Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City

Curriculum Guide
FOR

ENHANCED SCIENCE

Page 1 of 65
 Enhanced Subjects Course Description

The enhanced science curriculum for Science , Technology and Mathematics (STEM) provides opportunities for
learners to gain scientific, mathematical and technological literacy for them to be equipped with the twenty
first century skills aside from helping them prepare for their optimal educational path in the sciences.
Enhanced Science Instructional methods will emphasize development of critical thinking and reasoning skills in addition to
recognizing relationships among phenomena and understanding science processes to master content areas in
biology, chemistry, physics and earth science. Enriching the core contents in these sciences and emphasizing
investigative experiences while utilizing mathematical, analytical data acquisition and communication skills reinforce
the concepts. The course exposes learners to engage in activities rich in context for six (6) hours per week.

Page 2 of 65
 GRADE LEVEL STANDARDS

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. Additional topics dealing with the study on the use of appropriate equipment and
methods especially on biological techniques, procedures and methods of gathering specimens are included as enrichment.
.
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 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 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.

Students learn from activities that make them observe and discover by themselves the concepts about the solution and its components; unsaturated,
saturated, and supersaturated solutions; substances and mixtures; elements and compounds; acids and bases.

In addition, the learners are also able to recognize the uses of these various kinds of materials in their homes and in the community.

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. Concepts about scalars and vectors, finding the resultant vector using
graphical method, and graphing motion shall be discussed in order to enrich the content in Physics. Such skills would develop the learners’ drafting and
mechanical engineering skills.

Learners also recognize that different forms of energy travel in different ways—light and sound travel through waves, heat travels through moving or vibrating

Page 3 of 65
particles, and electrical energy travels through moving charges.

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). They will describe ways of utilizing earth’s resources and its impact on
the environment. They will think of ways on how to lessen pollution including planning of environmental activity or project.

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 land masses.

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.

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.

In Grade 9 Biology, learners study the coordinated functions of the digestive, respiratory, and circulatory systems, and 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 study the structure of genes and chromosomes, and the functions they perform in the transmission of traits from parents to offspring. Additional topics
are given to learners to give them a deeper understanding of foundations and application of biotechnology. They will manifest understanding of
biotechnology by making informed decision to promote good health, improve livelihood, and making intelligent and moral choices. Learners cite some
application of DNA technology and discuss some social and ethical issues associated with biotechnology. 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. They also 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.

Page 4 of 65
 In Grade 9 Chemistry, 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 also 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 addition, learners learn how to name common
inorganic ionic and covalent compounds. They also learn that carbon atoms have the abilities to combine with one another, can form various types of
bonds like single bond, double bond, and triple bonds with other carbon atoms and other elements. Also, they learn that these special abilities of carbon
atoms are the reason why they can form many kinds of useful organic compounds. Learners are also able to investigate properties and uses of common
organic compounds.

In Grade 9 Physics, learners use the Law of Conservation of Momentum to further deepen their understanding about 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. 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. As enrichment, concepts on transformers are included in the teaching of power generation, transmission, and
distribution. The learners will differentiate step-up from step-down transformers. The activities involve calculations to develop the problem solving and
other engineering skills of the learners. To further enrich the content, different electronic components such as resistors, capacitors, inductors, diodes,
transistors, and semiconductors are discussed. Learners also explain how each electronic component works.

In Grade 9 Earth and Space Science, using models or simulations, learners explain what happens when volcanoes erupt. They describe the different types
of volcanoes and differentiate active volcanoes from inactive ones. They analyze and explain warning signs prior to volcanic eruptions. They also describe
different hazards when volcanoes erupt. Learners also explain how energy from volcanoes may be tapped for human use. Learners distinguish between weather
and climate. They explain how different factors affect the climate of an area. They learn different climatic phenomena that occur over a wide area (e.g., El Niño and
global warming). They also cite practical ways to reduce risks and lessen the impact of climate change. Learners will now leave the Solar System and learn
about the stars beyond. They infer the characteristics of stars based on the characteristics of the Sun. Using models, learners 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. In addition,
learners describe what makes up galaxies and identify its different types. After describing the types of galaxies, learners will discuss its motion and infer
that the Universe is expanding.

Page 5 of 65
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. They can also relate the geologic processes
that occur in the Philippines to its tectonic setting. 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. Learners discuss alpha, beta and gamma radiation and
their properties. They will differentiate between discrete electronic components and integrated circuits. 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. In addition, the learners will discuss ethical
concerns about new technologies used in detection and treatment of human conditions. 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.

Page 6 of 65
SPIRALLING OF CONCEPTS
Grade 7
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.
Learners recognize that materials
Grade 8 Grade 9
PROPERTIES AND STRUCTURE OF MATTER
Using models, learners learn that Using their understanding of atomic
matter is made up of particles, structure learned in Grade 8,
the smallest of which is the atom. learners describe how atoms can
These particles are too small to form units called molecules. They
be seen through a microscope. also learn about ions. Further, they
The properties of materials that explain how atoms form bonds (ionic
they have observed in earlier and covalent) with other atoms by
grades can now be explained by the transfer or sharing of electrons.
the type of particles involved and
the attraction between these They also learn that the forces
particles. holding metals together are caused
With the use of the periodic by the attraction between flowing
table of elements, the learners electrons and the positively charged
predict the chemical behaviour metal ions.
of elements based on the
periodic trends of elements. 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.
CHANGES THAT MATTER UNDERGO
Learners learn that particles are Learners explain how new
Grade 10
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.
In Grade 9, learners described how
Page 7 of 65
 Grade 7
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. In addition,
learners recognize uses of
common elements (metals and
non-metals), compounds, acids
and bases.
Further, learners demonstrate that
homogeneous mixtures can be
separated using various techniques.
Grade 7
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.
Grade 8
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.
Grade 8
PARTS AND FUNCTION: ANIMAL AND PLANTS
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.
Grade 9
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.
Grade 9
Learners study the coordinated
functions of the digestive,
respiratory, and circulatory
systems.
They also learn that nutrients enter
Grade 10
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.
Grade 10
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
Page 8 of 65
 Grade 7
Additional topics dealing with the
study on the use of appropriate
equipment and methods especially
on biological techniques,
procedures and methods of
gathering specimens are included
as enrichment.
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.
Grade 8
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.
HEREDITY:INHERITANCE AND 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. In addition,
the learners will discuss
applications of traditional and
modern biotechnology with
regards to livelihood, food
products and health.
Grade 9 Grade 10
the bloodstream and combine with and survive.
oxygen taken in through the
respiratory system. Together, they
are transported to the cells where
oxygen is used to release the
stored energy.
Learners study the structure of Learners are introduced to the
genes and chromosomes, and the structure of the DNA molecule and its
functions they perform in the function.
transmission of traits from parents
to offspring. Additional topics are They also learn that changes that
given to learners to give them a take place in sex cells are inherited
deeper understanding of while changes in body cells are not
foundations and application of passed on.
biotechnology. They will
manifest understanding of
biotechnology by making
informed decision to promote
good health, improve livelihood,
and making intelligent and moral
choices.Learners cite some
application of DNA technology
and discuss some social and
Page 9 of 65
 Grade 7 Grade 8 Grade 9 Grade 10

ethical issues associated with

biotechnology.

