Science Sub-Tasking of Curriculum Guide

SCIENCE
SUB-TASKING OF CURRICULUM GUIDE

Prepared by: Ms. Isabel C. Palomar - SDO Navotas, Ms. Liza Alvarez - SDO Pasig, Dr. Corazon A. Javier - SDO Parañaque,
Ms. Rowena C. Lamera - SDO TAPAT, Ms. Emmeline V. Elseario - SDO Las Piñas
Grade THREE
Science Discipline/Component CHEMISTRY - MATTER
At the end of Grade 3, learners can describe the functions of the different parts of the body and things that make
Grade Level Standard up their surroundings --- rocks and soil, plants and animals, the Sun, Moon and stars. They can also classify these
things as solid, liquid or gas. They can describe how objects move and what makes them move. They can also
identify sources and describe uses of light, heat, sound, and electricity.
Learners can describe changes in the conditions of their surroundings. These would lead learners to become more
curious about their surroundings, appreciate nature, and practice health and safety measures.
PROPERTIES OF MATTER. When learners observe different objects and materials, they become aware of their
different characteristics such as shape, weight, definiteness of volume and ease of flow. Using characteristics,
objects and materials can be grouped into solids, liquids or gases.
Domain
CHANGES THAT MATTER UNDERGO. Using the characteristics observed among solids, liquids, and gases, learners
investigate ways in which solid turns into liquid, solid into gas, liquid into gas, and liquid into solid, as affected by
temperature.
The learners should be able to…
Performance Standard 1. group common objects found at home and in school according to solids, liquids and gas
2. investigate the different changes in materials as affected by temperature
The learners demonstrate understanding of…
Content Standard 1. ways of sorting materials and describing them as solid, liquid or gas based on observable properties
2. effects of temperature on materials
Performance Task
Performance Task
CONTENT LEARNING COMPETENCIES CODE NO. OF DAY/S

