball (e.g. styrofoam) 12. collect, record, and report data on the beliefs and practices of the community in relation to eclipses. S7ES-IVj- 12 1. BEAM 4. 11 Solar and Lunar Eclipse. Learning Guide. Eclipse. September 2009. 2. BEAM 4. 11 Solar and Lunar Eclipse. Distance Learning Module. DLP 69.
- 125. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 125 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. GRADE 8 CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Grade 8 – Force, Motion, and Energy FIRST QUARTER/FIRST GRADING PERIOD 1. Laws of Motion 1.1 Law of Inertia 1.2 Law of Acceleration 1.3 Law of Interaction The learners demonstrate an understanding of: Newton’s three laws of motion and uniform circular motion The learners shall be able to: develop a written plan and implement a “Newton’s Olympics” The learners should be able to... 1. investigate the relationship between the amount of force applied and the mass of the object to the amount of change in the object’s motion; S8FE-Ia-15 1. EASE Physics. Module 10. Lesson 3. 2. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 292-296. 3. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 12- 17. 4. Science and Technologyy IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 75-82. * NSTIC SciKit Basic and Mechanics: Stand Base; Stopwatch (digital); Cart-Rail System; Spring Balances; Ring and Cylindrical Masses; Meter Stick
- 126. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 126 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Laws of Motion 1.1 Law of Inertia 1.2 Law of Acceleration 1.3 Law of Interaction The learners demonstrate an understanding of: Newton’s three laws of motion and uniform circular motion The learners shall be able to: develop a written plan and implement a “Newton’s Olympics” 2. infer that when a body exerts a force on another, an equal amount of force is exerted back on it; S8FE-Ia-16 1. EASE Physics. Module 10. Lesson 3. 2. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 296-297. 3. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 18- 20. 4. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 83-84. * Spring balances 3. demonstrate how a body responds to changes in motion; S8FE-Ib-17 1. EASE Physics. Module 10. Lesson 3. 2. Science and Technology IV: Physics
- 127. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 127 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Laws of Motion 1.1 Law of Inertia 1.2 Law of Acceleration 1.3 Law of Interaction The learners demonstrate an understanding of: Newton’s three laws of motion and uniform circular motion The learners shall be able to: develop a written plan and implement a “Newton’s Olympics” 3. demonstrate how a body responds to changes in motion; S8FE-Ib-17 Textbook for Fourth Year. Ragabo, Lilia M., Ph.D., et al. 2001. p. 83. * 3. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 8- 10. 4. relate the laws of motion to bodies in uniform circular motion; S8FE-Ib-18 1. EASE Physics. Module 9. 2. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 58-61. * 3. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 17- 18. 5. infer that circular motion requires the application of constant force directed toward the S8FE-Ib-19 1. EASE Physics. Module 9. 2.Science and Technology
- 128. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 128 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Laws of Motion 1.1 Law of Inertia 1.2 Law of Acceleration 1.3 Law of Interaction The learners demonstrate an understanding of: Newton’s three laws of motion and uniform circular motion The learners shall be able to: develop a written plan and implement a “Newton’s Olympics” center of the circle; 5. infer that circular motion requires the application of constant force directed toward the center of the circle; S8FE-Ib-19 IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. Pp. 106-108. * 3.Science 8 Learner’s Module. Campo, Pia C., et al. 2013. P. 18. 2. Work Power and Energy The learners demonstrate an understanding of: work using constant force, power, gravitational potential energy, kinetic energy, and elastic potential energy 6. identify situations in which work is done and in which no work is done; S8FE-Ic-20 1. EASE Physics. Module 11. Lesson 2. pp. 5-8. 2.Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. Pp. 162-166. * 3.Science and Technology IV: Physics Textbook. NISMED. 2012. Pp. 309-310. 4.Science 8 Learner’s Module. Campo, Pia
- 129. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 129 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Work Power and Energy The learners demonstrate an understanding of: work using constant force, power, gravitational potential energy, kinetic energy, and elastic potential energy The learners shall be able to: develop a written plan and implement a “Newton’s Olympics” C., et al. 2013. Pp. 21- 24. 7. describe how work is related to power and energy; S8FE-Ic-21 1. EASE Physics. Module 11. Lesson 3. pp. 33-34. 2. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. Pp. 166-169. * 3. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 316- 317. 4. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 25-26. 8. differentiate potential and kinetic energy; S8FE-Id-22 1.BEAM IV. Unit 1. 2. EASE Science 1. Module 8. Lesson 3. 3. OHSP Module.
- 130. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 130 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Work Power and Energy The learners demonstrate an understanding of: work using constant force, power, gravitational potential energy, kinetic energy, and elastic potential energy The learners shall be able to: develop a written plan and implement a “Newton’s Olympics” 8. differentiate potential and kinetic energy; S8FE-Id-22 Module 11. Lesson 2. 4. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. Pp. 171-174. * 5. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 310- 314. 6. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 26-31. 9. relate speed and position of object to the amount of energy possessed by a body; S8FE-Id-23 1.Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 175-181. * 2.Science and Technology
- 131. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 131 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 9. relate speed and position of object to the amount of energy possessed by a body; S8FE-Id-23 IV: Physics Textbook. NISMED. 2012. Pp. 314- 316. 3.Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 25-26. 3. Sound The learners demonstrate an understanding of: the propagation of sound through solid, liquid, and gas The learners shall be able to: develop a written plan and implement a “Newton’s Olympics” 10. infer how the movement of particles of an object affects the speed of sound through it; S8FE-Ie-24 1. OHSP. Module 16. 2. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 216-218. * 3. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 369-370. * 4. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. p. 70. Diffraction Slits & Diffraction grating
- 132. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 132 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Sound The learners demonstrate an understanding of: the propagation of sound through solid, liquid, and gas The learners shall be able to: develop a written plan and implement a “Newton’s Olympics” 11. investigates the effect of temperature to speed of sound through fair testing; S8FE-Ie-25 1. OHSP. Module 16. 2. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 369-370. 3. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 83-87. 4. Light some properties and characteristics of visible light discuss phenomena such as blue sky, rainbow, and red sunset using the concept of wavelength and frequency of visible light 12. demonstrate the existence of the color components of visible light using a prism or diffraction grating; S8FE-If-26 1. EASE Physics. Module 3. Lesson 4. 2. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 266-267. * 3. Science and Technology IV: Physics Textbook. NISMED. 2012. p. 27. 4. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. p. 91. Prism
- 133. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 133 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 4. Light The learners demonstrate an understanding of: some properties and characteristics of visible light The learners shall be able to: discuss phenomena such as blue sky, rainbow, and red sunset using the concept of wavelength and frequency of visible light 13. explain the hierarchy of colors in relation to energy; S8FE-If-27 1. EASE Physics. Module 3. Lesson 4. 2. Science and Technology III: Chemistry Textbook for Third Year. Mapa, Amelia P., Ph.D., et al. 1999. pp. 67-69. * 3. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 98- 105. 4. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 65-66. * 14. explain that red is the least bent and violet the most bent according to their wavelengths or frequencies; S8FE-If-28 1. EASE Physics. Module 3. Lesson 4. 2. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 65-66. * 3. Science and Technology
- 134. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 134 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 4. Light The learners demonstrate an understanding of: some properties and characteristics of visible light The learners shall be able to: discuss phenomena such as blue sky, rainbow, and red sunset using the concept of wavelength and frequency of visible light 14. explain that red is the least bent and violet the most bent according to their wavelengths or frequencies; S8FE-If-28 III: Chemistry Textbook for Third Year. Mapa, Amelia P., Ph.D., et al. 1999. pp. 67-69. * 4. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 98- 105. 5. Heat heat and temperature, and the effects of heat on the body 15. differentiate between heat and temperature at the molecular level; S8FE-Ig-29 1. EASE Physics. Module 13. 2. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 37- 38. Thermometer 6. Electricity current- voltage- resistance relationship, electric power, electric energy, and home circuitry 16. infer the relationship between current and charge; S8FE-Ih-30 1. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 290-293. * 2. Science and Technology IV: Physics Textbook. 1. Dry cell holders 2. Multi-meter resistor 3. Switch 4. Wire connectors
- 135. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 135 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 6. Electricity The learners demonstrate an understanding of: current- voltage- resistance relationship, electric power, electric energy, and home circuitry The learners shall be able to: discuss phenomena such as blue sky, rainbow, and red sunset using the concept of wavelength and frequency of visible light 16. infer the relationship between current and charge; S8FE-Ih-30 NISMED. 2012. pp. 142-143. 3. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 54- 55. 17. explain the advantages and disadvantages of series and parallel connections in homes; S8FE-li-31 1. EASE Physics. Module 7. Lesson 2. 2. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 156-160. 3. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 61- 63. 1. DC Ammeter 2. DC Voltmeter 3. Dry Cell Size D, 1.5 volts 4. Dry Cell, 9 volts 5. Dry Cell Holder Size D ( 1set= 4 pcs) 6. Miniature Light Bulb (1 set = 3 pcs) 7. Miniature Light Bulb Base ( 1set = 3 pcs) 8. Set of Connectors ( 1 set = 3- red, 3- black, 2- white, 2- blue) 9. Switches, Knife Type