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 Learners learn that most species Learners revisit the mechanisms
a group of organisms that can mate that have once existed are now involved in the inheritance of traits
with one another to produce fertile extinct. Species become extinct and the changes that result from
offspring. They learn that when they fail to adapt to changes these mechanisms. Learners
biodiversity is the collective variety in the environment. explain how natural selection has
of species living in an ecosystem. produced a succession of diverse
This serves as an introduction to the new species. Variation increases
topic on hierarchical taxonomic the chance of living things to survive
system. in a changing environment. In
addition, the learners will discuss
ethical concerns about new
technologies that are being used
to detect and treat human
conditions, diseases and
syndromes. Learners analyze
current event reports, ethical
situations and discussions.

Learners learn that interactions occur
among the different levels of
organization in ecosystems. Organisms
of the same kind interact with each
ECOSYSTEMS
Learners learn how energy is Learners learn how plants capture
transformed and how materials are energy from the Sun and store
cycled in ecosystems. energy in sugar molecules
(photosynthesis). This stored energy
Learners investigate the impact of
human activities and other organisms
on ecosystems.

Page 10 of 65
 Grade 7
other to form populations; populations
interact with other populations to form
communities.
Grade 7
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. Concepts
about scalars and vectors,
finding the resultant vector
using graphical method, and
graphing motion shall be
discussed in order to enrich the
content in Physics. Such skills
would develop the learners’
drafting and mechanical
engineering skills.
Grade 8 Grade 9 Grade 10
is used by cells during cellular They learn how biodiversity
respiration. These two processes influences the stability of
are related to each other. ecosystems.
Grade 8 Grade 9 Grade 10
FORCE AND MOTION
To deepen their understanding of motion, From learning the basics of forces in
Learners study the concept of
force and its relationship to learners use the Law of Conservation of Grade 8, learners extend their
motion. They use Newton‘s Momentum to further explain the motion of understanding of forces by describing
Laws of Motion to explain objects. how balanced and unbalanced
forces, either by solids or liquids,
why objects move (or do not From motion in one dimension in the affect the movement, balance, and
move) the way they do (as previous grades, they learn at this level about stability of objects. Learners
described in Grade 7). They motion in two dimensions using projectile become familiar with the factors
also realize that if force is motion as an example.
affecting equilibrium, balance, and
applied on a body, work can
stability.
be done and may cause a
change in the energy of the
body. As an enrichment,
concepts of free body
diagrams shall be
incorporated in the
discussion on balanced
and unbalanced forces.
This would develop the
learners’ analytical skills
and other engineering
skills.
Understanding the
Page 11 of 65
 Grade 7 Grade 8 Grade 9 Grade 10
concepts of Work, Energy,
and Power are also
necessary.
ENERGY
This time learners recognize that
Learners explain how conservation of Learners acquire more knowledge
different forms of energy travel in
Learners realize that mechanical energy is applied in some about the properties of light as
different ways—light and sound travel
transferred energy may structures, such as roller coasters, and in applied in optical instruments.
through waves, heat travels through
cause changes in the natural environments like waterfalls. They
moving or vibrating particles, and Learners also use the concept of
properties of the object. They further describe the transformation of energy
electrical energy travels through moving charges and magnetic fields
relate the observable that takes place in hydroelectric power plants.
moving charges. in explaining the principle behind
changes in temperature,
In Grade 5, they learned about the Learners also learn about the relationship generators and motors.
amount of current, and speed
different modes of heat transfer. This between heat and work, and apply this
of sound to the changes in
time, they explain these modes in concept to explain how geothermal power
energy of the particles. Learners understand the
terms of the movement of particles. plants operate.
properties, effects and application
After they have learned how electricity is of electromagnetic waves and
To further enrich the generated in power plants, learners further nuclear radiation. By studying
concepts on Electricity, develop their understanding of transmission nuclear radiation, learners
schematic diagraming of of electricity from power stations to homes. compare the types and properties
electrical components, circuit of alpha, beta and gamma rays,
connections, electrical explain radioactive decay, and
hazards and electrical safety As an enrichment, concepts about solve problems involving half-life
shall be discussed. Basic transformers (step-up and step-down of radioactive atoms.
electronic components and transformers) shall be included in the
symbols shall also be teaching of power generation,
included/attached in the transmission, and distribution. The To further enrich the content,
discussion of schematic activity shall involve calculations to understanding the concepts on
diagramming of electrical develop the problem solving and other electronics is imperative. Learners
components. engineering skills of the learners. differentiate between discrete
To further enrich the content, different electronic components and
electronic components such as resistors, integrated circuits, explain
capacitors, inductors, diodes, transistors, different types of logic gates and
and semiconductors shall be discussed. how they are used in common

Page 12 of 65
 Grade 7
Grade 7
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).
Learners will explain how
soil, water, and air may be
polluted as a result of the
different ways that people
use Earth’s resources. They
Grade 8
Learners also explain how each electronic electronic devices, and discuss
component works
Grade 8
GEOLOGY
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.
Learners describe the different
hazards that result from the
occurrence of earthquakes
Grade 9
applications of electronics in
different fields
Grade 9
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.
Learners will explain the warning
signs that scientists use in
predicting volcanic eruptions.
They will also describe the
Grade 10
Grade 10
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. Learners will relate
geologic processes that occur
Page 13 of 65
 will cite ways to lessen the
pollution of soil, water, and
air as Earth’s resources are
used in everyday life plan
(and implement, if possible)
an environmental activity or
project. In addition, learners
will promote an
environmental activity or
project about conservation
and preservation of
resources
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.
METEOROLOGY
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.
Learners describe the different
effects of tropical cyclones
depending on the location of the
community
different hazards that result when
volcanoes erupt.
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).
Learners will distinguish between
weather and cite practical ways to
reduce risks and lessen the impact
of climate change
in the Philippines to its tectonic
setting.
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

Learners will explain the
occurrence of the seasons and
eclipses as a result of the motions
ASTRONOMY
Learners will now leave the Solar
Learners will complete their survey of
System and learn about the stars
the Solar System by describing the beyond. They will infer the
characteristics of asteroids, comets, characteristics of stars based on the

Page 14 of 65
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
and other members of the Solar
System.
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.
Learners will now leave the Solar
System and learn about the stars
beyond. They will describe what
makes up galaxies and identify
the different types of galaxies
through pictures. Learners will
also discuss the motion of
galaxies and infer that the
Universe is expanding.
Page 15 of 65
 CURRICULUM GUIDE – GRADES 7-10 STEM

CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
Grade 7 – Matter
FIRST QUARTER/FIRST GRADING PERIOD
Doing Scientific The The Learners shall be The Learners should be able to…
Investigations Learnersdemonstrate able to:
an understanding of:
1. Ways of acquiring
knowledge and solving scientific ways of perform in groups in 1. describe the components of a
problems acquiring knowledge guided investigations scientific investigation;
and solving problems involving community-
based problems using
locally available
materials
2. Describe the components of
prepare different a solution
components of a concentrations of 3. investigate properties of
2. Diversity of Materials in solution mixtures according to unsaturated or saturated solutions;
the Environment
uses and availability of 4. express concentrations of
some important materials solutions quantitatively by
2.1 Solutions properties of solutions preparing different concentrations
of mixtures according to uses and
availability of materials;
2.2 Substances and the properties of investigate the 5. distinguish mixtures from
Mixtures substances that properties of mixtures substances based on a set of
distinguish them from of varying properties;

Page 16 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
mixtures concentrations using
available materials in
the community for
specific purposes
make a chart, poster, 6. recognize that substances are
or multimedia classified into elements and
2.3 Elements and classifying substances
presentation of compounds;
Compounds as elements or
common elements 7. recognize uses of common
compounds
showing their names, elements and compound
symbols, and uses
properly interpret
product labels of
acidic and basic
the common 8. determine basic and acidic
2.4 Acids and Bases mixture, and practice
properties of acidic mixtures using natural
safe ways of handling
and basic mixtures indicators; and
acids and bases using
protective clothing
and safety gear
9. describe some properties of
metals and non-metals such as
2.5 Metals and Non- properties of metals luster, malleability, ductility, and
metals and nonmetals conductivity.
10. recognize uses of metals and
non-metals

I.Parts and Functions The Learners The Learners should The Learners should be able to…  BEAM: Tools
demonstrate an be able to: used in the
understanding of: 1. Identify parts of the Development of
microscope and their Biology &
1. Microscopy the parts and employ appropriate functions;

Page 17 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
functions of the techniques using the Biotechnology
compound compound Tools in Biology
microscope microscope to gather
data about very small
objects 2. Focus specimens using
2. Biological
Techniques, techniques, Use appropriate
Procedures and procedures and equipment and
Methods methods for methods for
 Proper use of laboratory gathering gathering biological
Apparatus/Equipment specimens specimens.
 Slide preparation
Prepare biological
specimen:  Conduct laboratory hands-
1 Insect on activities in preparing
preservation biological specimen.
2 Preparation and
maintenance of
aquarium, terrarium
and herbarium
3 Preservation of
specimen

2. Levels of Biological the different levels of

Organization biological 3. describe the different levels of
organization biological organization from S7LT-IIc-3
cell to biosphere;

Page 18 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
3. Animal and Plant Cells the difference  BEAM: The Basic
4. differentiate plant and animal
between animal and Unit of Life
cells according to presence or S7LT-IId-4
plant cells
absence of certain organelles;
5. explain why the cell is
considered the basic structural
S7LT-IIe-5
and functional unit of all
organisms;
4. Fungi, Protists, and organisms that can
Bacteria only be seen through
the microscope, 6. identify beneficial and harmful
S7LT-IIf-6
many of which microorganisms;
consist of only one
cell
7. differentiate asexual from
II. Heredity: Inheritance reproduction being sexual reproduction in terms
and Variation both asexual or of:
sexual 7. 1 number of individuals S7LT-IIg-7
1. Asexual reproduction involved;
2. Sexual reproduction 7. 2 similarities of offspring to
parents;
8. describe the process of
S7LT-IIg-8
fertilization;
9. differentiate biotic from abiotic
II. Ecosystems S7LT-IIh-9
components of an ecosystem;
10. describe the different ecological
relationships found in an S7LT-IIh-10
1. Components of an organisms interacting conduct a ecosystem;

Page 19 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
ecosystem with each other and collaborative action to 11. predict the effect of changes in
2. Ecological relationships with their preserve the one population on other
S7LT-IIi-11
2.1 Symbiotic environment to ecosystem in the populations in the ecosystem;
relationships survive locality and
2.2 Non symbiotic
relationships 12. predict the effect of changes in
3. Transfer of energy abiotic factors on the S7LT-IIj-12
through trophic levels ecosystem.

Grade 7 – Force, Motion and, Energy

THIRD QUARTER/THIRD GRADING PERIOD
I. Motion in One The Learners The Learners shall be The Learners should be able to…
Dimension demonstrate an able to:
understanding of: 1. describe the motion of an
S7FE-IIIa-1
1. Descriptors of Motion object in terms of distance or
1.1 Distance or motion in one conduct a forum on displacement, speed or
Displacement dimension mitigation and velocity, and acceleration;
1.2 Speed or Velocity disaster risk reduction
1.3 Acceleration 2. differentiate quantities in terms
S7FE-IIIa-2
of magnitude and direction;
2. Motion Detectors
2.1 Scalars and Vectors 3. Determine the resultant
2.2. Graphical Method in vector using graphical
finding the
Resultant Vector
method
4. create and interpret visual S7FE-IIIb-3
2.3. Graphing Motion representation of the motion of
objects such as tape charts and
motion graphs;

Page 20 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
II. Waves
S7LT-IIIc-4
waves as a carriers 5. infer that waves carry energy;
1. Types of Waves of energy
2. Characteristics of Waves 6. differentiate transverse from
2.1 Amplitude longitudinal waves, and
S7LT-IIIc-5
2.2 Wavelength mechanical from
3. Wave Velocity electromagnetic waves;
7. relate the characteristics of
S7LT-IIId-6
waves;
III. Sound 8. describe the characteristics of
the characteristics of sound using the concepts of
S7LT-IIId-7
1. Characteristics of sound sound wavelength, frequency,
1.1.Pitch velocity, and amplitude ;
1.2 Loudness 9. explain sound production in
1.3 Quality the human voice box, and how
pitch, loudness, and quality of S7LT-IIIe-8
sound vary from one person to
another;
10. describe how organisms
produce, transmit, and
receive sound of various
S7LT-IIIe-9
frequencies (infrasonic,
audible, and ultrasonic
sound);
IV. Light the characteristics of suggest proper 11. Relate characteristics of light
1. Characteristics of Light light lighting in various such as color to frequency and
S7LT-IIIf-10
1.1 Intensity or activities wavelength, and intensity to
Brightness amplitude.