TAUGHT
1. Properties 1. Describe different objects based on their properties S3 MT-Ia-b-1
1.1 Characteristics of Solid, 1.1 Name objects found at home and in school S3 MT-Ia-b-1.1 1
Liquid and gas 1.2 List observable characteristics (shape, size, texture, S3 MT-Ia-b-1.2 1
weight, taste, volume)
1.3 Describe objects according to shape S3 MT-Ia-b-1.3 1
1.4 Describe objects according to size S3 MT-Ia-b-1.4 1
1.5 Describe objects according to texture S3 MT-Ia-b-1.5 1
1.6 Describe objects according to weight S3 MT-Ia-b-1.6 1
1.7 Name and describe common liquids found at home S3 MT-Ia-b-1.7 1
or in school (water, bottled liquid/soysauce
beverages, etc.)
1.8 Describe common liquids according to taste (water, S3 MT-Ia-b-1.8 1
bottled drink, soy sauce, vinegar, etc.)
1.9 Describe common liquids according to odor or smell S3 MT-Ia-b-1.9 1
(water, bottled drink, juices. Vinegar, perfume,
cologne, alcohol)
1.10 Identify and describe the shape of common gases S3 MT-Ia-b-1.10 1
(e.g. Oxygen, CO2, Helium)
SUMMATIVE TEST 1
2. Classify objects and materials as solid or liquid S3 MT-Ic-d-2 1
2.1 Classify common solids as soft and hard (e.g. cotton, S3 MT-Ic-d-2.1 1
cloth, towel, wood, stone, etc.)
2.2 Classify common solids as smooth and rough (paper, S3 MT-Ic-d-2.2 1
glass, table, cartolina, etc.)
2.3 Classify common solids as heavy and light (cotton, S3 MT-Ic-d-2.3 1
cake, rock, wood, etc.)
2.4 Classify common liquids as fragrant, odorless or S3 MT-Ic-d-2.4 2
with foul odor (water, vinegar, perfume, oil, alcohol,
shampoo, etc.)
2.5 Classify common liquids according to ease of flow S3 MT-Ic-d-2.5 2
as thick or thin (water, vinegar, shampoo, soy sauce,
oil, lotion, syrup, etc.)
2.6 Classify common liquids according to its use (water S3 MT-Ic-d-2.6 2
for drinking, cooking, cleaning, etc.)
SUMMATIVE TEST 1
3. Describe ways on the proper use and handling of S3 MT-Ie-g-3 1
solids, liquids and gases found at home and in school
3.1 Identify common solids use in the kitchen ( spoon, S3 MT-Ie-g-3.1 1
fork, bolo, slicer, knife, measuring cups, etc.)
3.2 Describe the uses of common solids found at home S3 MT-Ie-g-3.2 1
and in school
3.3 Identify proper ways on the proper use of sharp S3 MT-Ie-g-3.3 1
objects found at home and in the school
3.4 Describe proper ways in handling sharp objects S3 MT-Ie-g-3.4 1
found at home and in school
3.5 Identify harmful liquids and gases found at home, S3 MT-Ie-g-3.5 1
in school and In the community
3.6 Describe ways on the proper use of harmful liquids S3 MT-Ie-g-3.6 1
and gases found at home and in school (insecticides,
pesticides, toilet cleaner, etc.)
3.7 Identify solid materials found at home , in school and S3 MT-Ie-g-3.7 1
in the community that produces or absorbs heat
(e.g. flat iron, fan, kettle, rice cooker, stove, etc.)
3.8 Describe ways on the proper use of solid and gas S3 MT-Ie-g-3.8 1
materials(e.g. LPG, butane cooker, cigarette butane
lighters) that produce/absorb heat
3.9 Answer the checklist on the proper use and handling S3 MT-Ie-g-3.9 1
of objects/materials correctly
SUMMATIVE TEST 1
2. Changes that Materials 4. Describe changes in materials based on the effect S3 MT-Ih-j-4
Undergo of temperature
4.1 Define change operationally and identify materials S3 MT-Ih-j-4.1 1
that undergo change
4.2 Describe the materials before and after allowing to
stand at room temperature
4.2.1 alcohol and acetone (liquid to gas) S3 MT-Ih-j-4.2.1 1
4.2.2 moth balls and air freshener (solid to gas) S3 MT-Ih-j-4.2.2 1
4.3 Describe materials before and after heating
4.3.1 candles and crayons (solid to liquid) S3 MT-Ih-j-4.3.1 1
4.3.2 water and oil (liquid to gas) S3 MT-Ih-j-4.3.2 1
4.4 Describe materials before and after freezing
4.4.1 water, ice cany and juice (liquid to solid) S3 MT-Ih-j-4.4.1 1
4.5 Detect changes in some solids when heated S3 MT-Ih-j-4.5 1
4.6 Examine the changes in some liquids when frozen S3 MT-Ih-j-4.6 1
4.7 Predict the differrent changes on materials as S3 MT-Ih-j-4.7 2
affected by temperature
SUMMATIVE TEST 1
PERIODICAL TEST 2
TOTAL NUMBER OF DAYS 46
SCIENCE
Grade FOUR
At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed
with other materials or when force is applied on them. They can identify materials that do not decay and use
this knowledge to help minimize waste at home, school, and in the community.
Learners can describe the functions of the different internal parts of the body in order to practice ways to
maintain good health. They can classify plants and animals according to where they live and observe interactions
among living things and their environment. They can infer that plants and animals have traits that help them
survive in their environment.
Grade Level Standard Learners can investigate the effects of push or pull on the size, shape, and movement of an object.
Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily
activities. They learned about what makes up weather and apply their knowledge of weather conditions in
making decisions for the day. They can infer the importance of the Sun to life on Earth
PROPERTIES OF MATTER. Aside from being grouped into solids, liquids, or gases, materials may also be grouped
according to their ability to absorb water, ability to float or sink, and whether they decay or not
Domain CHANGES THAT MATTER UNDERGO. Changes in some characteristics of solid materials can be observed when
these are bent, hammered, pressed, and cut.
After investigating the changes in some observable characteristics of materials due to temperature in Grade 3,
learners can now inquire about changes observed when a solid is mixed with a liquid or when a liquid is mixed
with another liquid.
Learners learn that some changes in the characteristics of a product such as food or medicine may affect its
quality. One way of finding out is by reading and interpreting product labels. This information helps them decide
when these products become harmful.
Performance Standard 1. Recognize and practice proper handling of products
2. Evaluate whether chnages in materials that are useful on harmful to one's environment.
1. The learners demonstrate understanding of grouping different materials based on their properties.
Content Standard 2. The learners demonstrate understanding of changes that materials undergo when exposed to certain
conditions.
Performance Task The learners should be able to recognize and practice proper handling of materials/products.
NO. OF DAY/S
CONTENT LEARNING COMPETENCIES CODE
TAUGHT
1. Properties 1. Classify materials based on the ability to absorb water, float, S4 MT-Ia-1
1.1 Properties used to group sink, undergo decay;
and store materials 1.1 Describe and classify materials based on the ability to absorb S4 MT-Ia-1.1 1
1.2 Importance of interpreting water
product labels 1.2 Using Venn diagram, compare the characteristics of materials S4 MT-Ia-1.2 1
1.3 Proper disposal of waste which do not absorb water and materials which absorb water
1.3 Identify and describe materials that float and sink S4 MT-Ia-1.3 1
1.4 Design a game which will facilitate classification of materials S4 MT-Ia-1.4 1
based on its ability to float or sink
1.5 Define decay of materials and describe materials that S4 MT-Ia-1.5 1
undergo change
2. Identify the effects of decaying materials on one’s health and S4 MT-Ib-2
safety
2.1 Identify the materials that undergo decay S4 MT-Ib-2.1 1
2.2 Describe the diseases /sickness that may result from S4 MT-Ib-2.2 1
exposure to decaying materials
2.3 Inspect/Check the biodegrable waste bins/containers for S4 MT-Ib-2.3 1
presence of materials that will not decay
2.4 Describe the diseases that may result from exposure to S4 MT-Ib-2.4 1
decaying materials
3. Importance of Reading Product Labels
3.1 Locate important product labels and decide when S4 MT-Ib-2.5 1
these products become harmful (expiration dates
and important seals/symbols)
SUMMATIVE TEST 1
2. Changes that Materials 4. Changes in Solid Materials S4 MT-Ie-f-5
Undergo 4.1 Identify and describe ways of changing solid materials S4 MT-Ie-f-5.1 1
2.1 Changes that are useful in terms of size, shape, texture, etc.