- 136. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 136 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 6. Electricity The learners demonstrate an understanding of: current- voltage- resistance relationship, electric power, electric energy, and home circuitry The learners shall be able to: discuss phenomena such as blue sky, rainbow, and red sunset using the concept of wavelength and frequency of visible light 18. differentiate electrical power and electrical energy; and S9FE-li-32 1. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 294-296 and 315. * 2. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 166- 168 and 177- 178. 1. DC Ammeter 2. DC Voltmeter 3. Dry Cell Size D, 1.5 volts 4. Dry Cell, 9 volts 19. explain the functions of circuit breakers, fuses, earthing, double insulation, and other safety devices in the home. S8FE-li-33 1. EASE Physics. Module 7. Lessons 3 and 4. 2. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 174-177. 1. Galvanometer 2. Fuse Holder w/ Fuse
- 137. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 137 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Grade 8 – Earth and Space SECOND QUARTER/ SECOND GRADING PERIOD 1. Earthquakes and Faults 1.1 Active and inactive faults 1.2 How movements along faults generate earthquakes 1.3 How earthquakes generate tsunamis 1.4 Earthquake focus and epicenter 1.5 Earthquake intensity and magnitude 1.6 Earthquake preparedness 1.7 How earthquake waves provide information about the interior of the Earth The learners demonstrate an understanding of: the relationship between faults and earthquakes The learners shall be able to: 1. participate in decision making on where to build structures based on knowledge of the location of active faults in the community 2. make an emergency plan and prepare an emergency kit for use at home and in school The learners should be able to… 1. using models or illustrations, explain how movements along faults generate earthquakes; S8ES-IIa- 14 1. MISOSA 6. Module 26. 2. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 192-193. 3. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 116-127. 2. differentiate the 2.1 epicenter of an earthquake from its focus; 2.2 intensity of an earthquake from its magnitude; 2.3 active and inactive faults; S8ES-IIa- 15 1. MISOSA 6. Module 28. 2. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 193-196. 3. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 125-132. Seismograph model
- 138. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 138 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Earthquakes and Faults 1.1 Active and inactive faults 1.2 How movements along faults generate earthquakes 1.3 How earthquakes generate tsunamis 1.4 Earthquake focus and epicenter 1.5 Earthquake intensity and magnitude 1.6 Earthquake preparedness 1.7 How earthquake waves provide information about the interior of the Earth The learners demonstrate an understanding of: the relationship between faults and earthquakes The learners shall be able to: 1. participate in decision making on where to build structures based on knowledge of the location of active faults in the community 2. make an emergency plan and prepare an emergency kit for use at home and in school 3. demonstrate how underwater earthquakes generate tsunamis; S8ES-IIb- 16 1. MISOSA 6. Module 27. 2. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 133-136. 4. explain how earthquake waves provide information about the interior of the earth S8ES-IIc- 17 Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 135- 136. 2. Understanding Typhoons 2.1 How typhoons develop 2.2 Why the Philippines is prone to typhoons 2.3 How landforms and bodies of water affect typhoons within the Philippine Area of Responsibility (PAR) the formation of typhoons and their movement within the PAR 1. demonstrate precautionary measures before, during, and after a typhoon, including following advisories, storm signals, and calls for evacuation given by government agencies in charge 5. explain how typhoons develop; S8ES-IId- 18 1. BEAM 5. Unit 6. 18 Tropical Cyclones. Learning Guides. Tropical Cyclones. Septermber 2008. 2. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp.
- 139. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 139 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Understanding Typhoons 2.1 How typhoons develop 2.2 Why the Philippines is prone to typhoons 2.3 How landforms and bodies of water affect typhoons within the Philippine Area of Responsibility (PAR) The learners demonstrate an understanding of: the formation of typhoons and their movement within the PAR 1. demonstrate precautionary measures before, during, and after a typhoon, including following advisories, storm signals, and calls for evacuation given by government agencies in charge S8ES-IId- 18 285-287. 3. Sciene 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 138-139. 4. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 207-208. 6. infer why the Philippines is prone to typhoons; S8ES-IId- 19 1. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. p. 207. * 2. Science adn Technology I: Integrated Science Textbook. NISMED. 2012. pp.
- 140. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 140 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Understanding Typhoons 2.1 How typhoons develop 2.2 Why the Philippines is prone to typhoons 2.3 How landforms and bodies of water affect typhoons within the Philippine Area of Responsibility (PAR) The learners demonstrate an understanding of: the formation of typhoons and their movement within the PAR 1. demonstrate precautionary measures before, during, and after a typhoon, including following advisories, storm signals, and calls for evacuation given by government agencies in charge 6. infer why the Philippines is prone to typhoons; S8ES-IId- 19 286-287. 3. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 143-144. 2. participate in activities that lessen the risks brought by typhoons 7. explain how landmasses and bodies of water affect typhoons; S8ES-IIe- 20 Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 142- 144. 8. trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a map and tracking data; S8ES-IIf-21 Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 139- 142. 3. Other members of the Solar System 3.1 Comets 3.2 Meteors 3.3 Asteroids characteristics of comets, meteors, and asteroids discuss whether or not beliefs and practices about comets and meteors have scientific basis 9. compare and contrast comets, meteors, and asteroids; S8ES-IIg- 22 1. BEAM 3. Unit 6. DLP 54. 2. MISOSA 5, Module 27. 3. Science and Technology I: Integrated Science Textbook for
- 141. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 141 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Other members of the Solar System 3.1 Comets 3.2 Meteors 3.3 Asteroids The learners demonstrate an understanding of: characteristics of comets, meteors, and asteroids discuss whether or not beliefs and practices about comets and meteors have scientific basis S8ES-IIg- 22 First Year. Villamil, Aurora M., Ed.D. 1998. pp. 281-283. * 4. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 339-340. 5. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp.156-164. 10. predict the appearance of comets based on recorded data of previous appearances; and S8ES-IIh- 23 1. BEAM 3. Unit 6. DLP 54. 2. MISOSA 5. Module 27. 3. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 282-283. 4. Science and
- 142. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 142 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Other members of the Solar System 3.1 Comets 3.2 Meteors 3.3 Asteroids The learners demonstrate an understanding of: characteristics of comets, meteors, and asteroids discuss whether or not beliefs and practices about comets and meteors have scientific basis 10. predict the appearance of comets based on recorded data of previous appearances; and S8ES-IIh- 23 Technology I: Integrated Science Textbook. NISMED. 2012. p. 340. 5. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 156-158. 11. explain the regular occurrence of meteor showers S8ES-IIi-j- 24 1. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. p. 281. * 2. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. p. 163.
- 143. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 143 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Grade 8 – Matter THIRD QUARTER/THIRD GRADING PERIOD 1. The Particle Nature of Matter 1.1 Elements, Compounds, and Mixtures 1.2 Atoms and Molecules The learners demonstrate an understanding of: the particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures The learners shall be able to: present how water behaves in its different states within the water cycle The learners should be able to… 1. explain the properties of solids, liquids, and gases based on the particle nature of matter; S8MT-IIIa- b-8 1. EASE Science I. Module 5. Lesson 2. 2. Science and Technology III. NISMED. 1997. pp. 55- 64. 3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 32-33. 4. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 46-47. * 5. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 179-182. 6. Science and Technology I: Integrated
- 144. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 144 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. The Particle Nature of Matter 1.1 Elements, Compounds, and Mixtures 1.2 Atoms and Molecules The learners demonstrate an understanding of: the particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures The learners shall be able to: present how water behaves in its different states within the water cycle The learners should be able to… 1. explain the properties of solids, liquids, and gases based on the particle nature of matter; S8MT-IIIa- b-8 Science Textbook. NISMED. 2012. pp. 80- 81. 2. explain physical changes in terms of the arrangement and motion of atoms and molecules; S8MT-IIIc- d-9 1. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. p. 137. * 2. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. * 2. Atomic Structure 2.1 Protons 2.2 Neutrons 2.3 Electrons the identity of a substance according to its atomic structure 3. determine the number of protons, neutrons, and electrons in a particular atom; S8MT-IIIe- f-10 1. EASE Science II. Module 10. Lesson 2. 2. BEAM III. Unit 1. 4 Demonstrate Understandin g of Mathematical. Number 1. Improvised Bohr- Sommerfield Atomic Model 2. Improvised Energy Levels Model 3. Improvised Isotopes of Carbon
- 145. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 145 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Atomic Structure 2.1 Protons 2.2 Neutrons 2.3 Electrons The learners demonstrate an understanding of: the identity of a substance according to its atomic structure 3. determine the number of protons, neutrons, and electrons in a particular atom; S8MT-IIIe- f-10 Makeover. Intro to Chemistry. August 2009. 3. Science and Technology III. NISMED. 1997. pp. 220-221. 4. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 58-64. * 5. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 203-205. 4. Improvised Subshells Model 3. Periodic Table (PT) of Elements 3.1 Development of the PT 3.2 Arrangement of elements 3.3 Reactive and nonreactive metals the periodic table of elements as an organizing tool to determine the chemical properties of elements 4. trace the development of the periodic table from observations based on similarities in properties of elements; and S8MT-IIIg- h-11 1. EASE Science II. Module 11. Lesson 1. 2. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 86-88. * 3. Science and Technology III. NISMED.