Page 21 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
1.2 Color
12. infer that light travels in a S7LT-IIIg-
straight line; 11
V. Heat
1. Heat Transfer how heat is
13. infer the conditions S7LT-IIIh-i-
1.1 Conduction transferred
necessary for heat transfer 12
1.2 Convection
to occur;
1.3 Radiation
VI. Electricity 14. describe the different types
1. Charges charges and the S7LT-IIIj-13
of charging processes; and
2. Charging processes different charging
processes 15. explain the importance of
S7LT-IIIj-14
earthing or grounding.
Grade 7 – Earth and Space
FOURTH QUARTER/FOURTH GRADING PERIOD
1.The Philippine The Learners The Learners shall be The Learners should be able to…
Environment demonstrate an able to:
understanding of: 1. demonstrate how places on Earth S7ES-IVa-1
1.1 Location of the analyze the may be located using a coordinate
Philippines using a the relation of advantage of the system;
coordinate system geographical location location of the 2. describe the location of the
1.2. Location of the of the Philippines to Philippines in relation Philippines with respect to the
S7ES-IVa-2
Philippines with respect its environment to the climate, continents and oceans of the
to landmasses and weather, and world;
bodies of water the use of earth’s seasons 3. recognize that soil, water, rocks,
resources. coal, and other fossil fuels are
1.3. Conservation of natural S7ES-IVb-3
Earth materials that people use as
resources promote an
the consequences resources;
1.4. Pollution in the environmental
of the use of activity or project 1. describe ways of using Earth's
environment
resources by about conservation resources sustainably; S7ES-IVb-4
2. explain how soil, water, and air

Page 22 of 65

CONTENT
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
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
CONTENT PERFORMANCE LEARNING
LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
people. and preservation of may be polluted as a result of the
resources different ways that people use
Earth’s resources
3. cite ways to lessen the pollution of
soil, water, and air as Earth’s
resources are used in everyday
life
4. plan (and implement, if possible)
an environmental activity or
project
the different 5. discuss how energy from the Sun
phenomena that interacts with the layers of the
S7ES-IVd-5
occur in the atmosphere;
atmosphere
6. explain how some human
S7ES-IVd-6
activities affect the atmosphere ;
7. account for the occurrence of
land and sea breezes,
S7ES-IVe-7
monsoons, and intertropical
convergence zone (ITCZ)
8. describe the effects of certain
weather systems in the S7ES-IVe-8
Philippines;
the relationship of 9. using models, relate:
the seasons and the 9.1 the tilt of the Earth to the S7ES-IVe-9
position of the Sun in length of daytime;
the sky 9.2 the length of daytime to the
amount of energy received;
Page 23 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
the Philippines 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
S7ES-IVe-10
sky to the amount of energy
received;
9.5 the latitude of an area to the
amount of energy the area
receives;

10. show what causes change in the

seasons in the Philippines using S7ES-IVi-11
models;

4. Eclipses the occurrence of

4.1. Solar Eclipse eclipses 11. explain how solar and lunar
S7ES-IVj-12
4.2. Lunar Eclipse eclipses occur; and

12. collect, record, and report data on

the beliefs and practices of the S7ES-IVj-13
community in relation to eclipses.

Page 24 of 65
 GRADE 8

CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

Grade 8 – Force, Motion, and Energy

FIRST QUARTER/FIRST GRADING PERIOD

The Learners The Learners shall be The Learners should be able

demonstrate an able to: to…
Forces and Motion
understanding of:

1. Balanced and Unbalanced develop a written plan 1. investigate the

Forces Newton’s three laws of and implement a relationship between the S8FE-Ia-15
2. Free Body Diagrams
motion and uniform “Newton’s Olympics” amount of force applied
3. Laws of Motion
3.1 Law of Inertia circular motion and the mass of the
object to the amount of
3.2 Law of Acceleration change in the object’s
motion;
3.3 Law of Interaction
2. infer that when a body
exerts a force on
another, an equal S8FE-Ia-16
amount of force is
exerted back on it;

3. demonstrate how a body

responds to changes in S8FE-Ib-17
motion;

Page 25 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

4. relate the laws of motion

to bodies in uniform S8FE-Ib-18
circular motion;

5. infer that circular motion

requires the application
of constant force directed S8FE-Ib-19
toward the center of the
circle;

2. Work Power and Energy work related to force, 6. identify situations in

power, gravitational which work is done and S8FE-Ic-20
1.1. Work
potential energy, kinetic in which no work is done;
1.2 Energy energy, and elastic
potential energy 7. describe how work is
1.3 Kinetic Energy related to power and S8FE-Ic-21
energy;
1.4 Potential Energy
8. differentiate potential and
1.5 Power S8FE-Id-22
kinetic energy;

9. relate speed and position

of object to the amount of
S8FE-Id-23
energy possessed by a
body;

Page 26 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

3. Sound 10. infer how the movement

of particles of an object
S8FE-Ie-24
the propagation of sound affects the speed of
through solid, liquid, and sound through it;
gas
11. investigates the effect
of temperature to speed
S8FE-Ie-25
of sound through fair
testing;

4. Light some properties and discuss phenomena 12. demonstrate the

characteristics of visible such as blue sky, existence of the color
light rainbow, and red components of visible S8FE-If-26
sunset using the light using a prism or
concept of wavelength diffraction grating;
and frequency of visible
light 13. explain the hierarchy of
colors in relation to S8FE-If-27
energy;

14. explain that red is the

least bent and violet the
most bent according to S8FE-If-28
their wavelengths or
frequencies;

5. Heat heat and temperature, 15. differentiate between S8FE-Ig-29

and heat and temperature at

Page 27 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

the effects of heat on the the molecular level;

body

6. Electricity current- voltage- 16. infer the relationship

resistance relationship, between current and S8FE-Ih-30
6.1 Current
electric power, electric charge;
6.2 Voltage energy, and home
circuitry 17. explain the advantages
6.3 Resistance and disadvantages of
S8FE-li-31
series and parallel
6.4 Circuit Connection connections in homes;
6.5 Schematic Diagrams 18. differentiate electrical
6.6 Electronic Components power and electrical S9FE-li-32
energy; and
6.7 Electrical Safety
19. explain the functions of
6.8 Electrical Hazards circuit breakers, fuses,
earthing, double
S8FE-li-33
insulation, and other
safety devices in the
home.

Grade 8 – Earth and Space

SECOND QUARTER/ SECOND GRADING PERIOD

Page 28 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

The Learners The Learners shall be The Learners should be able

1. Earthquakes and Faults
1.1 Active and inactive faults
1.2 How 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
demonstrate an able to: to…
understanding of:
S8ES-IIa-14
1. participate in decision 1. using models or
the relationship between making on where to illustrations, explain
faults and earthquakes build structures how movements
along faults generate
based on knowledge
earthquakes;
of the location of
2. differentiate the
active faults in the 2.1 epicenter of an
community earthquake from its
focus;
2.2 intensity of an
2. make an emergency
earthquake from its
plan and prepare an
magnitude;
emergency kit for use
at home and in 2.3 active and inactive S8ES-IIa-15
school faults;

2. Earthquake Hazards 3. describe the

different hazards that
result from the
occurrence of

Page 29 of 65

CONTENT
3. Earthquake waves and the
Earth’s interior
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)
CONTENT PERFORMANCE LEARNING
LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
earthquakes
4.demonstrate how
underwater earthquakes S8ES-IIb-16
generate tsunamis;
5. explain how
earthquake waves
provide information S8ES-IIc-17
about the interior of the
earth
the formation of 1. demonstrate
typhoons and their precautionary S8ES-IId-18
movement within the measures before, 3. explain how typhoons
develop;
PAR during, and after a
typhoon, including
following advisories,
storm signals, and 4. infer why the
S8ES-IId-19
Philippines is prone to
calls for evacuation
typhoons;
given by government
agencies in charge
Page 30 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