2.2 Changes that are harmful 4.2 Describe what happens to solid materials when bent S4 MT-Ie-f-5.2 1
4.3 Describe what happens to solid materials when pressed S4 MT-Ie-f-5.3 1
4.4 Differentiate changes in materials when bent or pressed S4 MT-Ie-f-5.4 1
4.5 Describe what happens to solid materials when hammered S4 MT-Ie-f-5.5 1
4.6 Describe what happens to solid materials when cut S4 MT-Ie-f-5.6 1
4.7 Differentiate chnages in materials when hammered or cut S4 MT-Ie-f-5.7 1
4.8 Demonstrate how materials may undergo change by bending, S4 MT-Ie-f-5.8 1
pressing, hammering and cutting
4.9 Group materials based on its ability to be bent, pressed, S4 MT-Ie-f-5.9 1
hammered and cut
4.10 Make an artwork using bent, pressed, hammered, and cut S4 MT-Ie-f-5.10 1
materials
SUMMATIVE TEST 1
5. Changes in properties of the materials when exposed to S4 MT-Ig-h-6
different materials
5.1 Infer changes in the properties of solid materials S4 MT-Ig-h-6.1 1
5.2 Describe what happens to materials when heated S4 MT-Ig-h-6.2 1
5.3 Describe what happens to materials when cooled S4 MT-Ig-h-6.3 1
6. Changes in the properties of materials when mixed with other
materials
6.1 Describe what happens to the solid materials when mixed S4 MT-Ig-h-6.4 1
with other solid materials
6.2 Identify the effect of mixing two solid materials S4 MT-Ig-h-6.5 1
6.3 Describe what happens to solid materials when mixed with S4 MT-Ig-h-6.6 1
liquid materials
6.4 Identify the effect of mixing solid and liquid materials S4 MT-Ig-h-6.7 1
6.5 Describe what happens when two liquid materials are S4 MT-Ig-h-6.8 1
mixed
6.6 Describe the changes in the different materials in the S4 MT-Ig-h-6.9 1
different materials when exposed to different temperature
6.7 Prepare a fruit - veggie juice out of locally available fruits S4 MT-Ig-h-6.10 1
and vegetables
SUMMATIVE TEST 1
7. Changes in materials that are useful or harmful to one's environment S4 MT-Ii -j-7
7.1 Identify changes in the materials that are useful to the S4 MT-Ii -j-7.1 1
environment
7.2 Identify the changes in the materials that are harmful to the S4 MT-Ii -j-7.2 1
environment
7.3 Determine whether the changes in the materials is harmful or S4 MT-Ii -j-7.3 1
useful in the environment
7.4 Describe the harmful effects of the changes in the materials to S4 MT-Ii -j-7.4 1
the environment
7.5 Describe beneficial effects of the changes in the materials S4 MT-Ii -j-7.5 1
7.6 Suggest ways of preventing/minimizing the harmful effects of S4 MT-Ii -j-7.6 1
the changes in the materials to the environment
7.7 Suggest ways to improve the useful effects of the changes in S4 MT-Ii -j-7.7 1
materials
7.8 Make a graphic organizer on the beneficial effects of the changes S4 MT-Ii -j-7.8 1
in the materials
7.9 Prepare a table showing the list of medicines/foods found S4 MT-Ii -j-7.9 1
at home, in school or in the community with the required
storage temperature
7.9 Cite ways on how food and medicine are affected by changes in S4 MT-Ii -j-7.10 1
temperature
SUMMATIVE TEST 1
PERIODICAL TEST 2
t
SCIENCE
Grade FIVE
At the end of Grade 5, learners can decide whether materials are safe and useful by investigating about some
of their properties. They can infer that new materials may form when there are changes in properties due to
certain conditions.
Learners have developed healthful and hygienic practices related to the reproductive system after describing
changes that accompany puberty. They can compare different modes of reproduction among plant and animal
groups and conduct an investigation on pollination. They have become aware of the importance of estuaries and
intertidal zones and help in their preservation.
Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that
Grade Level Standard different materials react differently with heat, light, and sound. They can relate these abilities of materials to
their specific uses.
Learners can describe the changes that earth materials undergo. They can make emergency plans with their
families in preparation for typhoons. They can observe patterns in the natural events by observing the
appearance of the Moon.
PROPERTIES OF MATTER. After learning how to read and interpret product labels, learners can critically decide
whether these materials are harmful or not. They can also describe ways in which they can use their knowledge
of solids and liquids in making useful materials and products.
Domain
CHANGES THAT MATTER UNDERGO. In Grade 4, learners investigated changes in materials that take place at
certain conditions, such as applying force, mixing materials, and changing the temperature. In Grade 5, they
investigate changes that take place under the following conditions: presence or lack of oxygen (in air), and
applying heat. They learn that some of these conditions can result in a new product. Knowing these conditions
enable them to apply the “5R method” (recycling, reducing, reusing, recovering and repairing) at home and in
school.
Performance Standard The learner uses local, recyclable solid and/or liquid materials in making useful products
1. properties of materials to determine whether they are useful or harmful
Content Standard 1. properties of materials to determine whether they are useful or harmful;
2. materials undergo changes due to oxygen and heat
1. Prepare a slogan/poster to disseminate information in the usefulness of materials
Performance Task 2. Recycling of waste materials into useful products
3. Compose a song/poem/rap on the importance of proper waste management
NO. OF DAY/S
TAUGHT
1. Properties 1. Use the properties of materials whether they are useful or harmful S5MT-Ia-b-1
1.1 Useful and Harmful 1.1 Classify materials found in the environment according to use S5MT-Ia-b-1.1 1
Materials in personal body care products, cleanning afents, medicines
1.2 Classify materials found in the environment according to use S5MT-Ia-b-1.2 1
in farm chemicals and reagents food
1.3 Identify useful materials at home, in school and in the S5MT-Ia-b-1.3 1
community
1.4 Identify harmful materials at home, in school and in the S5MT-Ia-b-1.4 1
community
1.5 Classify useful and harmful materials at home, in school and S5MT-Ia-b-1.5 1
in the community
1.6 Identify the properties of materials that determine their uses S5MT-Ia-b-1.6 1
harmful efects
1.7 Explain how different materials become useful to the S5MT-Ia-b-1.7 1
community
1.8 Explain how different materials become harmful to the S5MT-Ia-b-1.8 1
community
1.9 Create a slogan to disseminate information in the use of useful S5MT-Ia-b-1.9 2
and harmful materials
SUMMATIVE TEST 1
2. Changes that Materials 2. Investigate changes that take place under the following conditions: S5MT-Ic-d-2
Undergo presence or lack of oxygen (in air) and in applying heat
2. 1 Describe physical and chemical change operationally S5MT-Ic-d-2.1 1
2.2 Identify the characteristics of physical and chemical change S5MT-Ic-d-2.2 1
2.3 Differentiate physical change from chemical change S5MT-Ic-d-2.3 1
2.4 Investigate changes that happen in the presence of oxygen S5MT-Ic-d-2.4 1
2.5 Investigate changes that happen in the absence of oxygen S5MT-Ic-d-2.5 1
2.6 Investigate changes that happen in the application of heat S5MT-Ic-d-2.6 1
2.7 Identify evidences affecting chemical change: S5MT-Ic-d-2.7 1
a. Presence of oxygen;
b. Absence of oxygen;
c. Application of heat.
2.8 Describe different changes brought by nature (e.g. global warming, S5MT-Ic-d-2.8 2
pollution, etc.), humans and other living organisms (e.g. kaingin
system, inceneration, etc.)
2.9 List/Enumerate practices in preventing changes that pose harm/ S5MT-Ic-d-2.9 1
hazard in the environment and living organisms
SUMMATIVE TEST 1
3. Recognize the importance of recycyle, reduce, reuse, recover and S5MT-Ie-g-3
repair in waste materials
3.1 Identify the 5R's components of proper waste management S5MT-Ie-g-3.1 1
3.2 List the effects of improper wastes disposal S5MT-Ie-g-3.2 1
3.3 Describe ways on how to reduce waste materials S5MT-Ie-g-3.3 1
3.4 Identify ways on how to reuse waste materials S5MT-Ie-g-3.4 1