- 146. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 146 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Periodic Table (PT) of Elements 3.1 Development of the PT 3.2 Arrangement of elements 3.3 Reactive and nonreactive metals The learners demonstrate an understanding of: the periodic table of elements as an organizing tool to determine the chemical properties of elements 4. trace the development of the periodic table from observations based on similarities in properties of elements; and S8MT-IIIg- h-11 1997. pp. 237-245. 4. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 52-53. * 5. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 211-212. 5. use the periodic table to predict the chemical behaviour of an element. S8MT-IIIi- j-12 1. EASE Science II. Module 11. Lesson 2. 2. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 90-91. 3. Science and Technology III. NISMED. Periodic Table of Elements Improvised Periodic Table Blocks
- 147. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 147 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Periodic Table (PT) of Elements 3.1 Development of the PT 3.2 Arrangement of elements 3.3 Reactive and nonreactive metals The learners demonstrate an understanding of: the periodic table of elements as an organizing tool to determine the chemical properties of elements 5. use the periodic table to predict the chemical behaviour of an element. S8MT-IIIi- j-12 1997. pp. 253-259. 4. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 60-61. 5. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 212-217. Grade 8 – Living Things and Their Environment FOURTH QUARTER/ FOURTH GRADING PERIOD 1. Structures and Functions: Focus on the Digestive System 1.1 Organs of the digestive system and their interaction with organs of the respiratory, circulatory, and excretory systems 1.2 Changes in food as it undergoes physical and The learners demonstrate an understanding of: 1. the digestive system and its interaction with the circulatory, respiratory, and excretory systems in providing the body with nutrients for energy The learners should be able to: present an analysis of the data gathered on diseases resulting from nutrient deficiency The learners should be able to… 1. explain ingestion, absorption, assimilation, and excretion; S8LT-IVa- 13 1. EASE Biology. Module 1. Lesson 1. 2. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 99; 109- 110. Human Torso Model
- 148. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 148 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT chemical digestion 1.3 Diseases resulting from nutrient deficiency and ingestion of harmful substances 1.4 Prevention, detection, and treatment of diseases of the digestive system 2. diseases that result from nutrient deficiency and ingestion of harmful substances, and their prevention and treatment The learners should be able to: present an analysis of the data gathered on diseases resulting from nutrient deficiency 2. explain how diseases of the digestive system are prevented, detected, and treated; S8LT-IVb- 14 3. BEAM 4. Unit 2. Distance Learning Modules. DLP 16. 4. Science for Daily Use 4. Lozada, Buena A., et al. 2011. pp. 35-36. * 3. identify healthful practices that affect the digestive system; S8LT-IVc- 15 1. Science for Daily Use 4. Lozada, Buena A., et al. 2011. p. 34. * 2. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 308-313. 2. Heredity: Inheritance and Variation of Traits 2.1 Stages of mitosis 2.2 Stages of meiosis 2.3 Mendelian Genetics The learners demonstrate an understanding of: 1. how cells divide to produce new cells 2. meiosis as one of the processes producing genetic variations of the Mendelian Pattern of Inheritance The learners should be able to: present an analysis of the data gathered on diseases resulting from nutrient deficiency report on the importance of variation in plant and animal breeding 4. compare mitosis and meiosis, and their role in the cell-division cycle; S8LT-IVd- 16 1. EASE Biology. Module 12. Lessons 1 and 2. 2. BEAM II. Unit 5. Learning Guide. Reproductio n. Cell Growth and 1. Meiosis model 2. Mitosis model
- 149. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 149 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Heredity: Inheritance and Variation of Traits 2.1 Stages of mitosis 2.2 Stages of meiosis 2.3 Mendelian Genetics The learners demonstrate an understanding of: 1. how cells divide to produce new cells 2. meiosis as one of the processes producing genetic variations of the Mendelian Pattern of Inheritance The learners should be able to: report on the importance of variation in plant and animal breeding 4. compare mitosis and meiosis, and their role in the cell-division cycle; S8LT-IVd- 16 Reproductio n. April 2009. 3. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 132-133. 4. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 132-133. 5. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 321-326. 5. explain the significance of meiosis in maintaining the chromosome number; S8LT-IVe- 17 1. EASE Biology. Module 12. Lesson 2. 2. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 133-134. 3. Science and Meiosis Model
- 150. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 150 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Heredity: Inheritance and Variation of Traits 2.1 Stages of mitosis 2.2 Stages of meiosis 2.3 Mendelian Genetics The learners demonstrate an understanding of: 1. how cells divide to produce new cells 2. meiosis as one of the processes producing genetic variations of the Mendelian Pattern of Inheritance The learners should be able to: report on the importance of variation in plant and animal breeding 5. explain the significance of meiosis in maintaining the chromosome number; S8LT-IVe- 17 Technology II: Biology Textbook. NISMED. 2004. pp. 133-134. 4. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 327-328. 6. predict phenotypic expressions of traits following simple patterns of inheritance; S8LT-IVf- 18 1. EASE Biology. Module 14. 2. Science and Technology II: Biology Textbook. NISMED. 2012. Pp. 188-189. 3. Science and Technology II: Biology Textbook. NISMED. 2004. Pp. 188-189. 4. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. P. 334.
- 151. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 151 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Biodiversity 3.1 Species diversity 3.2 Hierarchical taxonomic system of classification 3.3 Protection and conservation of endangered and economically important species The learners demonstrate an understanding of: 1. the concept of a species 2. the species as being further classified into a hierarchical taxonomic system The learners should be able to: report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important species 7. explain the concept of a species; S8LT-IVg- 19 Science 8 Learner’s Module. Campo, Pia, et al. 2013. P. 224. 8. classify organisms using the hierarchical taxonomic system; S8LT-IVh- 20 Science 8 Learner’s Module. Campo, Pia C., et al. 2013. Pp. 226- 227. 9. explain the advantage of high biodiversity in maintaining the stability of an ecosystem; S8LT-IVh- 21 1. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. P. 231. * 2. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 330-333. 3. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 330-333. 4. Science 8 Learner’s Module. Campo, Pia C.,
- 152. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 152 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT et al. 2013. p. 266. 4. Ecosystems 4.1 Transfer of Energy in Trophic Levels 4.2 Cycling of materials in the ecosystem 4.2.1Water cycle 4.2.2Oxygen-carbon cycle 4.2.3Nitrogen cycle 4.3 Impact of human activities in an ecosystem The learners demonstrate an understanding of: the one-way flow of energy and the cycling of materials in an ecosystem The learners should be able to: make a poster comparing food choices based on the trophic levels’ 10. describe the transfer of energy through the trophic levels; S8LT-IVi- 22 1.Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. P. 228. * 2.Science 8 Learner’s Module. Campo, Pia C., et al. 2013. Pp. 273-274. 11. analyze the roles of organisms in the cycling of materials; S8LT-IVi- 23 EASE Science I. Module 10. Lesson 3. 12. explain how materials cycle in an ecosystem; and S8LT-IVi- 24 1. EASE Science I. Module 10. Lesson 3. 2. Science and Technology I: Integrated Science Textbook for First Year. 1998. pp. 150-151 and pp. 228-231.
- 153. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 153 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 4. Ecosystems 4.1 Transfer of Energy in Trophic Levels 4.2 Cycling of materials in the ecosystem 4.2.1Water cycle 4.2.2Oxygen-carbon cycle 4.2.3Nitrogen cycle 4.3 Impact of human activities in an ecosystem The learners demonstrate an understanding of: the one-way flow of energy and the cycling of materials in an ecosystem The learners should be able to: make a poster comparing food choices based on the trophic levels 12. explain how materials cycle in an ecosystem; and S8LT-IVi- 24 * 3. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 284-287. 13. suggest ways to minimize human impact on the environment. S8LT-IVj- 25 1. EASE Biology. Module 19. 2. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. p. 231. * 3. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 288-289.
- 154. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 154 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. GRADE 9 CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Grade 9 – Living Things and Their Environment FIRST QUARTER/ FIRST GRADING PERIOD 1. Respiratory and Circulatory Systems Working with the other Organ Systems The learners demonstrate an understanding of: 1. how the different structures of the circulatory and respiratory systems work together to transport oxygen-rich blood and nutrients to the different parts of the body 2. the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems The learners should be able to: conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on data gathered from the school or local health workers The learners should be able to… 1. explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts of the body; S9LT-la-b- 26 1. BEAM II. 4 Organ Systems. Circulatory System. June 2008. 2. EASE Biology. Module 11. Lessons 2 and 3. 3. NFE. Ang Respiratory System. 2001. pp. 3-5. Human torso model 2. infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems; S9LT-lc-27 1. APEX. Biology Unit 4. Lessons 11 and 12. 2. NFE. Ang Respiratory System. 2001. pp. 16-24. 3. Science for Daily Use 5. Tan, Conchita T. 2012. pp. 34-35 and 38- 39. *
- 155. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 155 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Heredity: Inheritance and Variation 2.1 Location of genes on chromosomes 2.2 Non-Mendelian inheritance 2.2.1 Incomplete dominance 2.2.2 Sex-linked traits 2.2.3 Multiple alleles 2.3 Multiple genes The learners demonstrate an understanding of: 1. how genetic information is organized in genes on chromosomes 2. the different patterns of inheritance The learners should be able to: conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on data gathered from the school or local health workers 3. describe the location of genes in chromosomes; S9LT-Id-28 1.BEAM II. Your Genetic Book of Life. 2. APEX. Unit 6. Lesson 3. 3. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 184-185. 4. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 184-185. 4. explain the different patterns of non-Mendelian inheritance ; S9LT-Id-29 1. EASE Biology. Module 14. Lesson 3. 2. Science and Technology: Biology Textbook. NISMED. 2012. pp. 179-182. 3. Science and Technology II: Biology Textbook. NISMED. 2004. PP. 179-182.
