SCIENCE

UNPACKING OF THE CURRICULUM GUIDE

Prepared by: Dr. Arturo A. Tolentino - SDO Caloocan, Mrs. Genersol G. Monton - SDO Makati,
Mrs. Armida S. Oblinada - SDO Muntinlupa, Dr. Maria Pilar O. Capalongan - SDO Quezon City

GRADE Grade 7

Science Discipline/Component LIVING THINGS AND THEIR ENVIRONMENT

Grade Level Standard
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.
 After learning 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, how flowering and non flowering plants reproduce, that asexual reproduction results in
genetically identical offspring whereas sexual reproduction gives rise to variation. Learners learn that the cells in
Domain 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.

The learners should be able to employ appropriate techniques using the compound microscope to gather data about
Performance Standard very small objects

Content Standard The learners demonstrate an understanding of the parts and functions of the compound microscope

NO. OF
CONTENT LEARNING COMPETENCIES CODE DAYS
TAUGHT

1. LIVING THINGS AND THEIR ENVIRONMENT

I. Parts and Functions 1. identify parts of the microscope and their functions; S7LT-IIa-1

1.1.Microscopy 1.1. Microscope S7LT-IIa-1.1

1.1.a Discuss the history of microscope and its uses (using video clips) S7LT-IIa-1.1.1a 1

1.1.b Describe the parts of the microscope and its functions S7LT-IIa-1.1.1b 1
 1.1.c Label and color the parts of microscope S7LT-IIa-1.1.1c 1

1.1.d Identify the basic microscope technique and rules to follow S7LT-IIa-1.1.1.d 1

2. focus specimens using the compound microscope; S7LT-IIb-2

2.1 Simple and Compound Microscope S7LT-IIb-2.2.1 1

2.1.a Differentiate the magnifying power or magnification from resolving power S7LT-IIb-2.2.1a 1
or resolution.

2.1.bDemonstrate how to focus specimen using the microscope (using different S7LT-IIb-2.2.1b 1
specimens)

2.2.c Demonstrate appropriate techniques using the compound microscope to S7LT-IIa-2.2.c 1

gather data about very small objects

SUMMATIVE TEST 1

TOTAL 9

The learners should be able to employ appropriate techniques using the compound microscope to gather data about
Performance Standard very small objects

Content Standard The learners demonstrate an understanding of the different levels of biological organization
2. Levels of Biological 3. describe the different levels of biological organization from cell to S7LT-IIc-3
Organization biosphere

3.1 Trace the levels of biological organization from cell to biospehere using S7LT-IIc-3.1 1
illustrations/diagrams

3.2 Identify the biological organization from cell to biospehere using S7LT-IIc-3.2 1
illustrations/diagrams

3.3 Complete the biological organization from cell to biospehere using S7LT-IIc-3.3 1
paragraph completion worksheets

3.4 Summarize the biological organization from cell to biospehere in written S7LT-IIc-3.4 1
form

3.5 Identify ways of taking care of the biological organization from cell to S7LT-IIc-3.5 1
biospehere using Video clips/pictures

The learners should be able to employ appropriate techniques using the compound microscope to gather data about
Performance Standard very small objects

Content Standard The learners demonstrate an understanding of the difference between animal from plant cells

4. differentiate plant and animal cells according to presence or absence of

3. Animal and Plant Cells S7LT-IId-4
certain organelles

4.1 Describe the parts and function of the plant cell using illustrations/video S7LT-IIe-4.1 1
clips
 4.2 Describe the parts and function of the animal cell using illustrations/video S7LT-IIe-4.2 1
clips

4.3 Differentiate plant and animal cells according to presence or absence of S7LT-IIe-4.3 1
certain organelles using worksheets /illustrations (drawing)

4.4 Demonstrate how to focus a plant and animal cell specimen using the S7LT-IIe-4.4 1
microscope

SUMMATIVE TEST 1

TOTAL 10

The learners should be able to employ appropriate techniques using the compound microscope to gather data about
Performance Standard very small objects

Content Standard The learners demonstrate and understanding of the difference between animal from plant cells

5. explain why the cell is considered the basic structural and functional unit S7LT-IIe-5
of all organisms;

5.1 Identify the different scientists involved in the discovery of the cell S7LT-IIe-5.1 1

5.2 Identify the different parts and function the cell S7LT-IIe-5.2 1

5.3Examine the different cell specimens using microscope by identifying and S7LT-IIe-5.3 1
describing the cell parts ( MMS)microscope move system)
 The learners should be able to employ appropriate techniques using the compound microscope to gather data about
Performance Standard very small objects

The learners demonstrate an understanding of organisms that can only be seen through the microscope, many of
Content Standard which consist of only one cell.