3.5 Describe ways on how to repair possible waste materials S5MT-Ie-g-3.5 1
3.6 Describe ways on on how materials can be recovered from S5MT-Ie-g-3.6 1
possible waste materials
3.7 Identify ways on how to recycle waste materials S5MT-Ie-g-3.7 1
3.8 Describe the benefits of using 5R's of waste management S5MT-Ie-g-3.8 2
on living and non-living things
3.9 Prepare a campaign material on proper waste disposal S5MT-Ie-g-3.9 1
in school or in the community (e.g. poster, slogan, etc.)
SUMMATIVE TEST 1
4. Design a product out of local and recyclable materials in making useful S5MT-Ih-i-4
products
4.1 Recycling of old magazines/newspapers/yellowpaper/etc. S5MT-Ih-i-4.1 1
4.2 Recycling plastic bottles/containers S5MT-Ih-i-4.2 1
4.3 Recycling plastic straws S5MT-Ih-i-4.3 2
4.4 Recycling discarded slippers/rubbers S5MT-Ih-i-4.4 2
4.5 Recycling other waste maste materials (e.g. candy/snack packages) S5MT-Ih-i-4.5 2
4.6 Compose a song/poem/rap on the importance of proper waste S5MT-Ih-i-4.6 2
disposal
SUMMATIVE TEST 1
PERIODICAL TEST 2
SCIENCE
Grade SIX
At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these
materials may be recovered using different separation techniques. They can prepare useful mixtures such as food,
drinks and herbal medicines.
Learners understand how the different organ systems of the human body work together. They can classify plants
based on reproductive structures, and animals based on the presence or lack of backbone. They can design and
conduct an investigation on plant propagation. They can describe larger ecosystems such as rainforests, coral reefs,
and mangrove swamps.
Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light,
sound, electricity, and motion studied earlier are forms of energy and these undergo transformation.
Grade Level Standard Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when
they occur. They can infer that the weather follows a pattern in the course of a year. They have learned about the
solar system, with emphasis on the motions of the Earth as prerequisite to the study of seasons in another grade
level.
PROPERTIES OF MATTER. In Grade 4, the learners have observed the changes when mixing a solid in a liquid or a
liquid in another liquid.
From these investigations, learners can now describe the appearance of mixtures as uniform or non-uniform and
classify them as homogeneous or heterogeneous mixtures.
Domain
CHANGES THAT MATTER UNDERGO. Based on the characteristics of the components of a heterogeneous mixture,
learners investigate ways of separating these components from the mixture. They will infer that the characteristics of
each of the components remain the same even when the component is part of the mixture.
Performance Standard 1. prepare beneficial and useful mixtures such as drinks, food, and herbal medicines.
Performance Standard
2. separate desired materials from common and local products.
Content Standard 1. the different types of mixtures and their characteristics
2. the different techniques to separate mixtures
1. Prepare beneficial and useful mixtures such as drinks,food, and herbal medicines.
Performance Task 2. Prepare a process flow on how each component of a mixture will be separated from its mixture (teacher prepared
mixture)
NO. OF DAY/S
TAUGHT
1. Properties 1. Describe the appearance and uses uniform and non-uniform mixtures S6MT-Ia-c-1
1.1 Mixture and their 1.1 Describe the appearance of the combination of: S6MT-Ia-c-1.1 2
Characteristics a. Solid and solid;
b. Solid and liquid;
c. Liquid and liquid.
1.2 Describe the appearance of uniform (homogeneous) mixtures S6MT-Ia-c-1.1 1
1.3 Describe the appearance of non-uniform (heterogeneous) mixtures S6MT-Ia-c-1.2 1
1.4 Classify mixtures into uniform (homogeneous) and non-uniform S6MT-Ia-c-1.3 1
(heterogeneous)
1.5 Describe the characteristics of uniform and non-uniform mixture S6MT-Ia-c-1.4 1
1.6 Identify common household solutions and their uses S6MT-Ia-c-1.5 1
1.7 Define and identify the solute and the solvent in a solution S6MT-Ia-c-1.6 1
1.8 Infer through simole experiments the conditions (e.g. size of S6MT-Ia-c-1.7 2
particles, stirring of mixture, temperature) that affects the
formation of a mixture
1.9 Describe suspension as a non-uniform mixture S6MT-Ia-c-1.8 1
1.10 Identify common suspensions and their uses S6MT-Ia-c-1.9 1
1.11 Infer that colloid is a non-uniform mixture S6MT-Ia-c-1.10 1
1.12 identify common household colloids and their uses S6MT-Ia-c-1.11 1
1.13 Prepare beneficial and useful mixtures such as drinks,food, and S6MT-Ia-c-1.12 1
herbal medicines
SUMMATIVE TEST 1
2. Enumerate techniques in separating mixtures such as decantation, S6MT-Id-f-2
evaporation, filtering, sieving and using magnet
2.1 Enumerate and describe techniques in separating mixtures S6MT-Id-f-2.1 2
(approximate of 10 separation techniques)
2.2 Investigate the proces of separating mixture through decantation S6MT-Id-f-2.2 1
2.3 Investigate the process of separating mixture through evaporation S6MT-Id-f-2.3 1
2.4 Investigate the process of separating mixture through filtration S6MT-Id-f-2.4 1
2.5 Investigate the process of separating mixture through sieving S6MT-Id-f-2.5 1
and use of magnet
2.6 Investigate the process of separating mixture through picking S6MT-Id-f-2.6 1
and scooping
2.7 Investigate the process of separating mixture through flotation S6MT-Id-f-2.7 1
2.8 Investigate the process of separating mixture through simple S6MT-Id-f-2.8 1
distillation
2.9 Investigate the process of separating mixture through simple S6MT-Id-f-2.9 1
chromatography
2.10 Describe the uses and imporatnce of the different methods of S6MT-Id-f-2.10 2
separating mixtures in our daily lives
2.11 Prepare a process flow on how each component of a mixture will be S6MT-Id-f-2.11 2
separated from its mixture (teacher prepared mixture)
SUMMATIVE TEST 1
3. Tell the benefits of separating mixtures from products in community S6MT-Ig-j-3
3.1 Cite instances wherein decantation as the process of separating S6MT-Ig-j-3.1 2
mixtures is used to produce products which are bneeficial to the
community
3.2 Cite instances wherein evaporation as the process of separating S6MT-Ig-j-3.2 1
mixtures is used to produce products which are beneficial to the
community
3.3 Cite instances wherein filtration as the process of separating S6MT-Ig-j-3.3 1
community
3.4 Cite instances wherein sieving is used in the process of separating S6MT-Ig-j-3.4 1
community
3.5 Cite instances wherein magnet is used in the process of separating S6MT-Ig-j-3.5 1
community
3.6 Recover useful materials from waste products using the appropriate S6MT-Ig-j-3.6 3
separation technique/s
3.7 Prepare a process flow showing the steps necessary in the recovery S6MT-Ig-j-3.7 1
of useful materials
3.8 Present the output and the process flow in the recovery of useful S6MT-Ig-j-3.7 2
materials
SUMMATIVE TEST 1
PERIODICAL TEST 2
SCIENCE
Prepared by: Ms. Isabel C. Palomar - SDO Navotas, Ms. Liza Alvarez - SDO Pasig, Dr. Corazon A. Javier -
Grade TEN
At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the sa
that these are related to plate boundaries. They can demonstrate ways to ensure safet
earthquakes, tsunamis, and volcanic eruptions. Learners can explain the factors affectin
Grade Level Standard of an object to help them practice appropriate positions and movements to achieve effi
sports and dancing. They can analyze situations in which energy is harnessed for huma
released, affecting the physical and biological components of the environment. Learner
study of the entire organism with their deeper study of the excretory and reproductive
greater detail how genetic information is passed from parents to offspring, and how div
the probability of adaptation and survival in changing environments. Learners can expla
controlling the conditions under which a chemical reaction occurs. They recognize that
human body are made up of water, a few kinds of ions, and biomolecules. These biomo
the food they eat.
PROPERTIES AND STRUCTURE OF MATTER. Learners investigate how gases behave in