- 156. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 156 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Biodiversity and Evolution 3.1 Causes of Species Extinction 3.1.1 natural 3.1.2 anthropogenic The learners demonstrate an understanding of: how changes in the environment may affect species extinction The learners should be able to: make a multimedia presentation of a timeline of extinction of representative microorganisms, plants, and animals 5. relate species extinction to the failure of populations of organisms to adapt to abrupt changes in the environment; and S9LT-Ie-f- 30 1. EASE Science I. Module 11. Lesson 6. 2. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 328-329. 3. Science and Technology II: Biology Textbook. NISMED. 2004. 328- 329. 4. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 146-147.
- 157. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 157 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 4. Ecosystems 4.1 Flow of Energy and Matter in Ecosystems 4.1.1 Photosynthesis 4.1.2 Respiration The learners demonstrate an understanding of: 1. the structure and function of plant parts and organelles involved in photosynthesis 2. the structure and function of mitochondrion as the main organelle involved in respiration The learners should be able to: design and conduct an investigation to provide evidence that plants can manufacture their own food 6. differentiate basic features and importance of photosynthesis and respiration. S9LT-lg-j- 31 1. BEAM Learning Guide Biology Food for Life 2. BEAM Learning Guide Biology Creating Energy for Life 3. EASE Biology Module 4 Photosynthesi s 4. EASE Biology Module 5 Cellular Respiration 5. APEX Biology Unit 3 Life Energy 6. Science for Daily Use 5. Tan, Conchita T. 2012. pp. 96-99. * 7. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 58- 66 and 70-72. 8. Science and Technology II: Biology 1. Beaker 2. Funnel 3. Test tube 4. Thermometer 5. Tripod 6. Alcohol lamp 7. Wire gauze 8. Test tube rack 9. pH paper
- 158. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 158 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 4. Ecosystems 4.1 Flow of Energy and Matter in Ecosystems 4.1.1 Photosynthesis 4.1.2 Respiration The learners demonstrate an understanding of: 1. the structure and function of plant parts and organelles involved in photosynthesis 2. the structure and function of mitochondrion as the main organelle involved in respiration The learners should be able to: design and conduct an investigation to provide evidence that plants can manufacture their own food 6. differentiate basic features and importance of photosynthesis and respiration. S9LT-lg-j- 31 Textbook. NISMED. 2004. pp. 58- 66 and 70-72. 9. NFE. Food Production and Utilization in Plants. 2001. pp. 4- 25. Grade 9 – Matter SECOND QUARTER/SECOND GRADING PERIOD 1. Electronic Structure of Matter The learners demonstrate an understanding of… the development of atomic models that led to the description of the behavior of electrons within atoms The learners should be able to: 1.describe how the Bohr model of the atom improved Rutherford’s atomic model S9MT-IIa- 21 2. explain how the Quantum Mechanical Model of the atom describes the energies and positions of the electrons S9MT-IIa- 22
- 159. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 159 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Chemical Bonding 1.1 Ionic and Covalent Bonding 1.2 Metallic Bonding The learners demonstrate an understanding of… 1. how atoms combine with other atoms by transferring or by sharing electrons 2. forces that hold metals together The learners shall be able to: analyze the percentage composition of different brands of two food products and decide on the products’ appropriate percentage composition 1. explain the formation of ionic and covalent bonds; S9MT-IIa- 13 1. EASE II. Chemistry Module 14. Lesson 1. 2. BEAM III. Unit 7. 18 Demonstrate Understandin g of the Processes. Bonding. Module 1. March 2009. 3. EASE Science 1. Module 6. Lesson 1. 4. Science and Technology III: Chemistry Textbook for Third Year. Mapa, Amelia P., Ph.D., et al. 1999. pp. 111-115. * 5. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 107-112. * 6. Science and Technology III. NISMED. 1997. pp. 1. Improvised covalent bonding model (H2, O2, N2) 2. Improvised ionic bonding model (NaCl) 3. Molecular Models (Inorganic/ organic) 4. VSEPR kit
- 160. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 160 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Chemical Bonding 1.1 Ionic and Covalent Bonding 1.2 Metallic Bonding The learners demonstrate an understanding of… 1. how atoms combine with other atoms by transferring or by sharing electrons 2. forces that hold metals together The learners shall be able to: analyze the percentage composition of different brands of two food products and decide on the products’ appropriate percentage composition 270-273. 7. Science and Technology III: Chemistry Textbook. NISMED. 2012. pp. 329-333. 2. recognize different types of compounds (ionic or covalent) based on their properties such as melting point, hardness, polarity, and electrical and thermal conductivity; 2. recognize different types of compounds (ionic or covalent) based on their properties such as melting point, hardness, polarity, and electrical and thermal conductivity; S9MT-IIb- 14 S9MT-IIb- 14 1. EASE Science II. Chemistry Module 14. Lesson 1. 2. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 117-120. 3. Science and Technology III. NISMED. 1997. p. 283. 3. explain properties of metals in terms of their structure; S9MT-IIc- d-15 1. BEAM III. Unit 8. 20 Demonstrate Understandin g of Chemical Bonds. Metallic Link. Module 3. 2. Chemistry III Textbook.
- 161. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 161 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Chemical Bonding 1.1 Ionic and Covalent Bonding 1.2 Metallic Bonding The learners demonstrate an understanding of… 1. how atoms combine with other atoms by transferring or by sharing electrons 2. forces that hold metals together The learners shall be able to: analyze the percentage composition of different brands of two food products and decide on the products’ appropriate percentage composition Mapa, Amelia P., Ph.D., et al. 2001. pp. 113-115. 3. Science and Technology III. NISMED. 1997. pp. 279-280. 4. Science and Technology III: Chemistry Textbook. NISMED. 2012. pp. 333-33. 4. explain how ions are formed; S9MT-IIe- f-16 1. EASE Science I. Module 6. 2. EASE Science II. Module 14. Lesson 1. 3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 92-94. * 4. Science and Technology III. NISMED. 1997. pp. 277-279. 5. Science and Technology III:
- 162. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 162 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Chemistry Textbook. NISMED. 2012. pp. 293-294. 6. Science and Technology III: Chemistry Textbook for Third Year. Mapa, Amelia P., Ph.D., et al. 1999. P. 110. * 2. The Variety of Carbon Compounds 2.1 Carbon Atoms 2.2 Organic Compounds The learners demonstrate an understanding of… the type of bonds that carbon forms that result in the diversity of carbon compounds The learners shall be able to: analyze the percentage composition of different brands of two food products and decide on the products’ appropriate percentage composition 5. explain how the structure of the carbon atom affects the type of bonds it forms; S9MT-IIg- 17 1. EASE II. Module 14. 2. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 343-356. * 3. Science and Technology. NISMED. 1997. pp. 334-340. 4. Science and Technology III: Chemistry Textbook for Third Year. Mapa, Amelia
- 163. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 163 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. The Variety of Carbon Compounds 2.1 Carbon Atoms 2.2 Organic Compounds The learners demonstrate an understanding of… the type of bonds that carbon forms that result in the diversity of carbon compounds The learners shall be able to: analyze the percentage composition of different brands of two food products and decide on the products’ appropriate percentage composition P., Ph.D., et al. 1999. pp. 349-353. * 6. recognize the general classes and uses of organic compounds; S9MT-IIh- 18 1.Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 356-367. * 2. Science and Technology III. NISMED. 1997. pp. 331-340. 3. Science and Technology III: Chemistry Textbook for Third Year. Mapa, Amelia P., Ph.D., et al. 1999. pp. 367-373. * Improvised Hydrocarbons model 3. Mole Concept 3.1 Mass 3.2 Moles 3.3 Percentage Composition of a Compound the unit, mole, that quantitatively measures the number of very small particles of matter 7. use the mole concept to express mass of substances; and S9MT-IIi- 19 1. EASE Science II. Chemistry Module 16. Lesson 2. 2. OHSP. Chemistry Module 16. Lesson 2. 3. Science and Technology III: Triple beam balance
- 164. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 164 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Mole Concept 3.1 Mass 3.2 Moles 3.3 Percentage Composition of a Compound The learners demonstrate an understanding of… the unit, mole, that quantitatively measures the number of very small particles of matter The learners shall be able to: analyze the percentage composition of different brands of two food products and decide on the products’ appropriate percentage composition Chemistry Textbook. NISMED. 2012. pp. 84- 91. 4. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 174-183. * 5. Science and Technology III. NISMED. 1997. pp. 112-123. 8. determine the percentage composition of a compound given its chemical formula and vice versa. S9MT-IIj- 20 1. EASE Science II. Chemistry Module 16. Lesson 4. 2. OHSP. Chemistry Module 16. Lesson 4. 3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 174-183. * 4. Science and Technology III. NISMED. 1997. pp. 112-123. 5. Science and
- 165. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 165 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Technology III: Chemistry Textbook for Third Year. Mapa, Amelia P., Ph.D., et al. 1999. pp. 157-158. * Grade 9 – Earth and Space THIRD QUARTER/THIRD GRADING PERIOD 1.Volcanoes 1.1 Type of volcanoes 1.2 Volcanic Eruption 1.3 Energy from volcanoes The learners demonstrate an understanding of: volcanoes found in the Philippines The learners shall be able to: participate in activities that reduce risks and lessen effects of climate change The learners should be able to… 1. describe the different types of volcanoes; S9ES -IIIa- 25 EASE Science I. Module 12. p. 24. 2. differentiate between active and inactive volcanoes; S9ES -IIIa- 27 MISOSA 6. Active and Inactive Volcanoes. 3. explain what happens when volcanoes erupt; S9ES -IIIb- 28 1. MISOSA 6. Module 29. 2. BEAM 6. Unit 5. 12 Volcanic Erruptions. Volcano Mania. Module 12. Activity 3.2. 3. Science and Technology I: Integrated Science Textbook.