6. identify beneficial and harmful microorganisms; S7LT-Iif-6

6.1 Describe the different microorganism as to Fungi, Protists, and Bacteria S7LT-IIf-6.1 1
using illustration/video clips

6.2 Identify the different characteristics of Fungi, Protists, and Bacteria S7LT-IIf-6.2 2

6.3 Identify the beneficial and harmful effect of different microorganism as to S7LT-IIf-6.3 1
Fungi, Protists, and Bacteria

6.4 Examine the different microrganisms (FPB) Fungi, Protists and Bacteria
using microscope by identifying and describing the cell parts S7LT-IIf-6.4 1
( MMS)microscope move system)

SUMMATIVE TEST 1

TOTAL 9

The learners should be able to employ appropriate techniques using the compound microscope to gather data about
Performance Standard very small objects

Content Standard The learners demonstrate an understanding of reproduction being both asexual or sexual
II. Heredity :Inheritance and 7. differentiate asexual from sexual reproduction in terms of: S7LT-IIg-7
Variation 7. 1 number of individuals involved

1. Asexual Reproduction 7.1.1 describe the vegetative reproduction S7LT-IIg-7.1.1 1

7.1.2. describe the different types of asexual reproduction using S7LT-IIg-7.1.2 1

illustrations/video clips, and identify their parts and functions.

7.2 two number of individuals involved 1

7.2.1 describe the sexual reproduction using illustrations/video clips S7LT-IIg-7.2.1 1

7.2.3. using the venn diagram differentiate asexual from the sexual S7LT-IIg-7.2.2 1
reproduction

8. describe the process of fertilization S7LT-IIg-8

8.1 Explain how fertilization takes place using video clips S7LT-IIg-8 .1 1

8.3 Differentiate external from internal fertilization and give examples of S7LT-IIg-8 .3 1
organism

SUMMATIVE TEST 1
TOTAL 8
Performance Standard The learners should be able to conduct a collaborative action to preserve the ecosystem in the locality

The learners demonstrate an understanding of

Content Standard organisms interacting with each other and with their environment to survive
organisms interacting with each other and with their environment to survive

1. Components of an ecosystem 9.differentiate biotic from abiotic components of an ecosystem; S7LT-IIh-9

9.1.1 Describe the abiotic components of the ecosystem S7LT-IIh-9 .1.1 1

9.1.2 Identify and describe the categories of the abiotic components (climatic S7LT-IIh-9 .1.2 1
factors,edaphic factors and physiographic factors)

9.1.3 Describe the importance of each component in sustaining ecological S7LT-IIh-9 .1.3 1
processes

9.1.4 Identify the biotic components and give the important role in the S7LT-IIh-9 .1.4 1
ecosystem

9.1.5. differentiate the biotic from abiotic ecosystem using the venn diagram S7LT-IIh-9.1.5 1

2. Ecological relationships 10. 2describe the different ecological relationships found in an ecosystem; S7LT-IIh10

10.2 Ecological Relationships

 10.2.1Identify and describe the different ecological relationship found in the
2.1 Symbiotic relationships S7LT-IIh10 .2.1 1
ecosystem(as to mutualism, commensalism & parasitism)

10.2.2 Describe the role of the participating organisms in every type of

2.2 Non symbiotic relationships S7LT-IIh10 .2.2 1
relationship (as to predation and competition)

3. Transfer of energy through 10.3 Energy Transfer in the Ecosystem

trophic levels

10.2.1 Trace the flow of energy in an ecosystem S7LT-IIh10 .3.1 1

10.2.2 Construct a food chain and a food web S7LT-IIh10 .3.2 1

10.2.3 Identify the relationships of an organism among the different trophic 1

levels

11. predict the effect of changes in one population on other populations in S7LT-IIi-11
the ecosystem; and