on their knowledge of the motion of and distances between gas particles. Learners the
explanations are consistent with the Kinetic Molecular Theory. They also learn the relati
temperature, and pressure using established gas laws.
In Grade 9, learners learned that the bonding characteristics of carbon result in the form
compounds. In Grade 10, they learn more about these compounds that include biomol
carbohydrates, lipids, proteins, and nucleic acids. Further, they will recognize that the s
Domain compounds comprises repeating units that are made up of a limited number of elemen
oxygen, and nitrogen.
CHANGES THAT MATTER UNDERGO. Learners described how particles rearrange to for
10, they learn that the rearrangement of particles happen when substances undergo ch
further explain that when this rearrangement happens, the total number of atoms and
substances remain the same. This is the Law of Conservation of Mass. Applying this law
chemical equations and solve simple mole-mole, mole-mass, and mass-mass problems.
The learners shall be able to:
Performance Standard using any form of media, present chemical reactions involved in biological and industria
affecting life and the environment
1. how gases behave based on the motion and relative distances between gas particles
2. the structure of biomolecules, which are made up mostly of a limited number of ele
Content Standard
as carbon, hydrogen, oxygen, and nitrogen
3. the chemical reactions associated with biological and industrial processes affecting l
environment
1. Investigate the relationship between pressure and volume at constant temperature
2. plot given values of volume against pressure at constant temperature of a gas;
Performance Task 3. Create a poem, song, poster, slogan, rap song, or the like in showing the importance
Performance Task
to humans
4. Prepare product/s or material/s which involve chemical in a controlled set - up
CONTENT LEARNING COMPETENCIES