- 166. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 166 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT NISMED. 2012. pp. 189-191. 4. illustrate how energy from volcanoes may be tapped for human use; S9ES –IIIc- d-29 MISOSA 6. Module 30. p. 8. 2.Climate 2.1 Factors that affect climate 2.2 Global climate phenomenon The learners demonstrate an understanding of: factors that affect climate, and the effects of changing climate and how to adapt accordingly The learners shall be able to: participate in activities that reduce risks and lessen effects of climate change 5. explain how different factors affect the climate of an area; S9ES-IIIe- 30 1. BEAM 6. Unit 5. Module 13. 2. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 275-282. 3. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 185-202. * Thermocline 6. describe certain climatic phenomena that occur on a global level; S9ES-IIIf- 31 1. BEAM 6. Unit 5. Module 13. 2. Science and Technology I:
- 167. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 167 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Integrated Science Textbook. NISMED. 2012. pp. 300-301. 3. Constellations 3.1 Characteristics of stars 3.2 Arrangement of stars in a group 3.3 Changing position of constellations during the night and at different times of the year 3.4 Beliefs and practices about constellations and astrology The learners demonstrate an understanding of: the relationship between the visible constellations in the sky and Earth’s position along its orbit The learners shall be able to: discuss whether or not popular beliefs and practices with regard to constellations and astrology have scientific basis 7. infer the characteristics of stars based on the characteristics of the Sun; S9ES-IIIg- 32 1. BEAM 5. Unit 7. 20 The Sun. 2. EASE Science I. Module 18. 3. Science and Technology I: Integrated Science Textbook. Villamil, Aurora M., Ed.D. 1998. pp. 268-270. * Celestial globe 8. infer that the arrangement of stars in a group (constellation) does not change; S9ES-IIIh- 33 1. EASE Science I. Module 18. 2. Science and Technology I: Integrated Science Textbook. Villamil, Aurora M., Ed.D. 1998. p. 272. *
- 168. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 168 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Constellations 3.1 Characteristics of stars 3.2 Arrangement of stars in a group 3.3 Changing position of constellations during the night and at different times of the year 3.4 Beliefs and practices about constellations and astrology The learners demonstrate an understanding of: the relationship between the visible constellations in the sky and Earth’s position along its orbit The learners shall be able to: discuss whether or not popular beliefs and practices with regard to constellations and astrology have scientific basis 9. observe that the position of a constellation changes in the course of a night; and S9ES-IIIi- 34 EASE Science I. Module 18. 10. show which constellations may be observed at different times of the year using models. S9ES-IIIj- 35 EASE Science I. Module 18. Celestial globe Grade 9 – Force, Motion, and Energy FOURTH QUARTER/FOURTH GRADING PERIOD Motion in Two Dimensions 1. Projectile Motion 1.2.Impulse, Momentum and Impulse 1.3.Conservation of Linear Momentum The learners demonstrate an understanding of: projectile motion, impulse and momentum, and conservation of linear momentum The learners shall be able to: propose ways to enhance sports related to projectile motion The learners should be able to… 1. describe the horizontal and vertical motions of a projectile; S9FE-IVa- 34 1. OHSP Integrated Science. Quarter 2. Module 3. pp. 4-5. 2. EASE Physics. Module 9. Lesson 3. 3. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 93-109. *
- 169. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 169 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Motion in Two Dimensions 1. Projectile Motion 1.2.Impulse, Momentum and Impulse 1.3.Conservation of Linear Momentum The learners demonstrate an understanding of: projectile motion, impulse and momentum, and conservation of linear momentum The learners shall be able to: propose ways to enhance sports related to projectile motion 2. investigate the relationship between the angle of release and the height and range of the projectile; S9FE-IVa- 35 1. EASE Physics. Module 9. Lesson 3. 2. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 93-109. * 3. relate impulse and momentum to collision of objects (e.g., vehicular collision); S9FE-IVb- 36 Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 298-301. 4. infer that the total momentum before and after collision is equal; S9FE-IVb- 37 1. BEAM IV. Unit 5. 12 Force and Motion. Energy in Transportati on. August 2008. 2. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. NSTIC SciKit Basic and Mechanics: Cart-Rail System; Cylindrical Masses; Meter Stick
- 170. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 170 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Motion in Two Dimensions 1. Projectile Motion 1.2.Impulse, Momentum and Impulse 1.3.Conservation of Linear Momentum The learners demonstrate an understanding of: projectile motion, impulse and momentum, and conservation of linear momentum The learners shall be able to: propose ways to enhance sports related to projectile motion 4. infer that the total momentum before and after collision is equal; S9FE-IVb- 37 112-114. * 3. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 301-303 and 306. 5. examine effects and predict causes of collision- related damages/injuries; S9FE-IVc- 38 Science and Technology IV: Physics Textbook. NISMED. p. 298. 2. Work Power and Energy 2.1 Changes in form of mechanical energy 2.2 Conservation of energy The learners demonstrate an understanding of: conservation of mechanical energy The learners shall be able to: create a device that shows conservation of mechanical energy 6. explain energy transformation in various activities/events (e.g., waterfalls, archery, amusement rides); S9FE-IVc- 39 1. EASE Science I. Module 8. p. 18. 2. BEAM 5. Unit 5. 11. Electric Circuits. DLP 35. 3. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 170-171. * 4. Science and Technology I: Integrated
- 171. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 171 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Work Power and Energy 2.1 Changes in form of mechanical energy 2.2 Conservation of energy The learners demonstrate an understanding of: conservation of mechanical energy The learners shall be able to: create a device that shows conservation of mechanical energy S9FE-IVc- 39 Science Textbook. NISMED. 2012. pp. 116-119. 7. perform activities to demonstrate conservation of mechanical energy; S9FE-IVd- 40 1. BEAM IV. Unit 5. 11 Force, Power, Work and Energy. August 2009. 2. EASE Physics. Module 11. pp. 18-22. 3. OHSP Modules. Module 11. pp. 18-22. 4. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 179-181. * 5. Science and Technology I: Integrated Science Textbook. NSTIC SciKit: Basic and Mechanics: Stand base, Stand support, Stand rods, Lever beam; Pulleys; Cart-Rail System; Hooked Masses; Meter Stick; Spring Balances
- 172. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 172 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Work Power and Energy 2.1 Changes in form of mechanical energy 2.2 Conservation of energy The learners demonstrate an understanding of: conservation of mechanical energy The learners shall be able to: create a device that shows conservation of mechanical energy 7. perform activities to demonstrate conservation of mechanical energy; S9FE-IVd- 40 NISMED. 2012. pp. 119-121. 6. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 314-316. 8. infer that the total mechanical energy remains the same during any process; S9FE-IVe- 41 1. EASE Physics. Module 11. Lesson 2. 2. OHSP Modules. Module 11, Lesson 2. 3. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. p. 177. * 4. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp.
- 173. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 173 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Work Power and Energy 2.1 Changes in form of mechanical energy 2.2 Conservation of energy The learners demonstrate an understanding of: conservation of mechanical energy The learners shall be able to: create a device that shows conservation of mechanical energy 8. infer that the total mechanical energy remains the same during any process; S9FE-IVe- 41 121-122. 5. Science and Technology IV: Physics Textbook. NISMED. 2012. p. 315. 3. Heat, Work, and Efficiency the relationship among heat, work, and efficiency analyze how power plants generate and transmit electrical energy 9. construct a model to demonstrate that heat can do work; S9FE-IVe- 42 Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph. D., et al. 2001. pp. 187-188. * 10. infer that heat transfer can be used to do work, and that work involves the release of heat; S9FE-IVf- 43 Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph. D., et al. 2001. pp. 187-188. * 11. explain why machines are never 100-percent efficient; S9FE-IVf- 44 1. OHSP. Module 11. 2. EASE Physics. Module 11.