11.1 predict the possible effects of changes in the number of one population to S7LT-IIi-11.1 1
another population living in the the same ecosystem

11.2 explain the effects of human activites on a balanced ecosystem S7LT-IIi-11.2 1

12. predict the effect of changes in abiotic factors on the ecosystem. S7LT-IIj-12
12.1 identify and explain the factors that can affect the abiotic components of S7LT-IIj-12.1 1
the ecosystem

SUMMATIVE TEST 1
TOTAL 14
PERIODICAL TEST 1

TOTAL NUMBER OF DAYS 50

 SCIENCE
UNPACKING OF THE CURRICULUM GUIDE
Prepared by: Dr. Arturo A. Tolentino - SDO Caloocan, Mrs. Genersol G. Monton - SDO Makati,
Mrs. Armida S. Oblinada - SDO Muntinlupa, Dr. Maria Pilar O. Capalongan - SDO Quezon City

GRADE Grade 8

Science
Discipline/Component LIVING THINGS AND THEIR ENVIRONMENT

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
Grade Level Standard 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 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
Domain through the excretory system.
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 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 how
energy is transformed and how materials are cycled in ecosystems.

Performance Standard The learners present an analysis of the data gathered on diseases resulting from nutrient deficiency

The learners demonstrate understanding of the digestive system and its interaction with the circulatory, respiratory,
Content Standard and excretory systems in providing the body with nutrients for energy

NO. OF
CONTENT LEARNING COMPETENCIES CODE DAYS
TAUGHT

1. LIVING THINGS AND THEIR ENVIRONMENT

1. Structure and Functions: 1. Explain ingestion, absorption, assimilation, and excretion; S8LT-IVa-13
Focus on the Digestive System

1.1. Describe the functions of each organ of the digestive system and trace the S8LT-IVa-13.1.1 1
pathway of food through the digestive tract
1.1Organs of the digestive
system and their interaction with
organs of the respiratory,
circulatory, and excretory
systems
 1.1Organs of the digestive
system and their interaction with
organs of the respiratory, 1.2 Explain the action of enzymes as catalysts, and how it helps in digestion S8LT-IVa-13.1.2 1
circulatory, and excretory
systems
1.3 Discuss how digestive organs work together to carry out digestion of food S8LT-IVa-13.3.1.3 1
and assimilation of nutrient

1.4 Illustrate how ingestion, absorption, assimilation, and excretion take place
in the interaction of Digestive System with the circulatory, respiratory and S8LT-IVa-13.4.1.4 1
excretory systems

Performance Standard Present an analysis of the data gathered on disease resulting from nutrient deficiency

Demonstrate an understanding of diseases that result from nutrient deficiency and ingestion of harmful substances,
Content Standard and their prevention and treatment

2.Explain how diseases of the digestive system are prevented, detected, and S8LT-IVb-14
treated

2.1. Make a record of daily food intake and analyze the nutritional value based S8LT-IVb-14.2.1 1
on the record

2.2.Identify the common nutritional deficiency and their effects to the body S8LT-IVb-14.2.2 1

2.3. Describe common diseases of the digestive system and their corresponding S8LT-IVb-14.2.3 1
treatment
1.3Diseases resulting from
nutrient deficiency and ingestion
of harmful substances
2.4. Gather and analyze data from Barangay Health Centers on diseases S8LT-IVb-14.2.4 1
resulting from nutrient deficiency , present findings in tables or graphs
1.3Diseases resulting from
nutrient deficiency and ingestion
of harmful substances

3. Identify healthful practices that affect the digestive system; S8LT-IVc-15

3.1.List and describe healthful practices that will benefit the digestive system S8LT-IVc-15.3.1 1

3.2. Make a flyer on the ways to maintain a healthy digestive system and the S8LT-IVc-15.3.2 1
value of living a healthy life

SUMMATIVE TEST 1

TOTAL 11

Performance Standard Report on the importance of variation in plant and animal breeding