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

strate ways to ensure safety and reduce damage during
n explain the factors affecting the balance and stability
d movements to achieve efficiency and safety such as in
ergy is harnessed for human use whereby heat is
of the environment. Learners will have completed the
excretory and reproductive systems. They can explain in
nts to offspring, and how diversity of species increases
onments. Learners can explain the importance of
occurs. They recognize that cells and tissues of the
biomolecules. These biomolecules may also be found in
tigate how gases behave in different conditions based

n gas particles. Learners then confirm whether their
ory. They also learn the relationships between volume,
s of carbon result in the formation of large variety of

pounds that include biomolecules such as
hey will recognize that the structure of these
a limited number of elements such as carbon, hydrogen,
w particles rearrange to form new substances. In Grade

when substances undergo chemical reaction. They
total number of atoms and total mass of newly formed
n of Mass. Applying this law, learners learn to balance
s, and mass-mass problems.
ed in biological and industrial processes
ances between gas particles

y of a limited number of elements, such
ustrial processes affecting life and the
me at constant temperature of a gas;

temperature of a gas;
in showing the importance of biomolecules
in a controlled set - up
NO. OF DAY/S
CODE
TAUGHT
S10MT-IVa-b-21
S10MT-IVa-b-21.1.1.a 1
S10MT-IVa-b-21.1.1.b 1
S10MT-IVa-b-21.1.1.c 2
S10MT-IVa-b-21.1.2.a 1
S10MT-IVa-b-21.1.2.b 1
S10MT-IVa-b-21.1.2.b 2
S10MT-IVa-b-21.1.3
S10MT-IVa-b-21.1.3.a 1
S10MT-IVa-b-21.1.3.b 1
S10MT-IVa-b-21.1.3.b 1
S10MT-IVa-b-21.1.3.c 1
S10MT-IVa-b-21.1.3.d 2
S10MT-IVa-b-21.1.3.d 1
1
S10MT-IVc-d-22
S10MT-IVc-d-22.2.1 1
S10MT-IVc-d-22.2.2.a 1
S10MT-IVc-d-22.2.2.b 1
S10MT-IVc-d-22.2.2.c 1
S10MT-IVc-d-22.2.2.d 1
S10MT-IVc-d-22.2.2.1.a 1
S10MT-IVc-d-22.2.2.1.b 1
S10MT-IVc-d-22.2.2.1.c 2
1
S10MT-IVe-g-23
S10MT-IVe-g-23.3.1 1
S10MT-IVe-g-23.3.2 2
S10MT-IVe-g-23.3.3 1
1
S10MT-IVe-g-23.3.4
1
S10MT-IVe-g-23.3.5
1
S10MT-IVe-g-23.3.6
2
S10MT-IVe-g-23.3.7
S10MT-IVe-g-23.3.8 2
1
S10MT-IVh-j-24
S10MT-IVh-j-24.4.1 1
S10MT-IVh-j-24.4.2 1
S10MT-IVh-j-24.4.3 1
S10MT-IVh-j-24.4.4 1
S10MT-IVh-j-24.4.5 1
S10MT-IVh-j-24.4.6 1
1
2
47
SCIENCE
Prepared by: Ms. Isabel C. Palomar - SDO Navotas, Ms. Liza Alvarez - SDO Pasig, Dr. Corazon A. Javier -
Grade NINE
At the end of Grade 9, learners have gained a a deeper understanding of the digestive,
Grade Level Standard systems to promote overall health. They have become familiar with some technologies
in economically important plants and animals. Learners can explain how new materials
rearranged. They recognize that a wide variety of useful compounds may arise from su
Learners can identify volcanoes and distinguish between active and inactive ones. They
volcanoes may be tapped for human use. They are familiar with climatic phenomena th
They can explain why certain constellations can be seen only at certain times of the yea
Learners can predict the outcomes of interactions among objects in real life applying th
energy and momentum.
PROPERTIES AND STRUCTURE OF MATTER. Using their understanding of atomic struct

learners describe how atoms can form units called molecules. They also learn about ion
atoms form bonds (ionic and covalent) with other atoms by the transfer or sharing of e
They also learn that the forces holding metals together are caused by the attraction be
the positively charged metal ions.
Domain Learners explain how covalent bonding in carbon forms a wide variety of carbon compo
Recognizing that matter consists of an extremely large number of very small particles, c
practical. So, learners are introduced to the unit—mole.
CHANGES THAT MATTER UNDERGO. Learners explain how new compounds are forme
rearrangement of particles. They also recognize that a wide variety of useful compound
rearrangements.
Performance Standard analyze the percentage composition of different brands of two food products and decid
appropriate percentage composition
The learners demonstrate an understanding of…
1. the development of atomic models that led to the description of the behavior of ele
Content Standard
2. how atoms combine with other atoms by transferring or by sharing electrons
3. forces that hold metals together
1. Create historical development of the atom in different forms: song, poem, illustratio
Performance Task etc.
2. Perform "Flame Test" to show excitation of electrons.