- 174. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 174 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Heat, Work, and Efficiency The learners demonstrate an understanding of: the relationship among heat, work, and efficiency The learners shall be able to: analyze how power plants generate and transmit electrical energy 12. explain how heat transfer and energy transformation make heat engines like geothermal plants work; and S9FE-IVg- 45 1. Science and Technology IV: Physics Textbook for Fourth Year. Ragabo, Lilia M., Ph.D., et al. 2001. pp. 188-191. * 2. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 325-327. 4. Electricity and magnetism 4.1 Power generation and energy losses 4.2 Transmission and distribution of electrical energy from power plants to homes The learners demonstrate an understanding of: generation, transmission, and distribution of electrical energy from power plants (hydroelectric, geothermal, wind, nuclear) to home 13. explain how electrical energy is generated, transmitted, and distributed. S9FE-IVh- j-46 1. BEAM IV. 9 Electrical Energy Generation. Electrical Energy. 2. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 342-343. * 3. Science and Technology I: Integrated Science. 1. DC Ammeter 2. DC Voltmeter 3. Dry Cell Holder Size D ( 1set= 4 pcs) 4. Dry Cell Size D, 1.5 volts 5. Dry Cell, 9 volts 6. Galvanometer 7. Miniature Light Bulb (1 set = 3 pcs) 8. Miniature Light Bulb Base (1set = 3 pcs)
- 175. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 175 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 4. Electricity and magnetism 4.1 Power generation and energy losses 4.2 Transmission and distribution of electrical energy from power plants to homes The learners demonstrate an understanding of: generation, transmission, and distribution of electrical energy from power plants (hydroelectric, geothermal, wind, nuclear) to home The learners shall be able to: analyze how power plants generate and transmit electrical energy 13. explain how electrical energy is generated, transmitted, and distributed. S9FE-IVh- j-46 NISMED. 2012. pp. 131-134. 4. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 242-246. 5. NFE. Proper Use of Electricity. 2001. pp. 4- 6. 9. Motor- Generator Model 10. Set of Coils 11. Set of Connectors (1 set = 3- red, 3- black, 2- white, 2- blue) 12. Switches, Knife Type 13. Variable Power Supply, AC- DC
- 176. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 176 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. GRADE 10 CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Grade 10 – Earth and Space FIRST QUARTER/FIRST GRADING PERIOD 1. Plate Tectonics 1.1 Distribution 1.1.1 volcanoes 1.1.2 earthquake epicenters 1.1.3 mountain ranges 1.2 Plate boundaries 1.3 Processes and landforms along plate boundaries 1.4 Internal structure of the Earth 1.5 Mechanism (possible causes of movement) 1.6 Evidence of plate movement The learners demonstrate an understanding of: the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges The learners shall be able to: 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions 2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions The learners should be able to… 1. describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts; S10ES – Ia-j-36.1 1. OHSP Integrated Science. Quarter 2. Module 5. 2. EASE Science I. Module 12. 3. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 183-189. 4. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 170-178. *
- 177. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 177 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Plate Tectonics 1.1 Distribution 1.1.1 volcanoes 1.1.2 earthquake epicenters 1.1.3 mountain ranges 1.2 Plate boundaries 1.3 Processes and landforms along plate boundaries 1.4 Internal structure of the Earth 1.5 Mechanism (possible causes of movement) 1.6 Evidence of plate movement The learners demonstrate an understanding of: the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges The learners shall be able to: 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions 2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions 2. describe the different types of plate boundaries; S10ES –Ia- j-36.2 1. OHSP Integrated Science. Quarter 2. Module 5. Lesson 2. 2. EASE Science I. Module 12. Lesson 4. 3. Science and Technology I: General Science Textbook for First Year. Rabago, Lillia M., Ph.D., et al. 1997. p. 183. * 4. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 180-182. 5. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 173-174. *
- 178. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 178 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Plate Tectonics 1.1 Distribution 1.1.1 volcanoes 1.1.2 earthquake epicenters 1.1.3 mountain ranges 1.2 Plate boundaries 1.3 Processes and landforms along plate boundaries 1.4 Internal structure of the Earth 1.5 Mechanism (possible causes of movement) 1.6 Evidence of plate movement The learners demonstrate an understanding of: the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges The learners shall be able to: 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions 2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions 3. explain the different processes that occur along the plate boundaries; S10ES –Ia- j-36.3 1. OHSP Integrated Science. Quarter 2. Module 5. Lesson 2. 2. EASE Science I. Module 12. Lesson 4. 3. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 180-182. 4. describe the internal structure of the Earth; S10ES –Ia- j-36.4 1. EASE Science I. Module 12. Lesson 1. 2. BEAM 6. Unit 5. 10 The Structure of Earth’s Interior. 2008. 3. MISOSA 6. Module 25. 4. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M,
- 179. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 179 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Plate Tectonics 1.1 Distribution 1.1.1 volcanoes 1.1.2 earthquake epicenters 1.1.3 mountain ranges 1.2 Plate boundaries 1.3 Processes and landforms along plate boundaries 1.4 Internal structure of the Earth 1.5 Mechanism (possible causes of movement) 1.6 Evidence of plate movement The learners demonstrate an understanding of: the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges The learners shall be able to: 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions 2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions 4. describe the internal structure of the Earth; S10ES –Ia- j-36.4 Ed.D. 1998. pp. 157-159. 5. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 175-176. 6. Science and Technology I: General Science Textbook for First Year. Rabago, Lilia M, Ph.D., et al. 1997. pp. 180-182. * 5. describe the possible causes of plate movement; and S10ES –Ia- j-36.5 1. EASE Science I. Module 12. Lesson 4. 2. OHSP Integrated Science. Quarter 2. Module 5. Lesson 2. 3. MISOSA 6. Module 26. 4. Science and Technology I: Integrated Science
- 180. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 180 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Plate Tectonics 1.1 Distribution 1.1.1 volcanoes 1.1.2 earthquake epicenters 1.1.3 mountain ranges 1.2 Plate boundaries 1.3 Processes and landforms along plate boundaries 1.4 Internal structure of the Earth 1.5 Mechanism (possible causes of movement) 1.6 Evidence of plate movement The learners demonstrate an understanding of: the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges The learners shall be able to: 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions 2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions 5. describe the possible causes of plate movement; and S10ES –Ia- j-36.5 Textbook for First Year. Villamil, Aurora M., Ed.D. 1998 pp. 170-174. * 5. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 181-182. 6. Science and Technology I: General Science Textbook for First Year. Rabago, Lilia M, Ph.D., et al. 1997. pp.185-190. * 6. enumerate the lines of evidence that support plate movement S9ES –Ia-j- 36.6 1. OHSP Integrated Science. Quarter 2. Module 5. Lesson 1. 2. Science and Technology I: Integrated Science
- 181. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 181 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Plate Tectonics 1.1 Distribution 1.1.1 volcanoes 1.1.2 earthquake epicenters 1.1.3 mountain ranges 1.2 Plate boundaries 1.3 Processes and landforms along plate boundaries 1.4 Internal structure of the Earth 1.5 Mechanism (possible causes of movement) 1.6 Evidence of plate movement The learners demonstrate an understanding of: the relationship among the locations of volcanoes, earthquake epicenters, and mountain ranges The learners shall be able to: 1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions 2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic eruptions 7. enumerate the lines of evidence that support plate movement S9ES –Ia-j- 36.6 Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. pp. 172-174. * 3. Science and Technology I: General Science Textbook for First Year. Rabago, Lilia M., Ph.D., et al. 1997. p. 188. * Grade 10 – Force, Motion and, Energy SECOND QUARTER/SECOND GRADING PERIOD 1. Electromagnetic Spectrum The learners demonstrate an understanding of: the different regions of the electromagnetic spectrum The learners should be able to… 1. compare the relative wavelengths of different forms of electromagnetic waves; S10FE-IIa- b-47 1. BEAM IV. Unit 6. 16 Radio Communicatio ns. 1 Our World of Waves. Electromagneti c Waves and Communicatio n. October 2008. pp. 25- 39.