Content Standard Demonstrate an understanding of how cells divide to produce new cells

2. Heredity: Inheritance and 4. Compare mitosis and meiosis, and their role in the cell division cycle S8L—IVd16
Variation of Traits

2.1 Stages of mitosis 4.1 Label and describe the stages of the cell cycle S8L—IVd16.4.1 1

2.2 Stages of meiosis 4.2 Describe the changes that occur during each stage of mitosis S8L—IVd16.4.2 1

4.3 Describe the changes that occur in each stage of meiosis S8L—IVd16.4.3 1
 4.4 Create an illustration using recyclable materials comparing mitosis and 1
meiosis and their role in the cell cycle
S8L—IVd16.4.4

5. Explain the significance of meiosis in maintaining the chromosome S8L—IVe17

number

5.1. State the significance of meiosis in maintaining the chromosome number S8L—IVe17.5.1 1

5.2 Differentiate between spermatogenesis and oogenesis using graphic S8L—IVe17.5.2 1

organizer

5.3. Research on the importance of variation in plant and animal breeding S8L—IVe17.5.4 1

SUMMATIVE TEST 1
TOTAL 8

Performance Standard Report on the importance of variation in plant and animal breeding

Demonstrate an understanding of how meiosis as one of the processes

Content Standard producing genetic variations of the Mendelian Pattern of Inheritance

6. Predict phenotypic expressions of traits following simple patterns of

2.3 Mendelian Genetics inheritance;
S8LT-IVf- 18

6.1. Describe the Mendelian principles of inheritance by analyzing Mendel’s

experiment on garden peas. S8LT-IVf- 18.6.1 1
 6.2 Identify the genotypic and phenotypic ratios of offspring in the standard S8LT-IVf- 18.6.2 1
monohybrid

6.3 Solve problems involving Mendelian Genetics S8LT-IVf- 18.6.3 1

Report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered
Performance Standard and economically important species

Content Standard Demonstrate an understanding of the concept of a species

3.Biodiversity 7. Explain the concept of a species; S8LT-IVg- 19

7.1 Describe the concept of a species S8LT-IVg- 19 .7.1 1

7.2 Describe the levels of biodiversity as basis for classifying organisms and
3.1 Species diversity S8LT-IVg- 19 .7.2 1
present examples for each

7.3 Create a simple brochure of endangered and economically important S8LT-IVg- 19 .7.3 1
species and show how to protect and conserve them

Report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered
Performance Standard and economically important species

Content Standard Demonstrate an understanding of the species as being further classified into a hierarchical taxonomic system
3.2 Hierarchical taxonomic 8. Classify organisms using the hierarchical taxonomic system; S8LT-IVh- 20
system of classification

8.1 Identify the different levels in the hierarchical taxonomic system S8LT-IVh- 20.8.1 1

8.2 Differentiate Archaeabacteria and Eubacteria S8LT-IVh- 20.8.2 1

3.3 Protection and conservation 8.3 Classify protists, fungi, plants and animals based on their distinguishing
of endangered and economically characteristics S8LT-IVh- 20.8.3 1
important species

8.4 Make a concept Map to classify organisms using the hierarchical system S8LT-IVh- 20.8.4 1
with examples in each kingdom and economic importance

9. Explain the advantage of high biodiversity in maintaining the stability of S8LT-IVh-21

an ecosystem;

9.1 Describe the advantages of high biodiversity 1

S8LT-IVh-21.9.1

9.2 Create a graphic organizer to differentiate high and low biodiversity S8LT-IVh-21.9.2 1

SUMMATIVE TEST 1

TOTAL 10

Performance Standard Make a poster comparing food choices based on the trophic levels
Content Standard Demonstrate an understanding of the one – way flow of energy and the cycling of materials in an ecosystem

4.Ecosytems 10. Describe the transfer of energy through the trophic levels; S8LT-IVi22

10.1 Construct a food pyramid and Interpret how energy transfer takes place S8LT-IVi22.10.1 1
through the trophic levels
4.2 Cycling of materials in the
ecosystem
11. Analyze the roles of organisms in the cycling of materials; S8LT-IVi23