2.4. Storm surges, flooding,

landslides

2. participate in 5. explain how

activities that lessen
the risks brought by
typhoons
3. Other members of the Solar characteristics of comets, discuss whether or not
System meteors, and asteroids beliefs and practices
about comets and
3.1 Comets meteors have scientific
3.2 Meteors basis
landmasses and S8ES-IIe-20
bodies of water affect
typhoons;
6. trace the path of
typhoons that enter
the Philippine Area of S8ES-IIf-21
Responsibility (PAR)
using a map and
tracking data;
7. describe the
different effects of
tropical cyclones
depending on the
location of the
community
8. compare and contrast
S8ES-IIg-22
comets, meteors, and
asteroids;
9. predict the
appearance of comets
S8ES-IIh-23
based on recorded
data of previous
appearances; and

Page 31 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

3.3 Asteroids 10. explain the regular

occurrence of meteor S8ES-IIi-j-
showers 24

Grade 8 – Matter

THIRD QUARTER/THIRD GRADING PERIOD

The Learners The Learners shall be The Learners should be able

1. The Particle Nature of Matter
1.1 Elements, Compounds, and
Mixtures
1.2 Atoms and Molecules
demonstrate an able to: to…
understanding of:
present how water 1. explain the difference
the particle nature of behaves in its different between an element S8MT-IIIa-
matter as basis for states within the water and a compound b-8
explaining properties, cycle
physical changes, and 2. explain the properties of
structure of substances solids, liquids, and gases
and mixtures based on the particle
nature of matter;

3. explain physical changes

in terms of the S8MT-IIIc-
arrangement and motion d-9
of atoms and molecules;

Page 32 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

2. Atomic Structure

the identity of a 4. determine the number of

substance according to protons, neutrons, and S8MT-IIIe-
2.1 Protons its atomic structure electrons in a particular f-10
2.2 Neutrons atom;

2.3 Electrons

3. Periodic Table (PT) of Elements
3.1 Development of the PT
3.2 Arrangement of elements
the periodic table of
elements as an
organizing tool to
determine the chemical
properties of elements
5. trace the development of
the periodic table from
S8MT-IIIg-
observations based on
h-11
similarities in properties of
elements; and

3.3 Periodic trends in

properties of elements in 6. use the periodic table to
S8MT-IIIi-
the periodic table predict the chemical
j-12
behaviour of an element.
3.4 Reactive and nonreactive
metals

Grade 8 – Living Things and Their Environment

FOURTH QUARTER/ FOURTH GRADING PERIOD

Page 33 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

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
chemical digestion
The Learners The Learners should be The Learners should be able
demonstrate an able to: to…
understanding of:
S8LT-IVa-
13
present an analysis of 1. explain ingestion,
1. the digestive system the data gathered on absorption, assimilation,
and its interaction diseases resulting from and excretion;
with the circulatory, nutrient deficiency
respiratory, and 2. explain how diseases of
excretory systems in the digestive system are S8LT-IVb-
providing the body prevented, detected, and 14
with nutrients for treated;
energy

2. diseases that result

1.3 Diseases resulting from from nutrient
nutrient deficiency and deficiency and 3. identify healthful practices
S8LT-IVc-
ingestion of harmful ingestion of harmful that affect the digestive
15
substances substances, and their system;
prevention and
treatment

1.4 Prevention, detection, and

treatment of diseases of the

Page 34 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

digestive system

2. Heredity: Inheritance and 1. how cells divide to report on the 4. compare mitosis and  BEAM: Cell
S8LT-IVd-
Variation of Traits produce new cells importance of variation meiosis, and their role in Growth &
16 Reproduction
in plant and animal the cell-division cycle;
2.1 Stages of mitosis 2. meiosis as one of the breeding
processes producing 5. explain the significance of  BEAM: Link to
S8LT-IVe- your Past
2.2 Stages of meiosis genetic variations of meiosis in maintaining the
17
the Mendelian Pattern chromosome number;
2.3 Mendelian Genetics of Inheritance
2.4 Introduction to 6 .predict phenotypic
Biotechnology
3. use biotechnology in expressions of traits
2.5 Modern Biotechnology
livelihood, following simple patterns of
promotion of food inheritance;
production and
health S8LT-IVf-
18
7.apply understanding of
biotechnology used in the
develops innovative, livelihood, promotion of
marketable, replicable food production and
and cost-effective health
products resulting

Page 35 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

from understanding
of biotechnology

3. Biodiversity report (e.g., through a 7. explain the concept of a S8LT-IVg-

travelogue) on the species; 19
4. the concept of a activities that
species 8. classify organisms using
3.1 Species diversity communities engage in S8LT-IVh-
to protect and conserve the hierarchical taxonomic
20
3.2 Hierarchical taxonomic system endangered and system;
5. the species as being
of classification further classified into economically important
a hierarchical 9. explain the advantage of
species
3.3 Protection and conservation of taxonomic system high biodiversity in S8LT-IVh-
endangered and economically maintaining the stability of 21
important species an ecosystem;

4. Ecosystems 10. describe the transfer of

energy through the S8LT-IVi-22
4.1 Transfer of Energy in Trophic the one-way flow of make a poster trophic levels;
energy and the cycling of comparing food choices

Page 36 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

Levels materials in an based on the trophic 11. analyze the roles of

ecosystem levels organisms in the cycling S8LT-IVi-23
4.2 Cycling of materials in the
of materials;
ecosystem
12. explain how materials
4.2.1Water cycle
cycle in an ecosystem; S8LT-IVi-24
4.2.2Oxygen-carbon cycle and

4.2.3Nitrogen cycle
13.suggest ways to minimize
S8LT-IVj-
4.3 Impact of human activities in human impact on the
25
an ecosystem environment.

Page 37 of 65
 GRADE 9

CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

Grade 9 – Living Things and Their Environment

FIRST QUARTER/ FIRST GRADING PERIOD

1. Respiratory and Circulatory The Learners The Learners should be The Learners should be able  BEAM: Second
Systems Working with the other demonstrate an able to: to… Year – Biology
Organ Systems understanding of: Organ System
- Circulatory
System
conduct an information 1. explain how the  EASEBiology
1. how the different dissemination activity respiratory and circulatory M11 Energy
structures of the on effective ways of systems work together to S9LT-la-b- Producing &
circulatory and taking care of the transport nutrients, 26 Distributing
Systems
respiratory systems respiratory and gases, and other
Lessons 2 & 3
work together to circulatory systems molecules to and from
transport oxygen-rich based on data gathered the different parts of the
blood and nutrients to from the school or local body;
the different parts of health workers
the body
2. infer how one’s lifestyle  APEXBiology
can affect the functioning Unit IV The
2. the prevention, of respiratory and Organ
detection, and S9LT-lc-27 Systems
circulatory systems;
Lessons 11 &
treatment of diseases
12
affecting the
circulatory and