1. Electronic Structure of Matter 1. Describe how the Bohr model of the atom improved
Rutherford’s atomic model
1.1 Create a historical development of the atom in different
forms: song, poem, illustration, rap, skit/drama, etc.
1.2 Compare and contrast the model of the atom of Bohr and
Rutherford
2. Explain how the Quantum Mechanical of the atom describes
the energies and positions of the electrons
2.1 Trace the scientific breakthroughs leading to the develop-
ment of the quantum mechanical model of the atom
2.2 Predict the probable location of electron/s in an atom
(electron cloud, Heisenberg's Uncertainty Principle)
2.3 Perform "Flame Test" to show excitation of electrons
2.5 Describe electron configuration and write the correct
electron configuration of given elements
2.7 Describe the set of quantium numbers and complete the given
set of quantum numbers for each given elements
2.8 Supply the following data from the electron configuration
such as: period number, group number, number of paired
and unpaired electron/s, number of valence electron/s, and
number of core electrons
SUMMATIVE TEST
1. Chemical Bonding 1. Explain the formation of ionic and covalent bonds
1.1 Ionic and Covalent Bonding 1.1 Differentiate metallic from nonmetallic elements and
1.2 Metallic Bonding explain electronegativity, electron affinity, and ionization
energy of elements in the periodic table
1.2 Relate group number of the elements with Lewis Electron
Dot Symbol (LEDS)
1.3 Infer the characteristic of electrons (metal and nonmetal) by
using the LEDS, its electronegativity and ionization energy
values
1.4 Describe chemical bond and its types: ionic bond and
covalent bond in terms of transfer and sharing of electrons
(polar and nonpolar) through illustration using LEDS
1.6 Compute for formal charges for different elements in a given
compound and select the best LEDS for compounds with
resonance structures
SUMMATIVE TEST
2. Recognize different types of compounds (ionic or covalent) based
on their properties such as melting point, hardness, polarity,
electrical and thermal conductivity
2.1 Enumerate and discuss different physical properties of
ionic and covalent compounds
2.2 Distinguish ionic from covalent compounds based on their
physical properties
2.3 Cite natural phenomena that uses different physical properties
of ionic and covalent compounds (ex. Snowflakes, voltaic cells)
3. Explain properties of metals in terms of their structure
3.1 Explain electrical and heat conductivity in terms of the particu-
late nature of matter and the electronic structure of matter
3.2 Show a model of the metallic bonding as a sea of electrons
flowing within the metal
3.3 Infer properties of metals in terms of the free - flowing
electrons on the material
4. Explain how ions are formed.
4.1 Differentiate cations from anions based on their tendency to
lose or gain electrons
4.2 Show the formation of ions using the Lewis Electron Dot
Symbols (LEDS)
SUMMATIVE TEST
2. The Variety of Carbon 5. Explain how the structure of the carbon atom affects the type of
Compounds bonds it form
2.1 Carbon Atoms 5.1 Discuss why carbon is a unique atom (valence electron, bond
2.2 Organic Compounds length, strength, multiple bond formation, etc.)
5.2 Differentiate organic from inorganic componds (from its chemi-
mal formula, uses, properties)
5.3 Determine the different uses of organic compounds and
cite examples of each organic compound
5.4 Find the properties of common organic compounds through
experimentation (from Grade 9 Module)
6. Recognize the general classes and uses of organic compounds
6.1 Differentiate molecular, empirical, and structural (expanded
and condensed) formulas
6.2 Differentiate alkanes, alkenes and alkynes based on the
presence of bonds and their physical properties
6.3 Name different structures of hydrocarbons (alkanes, alkenes,
alkynes, alcohol, aldehydes, ester, carboxylic acid, ether, amines,
amides, etc.)
6.4 Identify different functional groups and their uses in organic
compounds
SUMMATIVE TEST
3. Mole Concept 7. Use the mole concept to express mass of substances
3.1 Mass 7.1 Differentiate molecular unit from formula unit and compute
3.2 Moles for the molecular or formula mass of each given compound
3.3 Percentage Composition 7.2 Define mole and calculate for the number of moles of given
of a Compound compounds
7.3 Determine the mass of one mole of given substances
7.4 Convert number of moles, mass, and number of particles from
one unknown to another
8. Determine the percentage composition of a compound given its
chemical formula and vice versa
8.1 Determine the percentage composition of each element in
a given compound
8.2 Differentiate empirical and molecular formula
8.3 Calculate for the empirical and molecular formula of a
compound given its percentage compositions
SUMMATIVE TEST
PERIODICAL TEST
SCIENCE
omar - SDO Navotas, Ms. Liza Alvarez - SDO Pasig, Dr. Corazon A. Javier - SDO Parañaque,
wena C. Lamera - SDO TAPAT, Ms. Emmeline V. Elseario - SDO Las Piñas
RY - MATTER
d of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory
o promote overall health. They have become familiar with some technologies that introduce desired traits
mically important plants and animals. Learners can explain how new materials are formed when atoms are
d. They recognize that a wide variety of useful compounds may arise from such rearrangements.
can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from
may be tapped for human use. They are familiar with climatic phenomena that occur on a global scale.
explain why certain constellations can be seen only at certain times of the year.
can predict the outcomes of interactions among objects in real life applying the laws of conservation of
d momentum.
IES AND STRUCTURE OF MATTER. Using their understanding of atomic structure learned in Grade 8,
escribe how atoms can form units called molecules. They also learn about ions. Further, they explain how
m bonds (ionic and covalent) with other atoms by the transfer or sharing of electrons.
learn that the forces holding metals together are caused by the attraction between flowing electrons and
vely charged metal ions.
explain how covalent bonding in carbon forms a wide variety of carbon compounds.
ng that matter consists of an extremely large number of very small particles, counting these particles is not
So, learners are introduced to the unit—mole.
THAT MATTER UNDERGO. Learners explain how new compounds are formed in terms of the
ment of particles. They also recognize that a wide variety of useful compounds may arise from such
ments.
ers shall be able to:
he percentage composition of different brands of two food products and decide on the products’
te percentage composition
ers demonstrate an understanding of…
velopment of atomic models that led to the description of the behavior of electrons within atoms
oms combine with other atoms by transferring or by sharing electrons
hat hold metals together
ers shall be able to:
historical development of the atom in different forms: song, poem, illustration, rap, skit/drama,
m "Flame Test" to show excitation of electrons.
NO. OF DAY/S
LEARNING COMPETENCIES CODE
TAUGHT
be how the Bohr model of the atom improved S9MT-IIa-21
ford’s atomic model
eate a historical development of the atom in different S9MT-IIa-21.1.1 2
ms: song, poem, illustration, rap, skit/drama, etc.
mpare and contrast the model of the atom of Bohr and S9MT-IIa-21.1.2 1
n how the Quantum Mechanical of the atom describes S9MT-IIa-22
ergies and positions of the electrons
ace the scientific breakthroughs leading to the develop- S9MT-IIa-22.2.1 1
nt of the quantum mechanical model of the atom
edict the probable location of electron/s in an atom S9MT-IIa-22.2.2 1
ctron cloud, Heisenberg's Uncertainty Principle)
rform "Flame Test" to show excitation of electrons S9MT-IIa-22.2.3 1
scribe electron configuration and write the correct S9MT-IIa-22.2.4 1
tron configuration of given elements
scribe the set of quantium numbers and complete the given S9MT-IIa-22.2.5 1
of quantum numbers for each given elements
pply the following data from the electron configuration S9MT-IIa-22.2.6 1
h as: period number, group number, number of paired
unpaired electron/s, number of valence electron/s, and
mber of core electrons
SUMMATIVE TEST 1
n the formation of ionic and covalent bonds S9MT-IIa-13
fferentiate metallic from nonmetallic elements and S9MT-IIa-13.1.1 1
lain electronegativity, electron affinity, and ionization 1
rgy of elements in the periodic table
late group number of the elements with Lewis Electron S9MT-IIa-13.1.2 1
Symbol (LEDS)
er the characteristic of electrons (metal and nonmetal) by S9MT-IIa-13.1.3 1
ng the LEDS, its electronegativity and ionization energy
scribe chemical bond and its types: ionic bond and S9MT-IIa-13.1.4 2
alent bond in terms of transfer and sharing of electrons
ar and nonpolar) through illustration using LEDS
mpute for formal charges for different elements in a given S9MT-IIa-13.1.6 2
mpound and select the best LEDS for compounds with
nance structures
SUMMATIVE TEST 1
ize different types of compounds (ionic or covalent) based S9MT-IIb-14
r properties such as melting point, hardness, polarity,
cal and thermal conductivity
umerate and discuss different physical properties of S9MT-IIb-14.2.1 1
c and covalent compounds
tinguish ionic from covalent compounds based on their S9MT-IIb-14.2.2 1
sical properties
e natural phenomena that uses different physical properties S9MT-IIb-14.2.3 1
onic and covalent compounds (ex. Snowflakes, voltaic cells)
n properties of metals in terms of their structure S9MT-IIc-d-15
plain electrical and heat conductivity in terms of the particu- S9MT-IIc-d-15.1 1
nature of matter and the electronic structure of matter
ow a model of the metallic bonding as a sea of electrons S9MT-IIc-d-15.2 1
wing within the metal
er properties of metals in terms of the free - flowing S9MT-IIc-d-15.3 1
trons on the material
how ions are formed. S9MT-IIe-f-16
fferentiate cations from anions based on their tendency to S9MT-IIe-f-16.1 1
e or gain electrons
ow the formation of ions using the Lewis Electron Dot S9MT-IIe-f-16.2 1
mbols (LEDS)
SUMMATIVE TEST 1
n how the structure of the carbon atom affects the type of S9MT-IIg-17
cuss why carbon is a unique atom (valence electron, bond S9MT-IIg-17.1 1