11.1 Describe the roles of organisms in the cycling of materials S8LT-IVi23.11.1 1

12. Explain how materials cycle in an ecosystem S8LT-IVi24

12.1 Trace the flow of materials in the biogeochemical cycles of the ecosystem S8LT-IVi24.12.1 1

4.3 Impact of human activities 13. Suggest ways to minimize human impact on the environment; S8LT-IVj25
in an ecosystem

13.1 Explain how human activities affect the environment S8LT-IVj25.13.1 1

13.2 Make a poster showing ways to help lessen environmental problems S8LT-IVj25.13.2 1
17. Conduct investigations to determine environmental conditions needed by S4LT-IIi-j-17
living things to survive.

17.1. Conduct simple research on the effects on the different environmental S4LT-IIi-j-15.17.1 1
conditions on the survival of organisms

17.2. Conclude that there are environmental conditions needed by living things S4LT-IIi-j-15.17.2 1
to survive

18. describe the effects of interactions among organism in their S4LT-IIi-j-18

environment

18.1. infer the effects of interactions among organisms in the environment using S4LT-IIi-j-15.18.1 1
short video clip/s

18.2. Construct an essay on the effects both beneficial and harmful effects of S4LT-IIi-j-15.18.2 1
organism's interactions

18.3. Draw/illustrate the effects both beneficial and harmful of organism's S4LT-IIi-j-15.18.3 1
interactions in their environment

SUMMATIVE TEST 1
TOTAL 11
PERIODICAL TEST 1
TOTAL NUMBER OF DAYS 40
 SCIENCE
UNPACKING OF THE CURRICULUM GUIDE
Prepared by: Dr. Arturo A. Tolentino - SDO Caloocan, Mrs. Genersol G. Monton - SDO Makati,
Mrs. Armida S. Oblinada - SDO Muntinlupa, Dr. Maria Pilar O. Capalongan - SDO Quezon City

GRADE Grade 9

Science Discipline/Component LIVING THINGS AND THEIR ENVIRONMENT

Grade Level Standard
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.
 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 study
the structure of genes and chromosomes, and the functions they perform in the transmission of traits from parents to
Domain offspring. 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 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.

The learners should conduct an information dissemination activity on effective ways of taking care of the respiratory
Performance Standard and circulatory systems based on data gathered from the school or local health workers.

The learners demonstrate understanding 1. how the different structures of the circulatory and respiratory systems
Content Standard work together to transport oxygen-rich blood and nutrients to the diffrenet parts of the body.
2. the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems

NO. OF
CONTENT LEARNING COMPETENCIES CODE DAYS
TAUGHT

1. LIVING THINGS AND THEIR ENVIRONMENT

1. Respiratory and Circulatory 1. Explain how the respiratory and circulatory work together to transport
Systems Working with the nutrients, gases and other molecules to and from thye different parts of the S9LT-Ia-b-26
other Organ Systems body

1.1 Identify the key parts of the breathing system S9LT-Ia-b-26.1.1 1

1.2 Describe the function of each part of the breathing system S9LT-Ia-b-26.1.2 1
1.3 Explain how the lungs work S9LT-Ia-b-26.1.3 1

1.4 Describe how the movement of the diaphragm helps the air go in and out of S9LT-Ia-b-26.1.4 1
the lungs

1.5 Identify the components of the circulatory system S9LT-Ia-b-26.1.5 1

1.6 Explain the different types of circulation S9LT-Ia-b-26.1.6 1

1.7 Explain how blood is pumped by the heart S9LT-Ia-b-26.1.7 1

1.8 Explain the mechanism of how the respiratory and circulatory systems work S9LT-Ia-b-26.1.8 1
together

2. Infer how one’s lifestyle can affect the functioning of respiratory and S9LT-Ic -27
circulatory systems

2.1 Explain the negative effects of cigarette smoking S9LT-Ic -27.2.1 1

2.2 Infer how to detect and prevent diseases in the circulatory system and S9LT-Ic -27.2.2 1
respiratory system.

2.3 Infer how one’s lifestyle can affect the functioning of respiratory and S9LT-Ic -27.2.3 1
circulatory systems
 2.4 Conduct an information dissemination activity on effective ways of taking S9LT-Ic -27.2.4 1
care of the respiratory and circulatory systems

SUMMATIVE TEST 1

TOTAL 13

The learners should conduct an information dissemination activity on effective ways of taking care of the respiratory
Performance Standard and circulatory systems based on data gathered from the school or local health workers.