Page 38 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

respiratory systems

2. Heredity: Inheritance and 3. describe the location of  BEAM: Second

Variation genes in chromosomes; Year – Your
1. how genetic Genetic Book
information is 4. explain the different S9LT-Id-28 of Life
organized in genes on patterns of non-Mendelian  APEXUnit 6
2.1 Location of genes on chromosomes Genetics
inheritance;
chromosomes Lesson 3 The
Structure of
2.2 Non-Mendelian inheritance 2.the different patterns DNA
of inheritance  EASE Biology
2.2.1 Incomplete dominance Module14
Lesson 3
2.2.2 Sex-linked traits 5.Explain how modern
3 .biotechnology to biotechnology works.
2.2.3 Multiple alleles help them make
6.Propose how
2.6 Multiple genes informed decision in
promoting good
biotechnology can be S9LT-Id-29
utilize biotechnology applied in addressing
health,improving
in making informed certain situations or
3.Foundation and application of livelihood, and making
decision in choosing solving some problems
Biotechnology intelligent and moral
matters pertaining to (e.g. crimes
choices.
promotion of good
health, improvement
of livelihood, and

Page 39 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

making intelligent and

moral choices

3. Biodiversity and Evolution how changes in the make a multimedia 5. relate species extinction
environment may affect presentation of a to the failure of
species extinction timeline of extinction of populations of organisms S9LT-Ie-f-
3.1 Causes of Species Extinction representative to adapt to abrupt 30
microorganisms, plants, changes in the
3.1.1 natural and animals environment; and

3.1.2 anthropogenic

Page 40 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

4. Ecosystems 1. the structure and design and conduct an  BEAMLearning

function of plant parts investigation to provide Guide Biology
and organelles evidence that plants can Food for Life
 BEAMLearning
4.1 Flow of Energy and Matter in involved in manufacture their own
Guide Biology
Ecosystems photosynthesis food 6. differentiate basic Creating
features and importance Energy for Life
of photosynthesis and S9LT-lg-j-  EASEBiology
2. the structure and respiration. 31 Module 4
4.1.1 Photosynthesis Photosynthesis
function of
 EASE Biology
4.1.2 Respiration mitochondrion as the Module 5
main organelle Cellular
involved in respiration Respiration
 APEXBiology
Unit 3 Life
Energy
Grade 9 – Matter

SECOND QUARTER/SECOND GRADING PERIOD

The Learners The Learners shall be The Learners should be able S9MT-IIa-
demonstrate an able to: to… 13a
understanding of…

4.describe how the Bohr S9MT-IIa-

1. Electronic Structure of Matter
the development of model of the atom 13b
atomic models that led to improved Rutherford’s
atomic model
the description of the
5.explain how the Quantum

Page 41 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

behavior of electrons Mechanical Model of the

within atoms atom describes the
energies and positions of
the electrons

 EASEChemistry
Module 14 The
1. how atoms 1. explain the formation of Chemical Bonds
combine with ionic and covalent bonds; Lesson 1
2. Chemical Bonding other atoms by S9MT-IIa-  BEAMYear 3
transferring or by 13c Module 3
2.1 Ionic and Covalent Bonding sharing electrons Metallic Link
 EASEChemistry
Module 14 The
2. forces that hold 2. recognize different types of Chemical Bonds
2.2 Metallic Bonding metals together compounds (ionic or Lesson 1
covalent) based on their S9MT-IIb-
properties such as melting 14
point, hardness, polarity,
and electrical and thermal
conductivity;

3. explain properties of
S9MT-IIc-
metals in terms of their
d-15
structure;

4. explain how ions are S9MT-IIe-f-

formed; 16

Page 42 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

3. The Variety of Carbon Compounds
3.1 Carbon Atoms
3.2 Organic Compounds
the type of bonds that 5. explain how the structure
S9MT-IIg-
carbon forms that result in of the carbon atom affects
17
the diversity of carbon the type of bonds it forms;
compounds
6. recognize the general
S9MT-IIh-
classes and uses of
18
organic compounds;

4. Mole Concept 7. use the mole concept to  EASE

S9MT-IIi-
express mass of Chemistry
the unit, mole, that analyze the percentage 19 Module 16
substances; and
quantitatively measures composition of different Stoichiometry
4.1 Mass the number of very small brands of two food 8. determine the percentage
4.2 Moles particles of matter products and decide on composition of a
S9MT-IIj-
the products’ compound given its
20
4.3 Percentage Composition of a appropriate percentage chemical formula and vice
Compound composition versa.

Grade 9 – Earth and Space

THIRD QUARTER/THIRD GRADING PERIOD

The Learners The Learners shall be The Learners should be able  EASE
demonstrate an able to: to… Integrated
1.Volcanoes S9ES -IIIa-
understanding of: Science I
25 Module 12
Inside the
1. describe the different Solid Earth

Page 43 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

1.1 Type of volcanoes volcanoes found in the types of volcanoes;

Philippines
1.2 Volcanic Eruptions
2. differentiate between
1.3. Warning signs S9ES -IIIa-
active and inactive
27
1.4 Energy from volcanoes volcanoes;

1.5. Volcanic Hazards 3. explain what happens

when volcanoes erupt
using models or
illustrations; S9ES -IIIb-
4. explain the warning 28
signs that scientists
use in predicting
volcanic eruptions

5. illustrate how energy from

volcanoes may be tapped
for human use; S9ES –IIIc-
6. describe the different d-29
hazards that result
when volcanoes erupt.

Page 44 of 65

CONTENT
2.Climate
2.1 Factors that affect climate
2.2 Global climate phenomena
3. Constellations
3.1 Characteristics of stars
3.2 Arrangement of stars in a
CONTENT PERFORMANCE LEARNING
LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
factors that affect participate in activities 7. explain how different
S9ES-IIIe-
climate, and the effects that reduce risks and factors affect the climate
30
of changing climate and lessen effects of climate of an area;
how to adapt accordingly change
8. describe certain climatic
phenomena that occur on
a global level;
S9ES-IIIf-
9. cite practical ways to
31
reduce risks and lessen the
impact of climate change
the relationship between discuss whether or not  EASE Integrated
the visible constellations popular beliefs and 10. infer the characteristics of Science 1
S9ES-IIIg-
in the sky and Earth’s practices with regard to stars based on the Module 18
32
position along its orbit constellations and characteristics of the Sun;
astrology have scientific
Page 45 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

group basis
11. infer that the
3.3 Changing position of arrangement of stars in a S9ES-IIIh-
constellations during the night group (constellation) does 33
and at different times of the not change;
year
12. observe that the position
3.4 Beliefs and practices about
of a constellation changes S9ES-IIIi-
constellations and astrology
in the course of a night; 34
and

4. Galaxies 13. show which constellations

may be observed at
different times of the year
4.1. Components of galaxies using models.