- 182. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 182 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Electromagnetic Spectrum The learners demonstrate an understanding of: the different regions of the electromagnetic spectrum 1. compare the relative wavelengths of different forms of electromagnetic waves; S10FE-IIa- b-47 2. EASE Physics. Module 17. Lesson 1. 3. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 267-271. * 4. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 393- 394. 2. cite examples of practical applications of the different regions of EM waves, such as the use of radio waves in telecommunications; S10FE-IIc- d-48 1. BEAM IV. Unit 6. 16 Radio Communicatio ns. 1 Our World of Waves. Electromagnet ic Wave and Communicatio n. October 2008. pp. 25- 39. 2. EASE Physics. Module 17. Lesson 2. 3. Science and
- 183. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 183 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Electromagnetic Spectrum The learners demonstrate an understanding of: the different regions of the electromagnetic spectrum 2. cite examples of practical applications of the different regions of EM waves, such as the use of radio waves in telecommunications; S10FE-IIc- d-48 Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 271-284. * 4. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 394- 405. 3. explain the effects of EM radiation on living things and the environment; S10FE-IIe- f-49 1. EASE Physics. Module 5. 2. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 268-271. * 2. Light 2.1 Reflection of Light in Mirrors 2.2 Refraction of Light in Lenses the images formed by the different types of mirrors and lenses 4. predict the qualitative characteristics (orientation, type, and magnification) of images formed by plane and curved mirrors and lenses; S10FE-IIg- 50 1. EASE Physics. Module 3. Lessons 3 and 4. 2. BEAM IV. Unit 2. 2 Optical Instruments. Bouncing Light. August 1. Basics Lens Set 2. Mirror Set 3. Student Optical Bench Set
- 184. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 184 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Light 2.1 Reflection of Light in Mirrors 2.2 Refraction of Light in Lenses The learners demonstrate an understanding of: the images formed by the different types of mirrors and lenses 4. predict the qualitative characteristics (orientation, type, and magnification) of images formed by plane and curved mirrors and lenses; S10FE-IIg- 50 2009. 3. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 238-240. * 4. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 38- 46. 5. apply ray diagramming techniques in describing the characteristics and positions of images formed by lenses; S10FE-IIg- 51 1. BEAM IV. Unit 2. 2 Optical Instruments. Bouncing Light. August 2009. 2. EASE Physics. Module 4. Lesson 2. 3. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 246-248. *
- 185. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 185 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Light 2.1 Reflection of Light in Mirrors 2.2 Refraction of Light in Lenses The learners demonstrate an understanding of: the images formed by the different types of mirrors and lenses 5. apply ray diagramming techniques in describing the characteristics and positions of images formed by lenses; S10FE-IIg- 51 4. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 62- 65. 6. identify ways in which the properties of mirrors and lenses determine their use in optical instruments (e.g., cameras and binoculars); S10FE-IIh- 52 1. EASE Physics. Module 4. Lesson 2. 2. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 246-254. * 3. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 73- 79. 3. Electricity and Magnetism 3.1 Electromagnetic effects the relationship between electricity and magnetism in electric motors and generators 7. demonstrate the generation of electricity by movement of a magnet through a coil; and S10FE-IIi- 53 1. BEAM IV. Unit 4. 9 Electrical Energy Generation. Electrical Energy UP. Student Activity 4. 1. DC Ammeter 2. DC Voltmeter 3. Dry Cell Size D, 1.5 volts 4. Dry Cell, 9 volts 5. Dry Cell Holder Size D (1 set=
- 186. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 186 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Electricity and Magnetism 3.1 Electromagnetic effects The learners demonstrate an understanding of: the relationship between electricity and magnetism in electric motors and generators 7. demonstrate the generation of electricity by movement of a magnet through a coil; and S10FE-IIi- 53 September 2008. 2. EASE Physics. Module 8. Activity 3.2. 3. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 326-328. * 4. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 197-199. 4 pcs) 6. Galvanometer 7. Miniature Light Bulb (1 set = 3 pcs) 8. Miniature Light Bulb Base (1set = 3 pcs) 9. Motor Generator Model 10. Set of Coils 11. Set of Connectors (1 set = 3- red, 3- black, 2- white, 2- blue) 12. Switches, Knife Type 13. Variable Power Supply, AC- DC 8. explain the operation of a simple electric motor and generator. S10FE-IIj- 54 1. EASE Physics. Module 8. pp. 18-19. 2. NSTIC Science Manual. Physics Activity Sheets 413 M. pp. 39-42. Advanced Electromagnetism Kit
- 187. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 187 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Electricity and Magnetism 3.1 Electromagnetic effects The learners demonstrate an understanding of: the relationship between electricity and magnetism in electric motors and generators 8. explain the operation of a simple electric motor and generator. S10FE-IIj- 54 3. BEAM IV. Unit 4. 9 Electrical Energy Generation. Electrical Energy UP. Student Activities 10 and 11. 4. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 328-332. * 5. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 202-210. Grade 10 – Living Things and Their Environment THIRD QUARTER/THIRD GRADING PERIOD 1. Coordinated Functions of the Reproductive, Endocrine, and Nervous Systems The learners demonstrate an understanding of: 1. organisms as having feedback mechanisms, which The learners should be able to… 1. describe the parts of the reproductive system and their functions; S10LT- IIIa-33 1. APEX Biology. Unit 5. Lesson 5. 2. MISOSA 5. Module 1. 3. MISOSA 5. Module 2. Human torso model
- 188. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 188 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT are coordinated by the nervous and endocrine systems 2. how these feedback mechanisms help the organism maintain homeostasis to reproduce and survive 2. explain the role of hormones involved in the female and male reproductive systems; S10LT- IIIb-34 4. BEAM 5. Unit 1. 1 The Human Reproductive System. DLP 1. 5. EASE Biology. 6. Module 13. Lessons 1 and 2. 7. BEAM 5. Unit 1. 1 The Human Reproductive System. Human Reproductive System. March 2008. pp. 17-22. 8. Science for Daily Use 5. Tan, Conchita T. 2012. pp. 2-5. * 9. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 157-158. 10.Science and Technology II: Biology Textbook. NISMED.
- 189. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 189 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Coordinated Functions of the Reproductive, Endocrine, and Nervous Systems The learners demonstrate an understanding of: 1. organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems 2. how these feedback mechanisms help the organism maintain homeostasis to reproduce and survive 2. explain the role of hormones involved in the female and male reproductive systems; S10LT- IIIb-34 2004. pp. 157-158. 11. NFE. Ang Reprodutive System. 2001. pp. 7- 10. 11. NFE. Ang Reproductive System. 2001. pp. 7- 10 12. EASE Biology. Module 13. Lesson 1. 13. BEAM 5. Unit 1. 1 The Human Reproductive System. Human Reproductive System. March 2008. pp. 28-32. 14. APEX Biology. Unit 5. pp. 58-61. 15. EASE Biology. Module 9. p. 29. 16. Science and Tehnology
- 190. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 190 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Coordinated Functions of the Reproductive, Endocrine, and Nervous Systems The learners demonstrate an understanding of: 1. organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems 2. how these feedback mechanisms help the organism maintain homeostasis to reproduce and survive 2. explain the role of hormones involved in the female and male reproductive systems; II: Biology Textbook. NISMED. 2012. pp. 158-159. 17. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 158-159. 18. NFE. Ang Reproductive System. 2001. pp. 8 and 10. 3. describe the feedback mechanisms involved in regulating processes in the female reproductive system (e.g., menstrual cycle); S10LT- IIIc-35 1. APEX Biology. Unit 5. pp. 60-61. 2. BEAM 5. Unit 1. 1 The Human Reproductive System. DLP 4. 3. EASE Biology. Module 13. pp. 7-10. 4. Science for Daily Use 5. Tan, Conchita. 2012. pp.
- 191. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 191 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 1. Coordinated Functions of the Reproductive, Endocrine, and Nervous Systems The learners demonstrate an understanding of: 1. organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems 2. how these feedback mechanisms help the organism maintain homeostasis to reproduce and survive 15-17. * 5. NFE. Ang Reproductive System. 2001. pp. 11-12. 4. describe how the nervous system coordinates and regulates these feedback mechanisms to maintain homeostasis; S10LT- IIIc-36 1. BEAM 6. Unit 1. 2 The Nervous System. Module 1. September 2008. 2. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 114-117. 3. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 114-117. 4. NFE. The Nervous System. 2001. pp. 3- 6.
- 192. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 192 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Heredity: Inheritance and Variation The learners demonstrate an understanding of: 1. the information stored in DNA as being used to make proteins 2. how changes in a DNA molecule may cause changes in its product 3. mutations that occur in sex cells as being heritable 5. explain how protein is made using information from DNA; S10LT- IIId-37 1. APEX. Unit 6. pp. 88- 89. 2. EASE Biology. Module 14. p. 24. 3. Sience and Technology II: Biology Textbook. NISMED. 2012. pp. 184-186. 4. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 184-186. 6. explain how mutations may cause changes in the structure and function of a protein; S10LT- IIIe-38 1. APEX. Unit 6. p. 88. 2. EASE Biology. Module 15. pp. 14-15. 3. Science and Technology II: Biology Textbook. NISMED. 2012. p. 195. 4. Science and
- 193. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 193 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Technology II: Biology Textbook. NISMED. 2004. p. 195. 3. Biodiversity and Evolution The learners demonstrate an understanding of: how evolution through natural selection can result in biodiversity The learners shall be able to: write an essay on the importance of adaptation as a mechanism for the survival of a species 7. explain how fossil records, comparative anatomy, and genetic information provide evidence for evolution; S10LT- IIIf-39 1. APEX. Unit 7. Lesson 3. 2. EASE Biology. Module 15. Lesson 2. 3. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 210-218. 4. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 210-218. 5. Science and Technology II: Biology Teacher’s Manual for Second Year. Rabago, Lilia M., Ph.D., et al. 1997. pp. 140-144*. Compound microscope
- 194. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 194 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Biodiversity and Evolution The learners demonstrate an understanding of: how evolution through natural selection can result in biodiversity The learners shall be able to: write an essay on the importance of adaptation as a mechanism for the survival of a species 8. explain the occurrence of evolution; S10LT- IIIg-40 1. APEX. Unit 7. Lesson 2. 2. EASE Biology. Module 15. 3. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 202-207. 4. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 202-207. 5. Science and Technology II: Biology Teacher’s Manual for Second Year. Rabago, Lilia M., Ph.D., et al. 1997. p. 145. *