The learners demonstrate understanding of 1. how genetic information is organized in genes on chromosomes; 2. the
Content Standard different patterns of inheritance

2. Heredity: Inheritance and

Variation 3. describe the location of genes in chromosomes. S9LT-Id-28 1

2.1 Location of genes on

chromosomes 4. explain the different patterns of non-Mendelian inheritance S9LT-Id-29 1

2.2 Non-Mendelian inheritance

4.1 Explain the incomplete dominance pattern of inheritance S9LT-Id-29.4.1 1

2.2.1 Incomplete dominance

4.2 Describe codominance traits. S9LT-Id-29.4.2 1

2.2.2 Sex-linked traits

4.3 Determine all possible combinations of genes for a specific blood type. S9LT-Id-29.4.3 1

2.2.3 Multiple alleles

4.4 Determine the probability of having a male or female gender S9LT-Id-29.4.4 1
2.3 Multiple genes
4.5 Explain the sen linked and sex influenced trait S9LT-Id-29.4.5 1

4.6 Identify the components of a DNA molecule S9LT-Id-29.4.6 1

SUMMATIVE TEST 1
TOTAL 9

The students must be able to make a multimedia presentation of a timeline of extinction of representative
Performance Standard microorganisms, plants, and animals

Content Standard The learners demonstrate an understanding of how changes in the environment may affect species extinction

3. relate species extinction to the failure of populations of organisms to

3. Biodiversity and Evolution S9LT-Ie-f-30
adapt to abrupt changes in the environment

3.1 Measure species distribution using mathematical way of expressing the

3.1 Causes of Species Extinction S9LT-Ie-f-30.3.1 1
amount of biodiversity and species distribution in a community

3.1.1 natural 3.2 Determine the pattern of population distribution S9LT-Ie-f-30.3.2 1

3.1.2 anthropogenic 3.3 Explain the probable causes of species extinction S9LT-Ie-f-30.3.3 2

3.4 Explain the local and global environmental issues that contributed to species S9LT-Ie-f-30.3.4
extinction 2
 3.5 make a multimedia presentation of a timeline of extinction of representative S9LT-Ie-f-30.3.5 2
microorganisms, plants, and animals

SUMMATIVE TEST 1
TOTAL 9

Performance Standard The learners should be able to design and conduct an investigation to provide evidence that plants can manufacture
their own food

The learners demonstrate understanding of

Content Standard 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

4. differentiate basic features and importance of photosynthesis and

4. Ecosystems S9LT-lg-j-31
respiration

4.1 Flow of Energy and Matter in 4.1 relate physical plant characteristics (chloroplasts, pigments, stomata, etc) to S9LT-lg-j-31.4.1 1
Ecosystems their functions.

4.2 Differentiate Light Dependent and Light Independent Reaction in terms of

4.1.1 Photosynthesis S9LT-lg-j-31.4.2 2
the raw materials, processes and end product.

4.1.2 Respiration 4.3 Conduct investigations that will show that plants are capable of making food S9LT-lg-j-31.4.3 2

4.4 Explain the factors that affect the rate of photosynthesis. S9LT-lg-j-31.4.4 2

4.5 Describe the parts of the mitochondrion S9LT-lg-j-31.4.5 1

4.6 Explain how cell release energy from food S9LT-lg-j-31.4.6 1

4.7. Decribe the Krebs Cycle S9LT-lg-j-31.4.7 1

4.8. Explain the Elecron Transport Chain S9LT-lg-j-31.4.8 1

4.9 Differentiate photosynthesis and respiration in terms of cell structures S9LT-lg-j-31.4.9 1

involved, raw materials, end product and energy requirement.