4.2. Types of galaxies

4.3. Motions of galaxies 14. describe what makes S9ES-IIIj-

up galaxies 35

15.identify the different

types of galaxies through
pictures

Page 46 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

16.discuss the motion of

galaxies

17.infer that the Universe

is

expanding

Grade 9 – Force, Motion, and Energy

FOURTH QUARTER/FOURTH GRADING PERIOD

The Learners The Learners shall be The Learners should be able  APEX Physics
demonstrate an able to: to… Unit 3 Chapter
Motion in Two Dimensions understanding of: 1 LP 4 Falling
Bodies
 BEAM Learning
propose ways to 1. describe the horizontal and S9FE-IVa- Guide Physics-
1. Projectile Motion projectile motion, enhance sports related vertical motions of a 34 4th Year
impulse and momentum, to projectile motion projectile; Energy in
1.2.Impulse, Momentum and Transportation

Page 47 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

Impulse and conservation of 2. investigate the relationship Put It into

linear momentum between the angle of S9FE-IVa- Motion
1.3.Conservation of Linear release and the height and 35  APEX Physics
Momentum Unit 3 Chapter
range of the projectile;
1 LP 10
3. relate impulse and Momentum
S9FE-IVb-
momentum to collision of 36
objects (e.g., vehicular
collision);

4. infer that the total

S9FE-IVb-
momentum before and
37
after collision is equal;

5. examine effects and S9FE-IVc-

predict causes of collision- 38
related damages/injuries;

6. explain energy
transformation in various
2. Work Power and Energy conservation of create a device that activities/events (e.g.,  APEX Physics
mechanical energy shows conservation of S9FE-IVc- Unit 3 Chapter
waterfalls, archery, 39
mechanical energy 1 LP 12 Law of
amusement rides); Conservation

Page 48 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

2.1 Changes in form of of Energy

mechanical energy

2.2 Conservation of energy

7. perform activities to
S9FE-IVd-
demonstrate conservation
40
of mechanical energy;

8. infer that the total

mechanical energy S9FE-IVe-
remains the same during 41
any process;

3. Heat, Work, and Efficiency the relationship among analyze how power S9FE-IVe-  APEX Physics
heat, work, and plants generate and 9. construct a model to 42 Unit 3 Chapter
efficiency transmit electrical 2 LP 1 Heat
demonstrate that heat can
Engines
energy do work;  BEAM
Learning
Guide 4th Year
10. infer that heat transfer Physics Force,
can be used to do work, Power, Work
S9FE-IVf-43 and Energy
and that work involves the
release of heat; Mode Swing

11. explain why machines are

never 100-percent S9FE-IVf-44
efficient;

Page 49 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

12. explain how heat transfer

and energy transformation
S9FE-IVg-
make heat engines like
45
geothermal plants work;
and

4. Electricity and magnetism  BEAM Learning

Guide Year 4
4.1 Power generation and energy generation, transmission, Science
losses and distribution of Electrical
electrical energy from 13. explain how electrical Energy
4.2 Transmission and distribution power plants energy is generated, Generation,
of electrical energy from transmitted, and distributed. Transmission
(hydroelectric,
power plants to homes and Use
geothermal, wind,
4.3 Step-up and Step-down nuclear) to home
S9FE-IVh-j-
Transformers
46

5. Electronics

Electronic components

(resistors, capacitors, 14. Discuss/ identify

inductors, diodes, the different electronic different electronic
make use of/ inspect

Page 50 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

transistors) components such as an electronic components and their

resistors, capacitors, system/appliances (i.e functions
inductors, diodes, radio or television unit)
Semiconductors transistors, and and identify the different
semiconductors. electronic components 15. Differentiate N-type
used
and P-type
semiconductors
Explain how each
electronic component
works

Page 51 of 65
 GRADE 10

CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

Grade 10 – Earth and Space

FIRST QUARTER/FIRST GRADING PERIOD

The Learners The Learners shall be The Learners should be able  APEX
demonstrate an able to: to… Integrated
understanding of: Science LP
(UNIT 5-
1. Plate Tectonics Changes in
1. demonstrate ways to 1. describe the distribution of S9ES –Ia-j- the
1.1 Distribution the relationship among ensure disaster active volcanoes, 36.1 Environment)
the locations of preparedness during earthquake epicenters, and
1.1.1 volcanoes major mountain belts;
volcanoes, earthquake earthquakes,
1.1.2 earthquake epicenters epicenters, and mountain tsunamis, and
ranges volcanic eruptions 2. describe the different types S9ES –Ia-j-
1.1.3 mountain ranges
of plate boundaries; 36.2
1.2 Plate boundaries
3. explain the different S9ES –Ia-j-
2. suggest ways by
1.3 Processes and landforms along processes that occur along 36.3
which he/she can the plate boundaries;
plate boundaries
contribute to 4. describe the internal S9ES –Ia-j-
1.4 Internal structure of the Earth government efforts in structure of the Earth; 36.4
reducing damage due
1.5 Mechanism (possible causes of to earthquakes, 5. describe the possible S9ES –Ia-j-
tsunamis, and causes of plate movement; 36.5
and

Page 52 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

movement) volcanic eruptions 6. enumerate the lines of

evidence that support plate
1.6 Evidence of plate movement movement S9ES –Ia-j-
7. relate geologic 36.6
processes that occur in
the Philippines to its
2. Plate tectonics and the Philippines tectonic setting
Grade 10 – Force, Motion and, Energy

SECOND QUARTER/SECOND GRADING PERIOD

The Learners The Learners shall The Learners should be able  APEX Physics
demonstrate an be able to: to… LP Unit 4
understanding of: Chapter 3:
Lesson 3.3-3.9
S10FE-IIa- Electromagneti
1. Electromagnetic Spectrum Conduct 1. compare the relative b-47 c Waves
the different regions of advocacy on wavelengths of different
1.1 Radiowave the electromagnetic preventing forms of electromagnetic
1.2 Microwave spectrum harmful effects of waves;
EM radiation to
1.3 Infrared Ray living things and 2. cite examples of practical
the environment applications of the
1.4 Visible Light
different regions of EM S10FE-IIc-
1.5 Ultraviolet Ray waves, such as the use of d-48
radio waves in
1.6 X-Ray telecommunications;

Page 53 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

1.7 Gamma Ray

3. explain the effects of EM
1.8 Radioactivity (Alpha, Beta, S10FE-IIe-
radiation on living things
& Gamma) f-49
and the environment;

2. Light 4. predict the qualitative  APEX Physics

characteristics LP Unit I
the images formed by (orientation, type, and Chapter 1
the different types of S10FE-IIg- Lessons 2-8
2.1 Reflection of Light in Mirrors magnification) of images
mirrors and lenses 50 Plane and
formed by plane and Curve Mirrors
2.2 Refraction of Light in Lenses curved mirrors and
lenses;

 APEX Physics
5. apply ray diagramming LP Unit I
techniques in describing Chapter 1
S10FE-IIg- Lessons 11-13
the characteristics and
51 Image
positions of images Formation &
formed by lenses; Locating
Images in
Lenses
6. identify ways in which the  APEX Physics
properties of mirrors and LP Unit I
S10FE-IIh-
lenses determine their use Chapter 1
52 Lesson 1
in optical instruments
Optical
(e.g., cameras and Instruments

Page 54 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

binoculars);

3. Electricity and Magnetism 7. demonstrate the  APEX Physics

generation of electricity LP Unit 2
the relationship between Create/produce an S10FE-IIi- Chapter 2
by movement of a
electricity and magnetism improvised electrical 53 Electromagneti
6.1 Electromagnetic effects magnet through a coil;
in electric motors and device that applies c Energy
and
generators the principle of an
electric motor and/ or
8. explain the operation of a
generator
simple electric motor and
generator.