- 195. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 195 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 4. Ecosystems 4.1 Flow of Energy and Matter in Ecosystems 4.2 Biodiversity and Stability 4.3 Population Growth and Carrying Capacity The learners demonstrate an understanding of: 1. the influence of biodiversity on the stability of ecosystems 2. an ecosystem as being capable of supporting a limited number of organisms The learners shall be able to: write an essay on the importance of adaptation as a mechanism for the survival of a species 9. explain how species diversity increases the probability of adaptation and survival of organisms in changing environments; S10LT- IIIh-41 1. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 220-224. 2. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 220-224. 10. explain the relationship between population growth and carrying capacity; and S10LT- IIIi-42 1. APEX Biology. Unit 5. Lesson 8. 2. BEAM I. 5 Living Things. Module 1. September 2006. 11. suggest ways to minimize human impact on the environment. S10LT- IIIj-43 1. EASE 1. Module 13. Lesson 4. 2. Science and Technology I: General Science Textbook for First Year. Rabago, Lilia M., Ph.D., et al. 1997. p. 271. *
- 196. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 196 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT Grade 10 – Matter FOURTH QUARTER/FOURTH GRADING PERIOD 1. Gas Laws 1.1 Kinetic Molecular Theory 1.2 Volume, pressure, and temperature relationship 1.3 Ideal gas law The learners demonstrate an understanding of… how gases behave based on the motion and relative distances between gas particles The learners should be able to… 1. investigate the relationship between: 1.1 volume and pressure at constant temperature of a gas; 1.2 volume and temperature at constant pressure of a gas; 1.3 explains these relationships using the kinetic molecular theory; S10MT- IVa-b-21 1. APEX Chemistry. Unit 2. Chapeter 3. Lessons 5, 6 and 8. 2. EASE Science II. Module 9. 3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 244-253. * 4. Science and Technology III: Chemistry Textbook. NISMED. 1997. pp. 68- 81. 5. NFE. Gases: Molecules in Motion. 2001. pp. 12- 29. 1. Charles Law setup 2. (stand setup assembly, ring with stem, wire gauze, alcohol burner) 3. Erlenmeyer flask, balloon
- 197. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 197 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 2. Biomolecules 2.1 Elements present in biomolecules 2.2 Carbohydrates, lipids, proteins, and nucleic acids 2.2.1 Food Labels The learners demonstrate an understanding of… the structure of biomolecules, which are made up mostly of a limited number of elements, such as carbon, hydrogen, oxygen, and nitrogen 2. recognize the major categories of biomolecules such as carbohydrates, lipids, proteins, and nucleic acids; S10MT- IVc-d-22 1. EASE Biology. Module 6. Lesson 1. 2. Science and Technology III: Chemistry Textbook. NISMED. 1997. pp. 363-391. 3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 373-385. * 4. Science and Technology III: Chemistry Textbook for Third Year. Mapa, Amelia P., Ph.D., et al. 1999. pp. 378-392. *
- 198. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 198 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Chemical reactions The learners demonstrate an understanding of… the chemical reactions associated with biological and industrial processes affecting life and the environment The learners shall be able to: using any form of media, present chemical reactions involved in biological and industrial processes affecting life and the environment 3. apply the principles of conservation of mass to chemical reactions; and S10MT- IVe-g-23 1. OHSP. Chemistry Module 13. Lesson 1. 2. EASE Science II. Module 13. Lesson 1. 3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 142-144. * 4. Science and Technology III: Chemistry Textbook. NISMED. 1997. pp. 94-95. 5. Science and Technology III: Chemistry Textbook. NISMED. 2012. pp. 78-81. 6. Science and Technology III: Chemistry Textbook for 1. Spatula 2. Triple beam balance
- 199. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 199 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS SCIENCE EQUIPMENT 3. Chemical reactions The learners demonstrate an understanding of… the chemical reactions associated with biological and industrial processes affecting life and the environment The learners shall be able to: using any form of media, present chemical reactions involved in biological and industrial processes affecting life and the environment 3. apply the principles of conservation of mass to chemical reactions; and S10MT- IVe-g-23 Third Year. Mapa, Amelia P., Ph.D., et al. 1999. pp. 147-149. * 4. explain how the factors affecting rates of chemical reactions are applied in food preservation and materials production, control of fire, pollution, and corrosion. S10MT- IVh-j-24 1. OHSP. Chemistry Module 17. Lesson 1. 2. EASE Science II. Module 17. Lesson 1. 3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 202-210. * 4. Science and Technology III: Chemistry Textbook. NISMED. 1997. pp. 187-199. Thermometer, alchohol
- 200. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 200 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. GLOSSARY Climate change A significant and lasting change in the statistical distribution of weather patterns over periods ranging from decades to millions of years. Earth The third planet from the Sun; the densest and the fifth-largest of the eight planets in the Solar System. Earthquake The result of a sudden release of energy in the Earth’s crust that creates seismic waves. Ecosystem A community of living organisms (plants, animals and microbes) in conjunction with the non-living components (air, water and mineral soil), interacting as a system. Electricity In physics, it is one of the basic quantitative properties describing a physical system or an object’s state Energy The set of physical phenomena associated with the presence and flow of electric charge. Environment Surroundings. Force The exertion of physical strength. Friction The force which opposes the movement of one surface sliding or rolling over another with which it is in contact; the act of rubbing the surface of the body. Gas One of the four fundamental states of matter (the others being solid, liquid and plasma); its particles are widely separated from one another. Gravity A natural phenomenon by which all physical bodies attract each other. Heat The condition of being hot; the energy of a material body associated with the random motions of a constituent particles. Light An electromagnetic radiation that is visible to the human eye. Liquid One of the four fundamental states of matter (the others being solid, gas and plasma); the only state with definite volume but no fixed shape. Living Things Anything that has life; all objects that have self-sustaining processes. Magnetism A group of physical phenomenon associated with the interaction of a magnetic field with matter. Matter Anything that has space and mass. Motion A push or a pull; any movement or change in position. Natural event An event pertaining to, existing in or produced by nature. Solar system Comprises the Sun and its planetary system of eight planets, as well as a number of dwarf planets, satellites, and other objects that orbit the Sun.
- 201. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 201 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. GLOSSARY Solid Characterized by structural rigidity and resistance to changes of shape or volume; one of the four fundamental states of matter. Sound The sensation experienced when the brain interprets vibration within the structure of the ear caused by rapid variations of air pressure. Space The distance between two points or objects. Volcanic eruption A phenomenon in which material from the depths of the earth explodes to the surface in the form of lava, or clouds of gas and ashes. Weather The state of the atmosphere, to the degree that it is hot or cold, wet or dry, calm or stormy, clear or cloudy.
- 202. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 202 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. CODE BOOK LEGEND Sample: S8ES-IId-19 LEGEND SAMPLE First Entry Learning Area and Strand/ Subject or Specialization Science S8 Grade Level Grade 8 Uppercase Letter/s Domain/Content/ Component/ Topic Earth and Space ES - Roman Numeral *Zero if no specific quarter Quarter Second Quarter II Lowercase Letter/s *Put a hyphen (-) in between letters to indicate more than a specific week Week Week Four d - Arabic Number Competency Infer why the Philippines is prone to typhoons 19 DOMAIN/ COMPONENT CODE Living things and their Environment LT Force, Motion and Energy FE Earth and Space ES Matter MT
- 203. K to 12BASIC EDUCATION CURRICULUM K to 12 Science Curriculum Guide August 2016 Page 203 of 203 Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools. REFERENCES “Hongkong Curriculum Framework.” Accessed May 11, 2007. http://cd1.edb.hkedcity.net/cd/EN/Content_2908/e00/summary.pdf American Association for the Advancement of Science (AAAS). Designs for Science Literacy: Project 2061. New York: Oxford University Press, 2000. Australian Curriculum, Assessment and Reporting Authority. “ACARA’s Response to the Consultation Feedback on the K-10 Australian Curriculum. Australia: ACARA, 2010. Department of Education, 2002 Basic Education Curriculum : Handbook in Science and Health (Elementary Level ), (Pasig City : Department of Education, 2002) Department of Education, 2002 Basic Education Curriculum, Department of Education, (Pasig City: Department of Education, 2002). Department of Education, Curricular Reforms on Education, (Pasig City: Department of Education, 2012) Department of Education, New Elementary School Curriculum (NESC): Program for Decentralized Education Development, (Manila: Department of Education, 1982). Ministry of Education and Training. “The Ontario Curriculum Grades 1-8: Science and Technology.” Accessed August 7, 2009. http://www.edu.gov.on.ca/eng/curriculum/elementary/sciencetec18.pdf Ministry of Education, Wellington. “The New Zealand Curriculum Framework.” Accessed May 25, 2007. http://www.tki.org.nz/r/governance/nzcf/NZcurriculum_e.php Mullis, I.V., M.O. Martin, D.F. Robitaille, & P. Foy. Trends in International Mathematics and Science. (Chestnut Hill : TIMMS Publication, 2009). Science Education Institute-Department of Science and Technology (SEI-DOST) and University of the Philippines National Institute for Science and Mathematics Education Development (UPNISMED). Framework for Philippine Science Teacher Education. Manila: SEI-DOST & UPNISMED, 2011. SciMathMN. “Minnesota K-12 Framework for Science.” Accessed June 16, 2009. http://ww.scimathmn.org/frameworks_science.htm Singapore. Ministry of Education-Curriculum Planning and Development Division. Science Syllabus: Lower Secondary, Normal (Technical). Singapore: Ministry of Education, 2008. Singapore. Ministry of Education-Curriculum Planning and Development Division. Science Syllabus: Primary. Singapore: Ministry of Education, 2008. The Curriculum Development Council. “Hongkong Science Education Curriculum Guide.” Hongkong: The Curriculum Development Council, 2002. National Institute for Science and Mathematics Education University of the Philippines and Department of Education. Proposed Science Curriculum Framework for Basic Education. December 2008. Western Australian Curriculum Council. “The Western Australian Curriculum Framework 1998.” Accessed May 20, 2007. http://www.curriculum.wa.edu.au/files/pdf/science.pdf