4.10 Design and conduct investigation that plants can manufacture their own S9LT-lg-j-31.4.10 2
food

SUMMATIVE TEST 1
TOTAL 15
PERIODICAL TEST 1
TOTAL NUMBER OF DAYS 46
 SCIENCE
UNPACKING OF THE CURRICULUM GUIDE
Prepared by: Dr. Arturo A. Tolentino - SDO Caloocan, Mrs. Genersol G. Monton - SDO Makati,
Mrs. Armida S. Oblinada - SDO Muntinlupa, Dr. Maria Pilar O. Capalongan - SDO Quezon City

GRADE Grade 10

Science Discipline/Component LIVING THINGS AND THEIR ENVIRONMENT

Grade Level Standard
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.
 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. 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.
Domain 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. Learners investigate the impact of human
activities and other organisms on ecosystems.
They learn how biodiversity influences the stability of ecosystems.

The learners should be able to construct a poem discussing healthful habits that promote proper functioning of the
reproductive, endocrine, and nervous systems; compose an oath of responsibility on the proper care of the
Performance Standard reproductive, endocrine and reproductive systems; interview families about the importance of family planning
through video presentation.

The learners demonstrate understanding of organisms as having feedback mechanisms, which are coordinated by
Content Standard the nervous and endocrine systems; how these feedback mechanisms help the organism maintain homeostasis to
reproduce and survive

NO. OF
CONTENT LEARNING COMPETENCIES CODE DAYS
TAUGHT

1. LIVING THINGS AND THEIR ENVIRONMENT

1. Coordinated Functions of the

Reproductive, Endocrine, and 1. describe the parts of the reproductive system and their functions S10LT-IIIa-33
Nervous Systems

1.1 Identify and describe the major divisions, parts and functions of the nervous S10LT-IIIa-33.1.1.1
1.1 The Nervous System 1
system
 1.2 Identify and describe the glands, its location , the hormones released by each S10LT-IIIa-33.1.1.2
1.2 The Endocrine System 1
gland and functions of the endocrine glands.

1.3 Identify and describe the parts and functions of the male reproductive
1.3 The Reproductive System S10LT-IIIa-33.1.1.3 1
system.

1.4 Identify and describe the parts and functions of the female reproductive S10LT-IIIa-33.1.1.4 1
system.

2. explain the role of hormones involved in the female and male reproductive S10LT-IIIb-34
systems

2.1 explain the hormones screted by the male reproductive system S10LT-IIIb-34.2.2.1 1

2.2 explain the hormones screted by the female reproductive system S10LT-IIIb-34.2.2.2 1

2.3 discuss the role of hormones involved in the male and female reproductive S10LT-IIIb-34.2.2.3 1
systems using a video clip

2.4 explain the effect of hormone secretion in the development of an organism S10LT-IIIb-34.2.2.4 1

3. describe the feedback mechanisms involved in regulating processes in the S10LT-IIIc-35

female reproductive system (e.g., menstrual cycle)

3.1 describe the important events of the menstrual cycle using video clips S10LT-IIIc-35.3.3.1 1
 3.2 describe the feedback mechanisms involved in regulating processes in the S10LT-IIIc-35.3.3.2 1
female reproductive system using diagram

4. describe how the nervous system coordinates and regulates these S10LT-IIIc-36
feedback mechanisms to maintain homeostasis

4.1 describe how the nervous system coordinates and regulates these feedback S10LT-IIIc-36.4.4.1 1
mechanisms to maintain homeostasis .

SUMMATIVE TEST 1
TOTAL 12

The learners should be able to construct a DNA model of different organisms using local materials/indigenous
Performance Standard materials.