S10FE-IIj-
54
7. Electronics

the applications of create/produce a 7. Differentiate between

7.1 Integrated Circuits
electronics in different simple electronic discrete electronic
7.2 Logics Gates
fields device using different components and
7.3 Applications of Electronics
integrated circuits.
electronic
components
10, Explain different types of

Page 55 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

logic gates and explain

how logic circuits are used
in common electronic
devices

11. Discuss applications of

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

Grade 10 – Living Things and Their Environment

THIRD QUARTER/THIRD GRADING PERIOD

The Learners The Learners should be The Learners should be able  APEX Biology
demonstrate an able to: to… Unit 5 Life
understanding of: Reproduction
S10LT-IIIa- Lessons 5-8
1. Coordinated Functions of the 33 Male and
Reproductive, Endocrine, and 1. describe the parts of the Reproduction
Nervous Systems 1. organisms as having reproductive system and and Fertility
feedback mechanisms, their functions;  APEX Biology
Unit 4 The

Page 56 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

which are coordinated 2. explain the role of Organ

by the nervous and hormones involved in the S10LT-IIIb- Systems
endocrine systems female and male 34 Lessons
14&15
reproductive systems;
Endocrine &
3. describe the feedback Nervous
2. how these feedback Systems
mechanisms involved in
mechanisms help the
regulating processes in S10LT-IIIc-
organism maintain
the female reproductive 35
homeostasis to
system (e.g., menstrual
reproduce and survive
cycle);

4. describe how the nervous

system coordinates and S10LT-IIIc-
regulates these feedback 36
mechanisms to maintain
homeostasis;

2. Heredity: Inheritance and 1. the information stored 5. explain how protein is  APEX Biology
Variation in DNA as being used S10LT-IIId- Unit 6
made using information
to make proteins 37 Anatomy of
from DNA; Genes Lessons
1-5 Heredity
2. how changes in a DNA 6.explain how mutations and Genetics
molecule may cause
may cause changes in the S10LT-IIIe-
changes in its product
structure and function of a 38
protein;
3. mutations that occur in

Page 57 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

sex cells as being

heritable

4. that ethical issues 5. Discuss some

associated with social and ethical
biotechnology issues associated
should be with biotechnology
considered.

3. Social and ethical Issues

relating to Biotechnology
write an essay on 7. explain how fossil  APEX Biology
the importance of records, comparative Unit 7
3. Biodiversity and Evolution how evolution through S10LT-IIIf- Evolution
adaptation as a anatomy, and genetic
natural selection can 39 Lessons 1-4
mechanism for the information provide
result in biodiversity survival of a evidence for evolution;
species
8. explain the occurrence of S10LT-IIIg-
evolution; 40

4. Ecosystems 9. explain how species

4.1 Flow of Energy and Matter in
Ecosystems
4.2 Biodiversity and Stability
diversity increases the
1. the influence of probability of adaptation S10LT-IIIh-
biodiversity on the and survival of organisms 41
stability of ecosystems in changing
environments;

Page 58 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

4.3 Population Growth and 10. explain the relationship

Carrying Capacity between population S10LT-IIIi-
2. an ecosystem as being growth and carrying 42
capable of supporting capacity; and
a limited number of
organisms 11. suggest ways to S10LT-IIIj-
minimize human impact 43
on the environment.

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 The Learners shall be The Learners should be able  APEX Chemistry
demonstrate an able to: to… Unit 2 Chapter
understanding of… 3: Gases: The
Fastest-Moving
Particles
1. investigate the
how gases behave based relationship between: S10MT-IVa-
on the motion and b-21
relative distances 1.1 volume and pressure
at constant
between gas particles
temperature of a gas;

1.2 volume and

temperature at
constant pressure of a

Page 59 of 65

CONTENT
2. Biomolecules
2.1 Elements present in
biomolecules
2.2 Carbohydrates, lipids,
proteins, and nucleic acids
2.2.1 Food Labels
3. Chemical reactions
CONTENT PERFORMANCE LEARNING
LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
gas;
1.3 explains these
relationships using the
kinetic molecular
theory;
the structure of
biomolecules, which are
made up mostly of a
2. recognize the major
limited number of
categories of
elements, such as
biomolecules such as S10MT-IVc-
carbon, hydrogen,
oxygen, and nitrogen carbohydrates, lipids, d-22
proteins, and nucleic
acids;
the chemical reactions using any form of 3. apply the principles of  APEX Chemistry
associated with biological media, present S10MT-IVe- Unit 4 Chapter
conservation of mass to
and industrial processes chemical reactions g-23 2 Lesson 3
chemical reactions; and
affecting life and the involved in biological
Page 60 of 65
 CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS

environment and industrial processes 4. explain how the factors  APEX

affecting life and the affecting rates of Chemistry Unit
environment chemical reactions are 4 Chapter 2
Lesson 5
applied in food S10MT-IVh-
preservation and j-24
materials production,
control of fire, pollution,
and corrosion.

Page 61 of 65
 GLOSSARY

Glossary
Galaxy A system of millions or billions of stars, together with gas and dust,
held together by gravitational attraction.
Natural resources Materials or substances such as minerals, forests, water, and fertile
land that occur in nature and can be used for economic gain.

Pollution The presence in or introduction into the environment of a substance or

thing that has harmful or poisonous effects.
Storm surge Is an abnormal rise of water generated by a storm, over and above the
predicted astronomical tides.

Glossary
Biotechnology The use of biological processes, organisms, or systems to manufacture
products intended to improve the quality of human life.

Biological techniques Methods or procedures that are used to study living things. They include
experimental and computational methods, approaches, protocols and tools for
biological research.
Social and Ethical Insights and reactions that have been expressed concerning biotechnology.
Issues

GLOSSARY
The ratio of the energy delivered (or work done) by a machine to the energy ne
Efficiency
eded (or work required) in operating the machine
A branch of Physics that deals with the emission, behavior, and effects of
Electronics
electrons (as in electron tubes and transistors) and with electronic devices
Equilibrium A state of rest or balance due to the equal action of opposing forces

Page 62 of 65
 GLOSSARY
The emission of energy as electromagnetic waves or as moving subatomic
Radiation
particles, especially high-energy particles that cause ionization.
Scalar A quantity that is completely specified by its magnitude and has no direction
An electrical device that reduces or increases the voltage of an alternating
Transformer
current
A quantity that has both magnitude and direction, and is represented by an
Vector
arrow

Page 63 of 65
Page 64 of 65
Page 65 of 65