The learners demonstrate understanding of the information stored in DNA as being used to make proteins; how
Content Standard changes in DNA molecule may cause changes in its product; and mutations that occur in sex cells as being heritable

2. Heredity: Inheritance and 5. explain how protein is made using information from DNA S10LT-IIId-37
Variation

5.1 explain how DNA duplicate itself using a model S10LT-IIId-37.5.5.1 1

5.2 explain the complementary structure of DNA and RNA using a template S10LT-IIId-37.5.5.2 1

5.3 explain the role of DNA and RNA in protein synthesis S10LT-IIId-37.5.5.3 1

5.4 explain the events of transcription and translation using a video clip S10LT-IIId-37.5.5.4 1
 6. explain how mutations may cause changes in the structure and function of S10LT-IIIe-38
a protein

6.1 explain how mutation may cause changes in the structure and function of a S10LT-IIIe-38.6.6.1 1
protein using models/illustrations

6.2 explain how mutation occurs by identifying the amino acids codon using the S10LT-IIIe-38.6.6.2 1
genetic code table

6.3 explain how mutation may affect the growth and development of organisms S10LT-IIIe-38.6.6.3 1
using video clips/illustrations

SUMMATIVE TEST 1
TOTAL 8

The learners should be able to write an essay on the importance of adaptation as a mechanism for the survival of a
Performance Standard species

Content Standard The learners demonstrate understanding of how evolution through natural selection can result in biodiversity

7. explain how fossil records, comparative anatomy, and genetic information S10LT-IIIf-39
3. Biodiversity and Evolution provide evidence for evolution

7.1 explain how fossil records provides evidence for evolution using S10LT-IIIf-39.7.7.1 1
images/pictures

7.4 explain how rock formation, geologic time scale, and carbon-14 dating can S10LT-IIIf-39.7.7.2
be used in determining the age of a fossil. 1
 7.2 explain how comparative anatomy provides evidence for evolution using S10LT-IIIf-39.7.7.3 1
pictures/video clips

7.3 explain how genetic information provides evidence for evolution S10LT-IIIf-39.7.7.4 1

8. explain the occurrence of evolution S10LT-IIIg-40

8.1 explain the occurrence of evolution according to Lamarck's ideas S10LT-IIIg-40.8.8.1 1

8.2 explain the occurrence of evolution according to Darwin's ideas S10LT-IIIg-40.8.8.1 1

8.3 explain the occurrence of evolution by comparing the ideas of Lamarck and S10LT-IIIg-40.8.8.1 1
Darwin

SUMMATIVE TEST 1
TOTAL 8

The learners should be able to write an essay on the importance of adaptation as a mechanism for the survival of a
Performance Standard species

The learners demonstrate understanding of the influence of biodiversity on the stability of ecosystems; an ecosystem
Content Standard as being capable of supporting a limited number of organisms

9. explain how species diversity increases the probability of adaptation and

4. Ecosystems survival of organisms in changing environments S10LT-IIIh-41
4.1 Flow of Energy and Matter in 9.1 explain the flow of energy in an ecosystem using diagrams/pictures S10LT-IIIh-41.9.9.1 1
Ecosystems

9.2 9.2 explain how the diversity increases the probability of aaptation and S10LT-IIIh-41.9.9.2 1
survival of organisms in changing environment

4.2 Biodiversity and Stability 9.3 explain how biodiversity is related to stability S10LT-IIIh-41.9.9.3 1

9.4 explain how biodiversity affects stability in an ecosystem S10LT-IIIh-41.9.9.4 1

4.3 Population Growth and 10. explain the relationship between population growth and carrying S10LT-III1-42
Carrying Capacity capacity

9.1 explain population growth growth and carrying capacity using a model S10LT-III1-42.10.10.1 1

9.1 explain how population growth affects carrying capacity S10LT-III1-42.10.10.2 1

9.2. explain the relationship between population and carrying capacity by using S10LT-III1-42.10.10.3 1
video clips

9.3. explain the relationship between population and carrying capacity by S10LT-III1-42.10.10.4 1
constructing/composing a poem

11. suggest ways to minimize human impact on the environment S10LT-IIIj-43

11.1 suggest ways to minimize human impact on the environment by S10LT-IIIj-43.11.11.1 1
discussing environmental issues and problems using video clips

11.2 suggest ways to minimize human impact on the environment by analyzing S10LT-IIIj-43.11.11.2 1
environmental issues using pictures.

11.3 suggest ways to minimize human impact on the environment by playing S10LT-IIIj-43.11.11.3 1
environmental songs

SUMMATIVE TEST 1
TOTAL 12
PERIODICAL TEST 1
TOTAL NUMBER OF DAYS 40