gth, strength, multiple bond formation, etc.)
fferentiate organic from inorganic componds (from its chemi- S9MT-IIg-17.2 1
formula, uses, properties)
termine the different uses of organic compounds and S9MT-IIg-17.3 1
examples of each organic compound
d the properties of common organic compounds through S9MT-IIg-17.4 1
erimentation (from Grade 9 Module)
nize the general classes and uses of organic compounds S9MT-IIh-18
fferentiate molecular, empirical, and structural (expanded S9MT-IIh-18.1 2
condensed) formulas
fferentiate alkanes, alkenes and alkynes based on the S9MT-IIh-18.2 1
sence of bonds and their physical properties
me different structures of hydrocarbons (alkanes, alkenes, S9MT-IIh-18.3 2
ynes, alcohol, aldehydes, ester, carboxylic acid, ether, amines,
entify different functional groups and their uses in organic S9MT-IIh-18.4 1
SUMMATIVE TEST 1
e mole concept to express mass of substances S9MT-IIi-19
fferentiate molecular unit from formula unit and compute S9MT-IIi-19.1 1
the molecular or formula mass of each given compound
fine mole and calculate for the number of moles of given S9MT-IIi-19.2 1
termine the mass of one mole of given substances S9MT-IIi-19.3 1

nvert number of moles, mass, and number of particles from S9MT-IIi-19.4 1
unknown to another
mine the percentage composition of a compound given its S9MT-IIj-20
al formula and vice versa
termine the percentage composition of each element in S9MT-IIj-20.1 1
ven compound
fferentiate empirical and molecular formula S9MT-IIj-20.2 1
lculate for the empirical and molecular formula of a S9MT-IIj-20.3 2
pound given its percentage compositions
SUMMATIVE TEST 1
PERIODICAL TEST 2
SCIENCE
Grade EIGHT
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.
Grade Level Standard 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.
PROPERTIES AND STRUCTURE OF MATTER. Using models, learners learn that matter is made up of particles, the smallest
of which is the atom. These particles are too small to be seen through a microscope. The properties of materials that they
have observed in earlier grades can now be explained by the type of particles involved and the attraction between these
particles.
Domain
CHANGES THAT MATTER UNDERGO. Learners learn that particles are always in motion. They can now explain that the
changes from solid to liquid, solid to gas, liquid to solid, and liquid to gas, involve changes in the motion of and relative
distances between the particles, as well as the attraction between them.
They also recognize that the same particles are involved when these changes occur. In effect, no new substances are
formed.
Performance Standard 1. present how water behaves in its different states within the water cycle;
Content Standard
1. the particle nature of matter as basis for explaining properties, physical changes, and structure of
substances and mixtures;
2. the identity of a substance according to its atomic structure;
Content Standard
3. the identity of a substance according to its atomic structure;
4. the periodic table of elements as an organizing tool to determine the chemical properties of
elements.
1. present how water behaves in its different states within the water cycle
Performance Task
2. Illustrate how the sub-atomic particles are distributed in an atom
3. Show the historical development of the PT in the form of song, poem, drawing/illustration, etc.
NO. OF DAY/S
TAUGHT
1. The Particle Nature of 1. Explain the properties of solids, liquids, and gases based on the S8MT-IIIa-b-8
Matter particle nature of matter
1.1 Elements, Compounds, 1.1 Identify and describe the classification of matter based on its S8MT-IIIa-b-8.1.1 1
and Mixtures physical state (solids, liquids, and gases)
1.2 Atoms and Molecules 1.2 Differentiate the structure of solids, liquids, and gases based S8MT-IIIa-b-8.1.2
on its:
a. Shape and molecular arrangement (through illustration, etc.) S8MT-IIIa-b-8.1.2.a 1
b. Mass and volume S8MT-IIIa-b-8.1.2.b 1
c. Movement of molecules (through role playing, etc.) S8MT-IIIa-b-8.1.2.c 1
d. Boiling Point, Melting Point, Density and Specific Gravity S8MT-IIIa-b-8.1.2.d 1
1.3 Identify and describe the classification of matter based on its S8MT-IIIa-b-8.1.3 2
composition (element, compound, and mixture)
2. Explain physical changes in terms of the arrangement and motion S8MT-IIIc-d-9
of atoms and molecules.
2.1 Differentiate physical from chemical change S8MT-IIIc-d-9.1 1
2.2 Enumerate and discuss the different physical/phase changes S8MT-IIIc-d-9.2 1
in matter (Evaporation, Condensation, Sublimation, etc.)
2.3 Show how phase changes in matter is affected by change in S8MT-IIIc-d-9.3 1
temperature at molecular level (video clips, role-playing, etc.)
2.4 Present a how water behaves in different states in a water cycle S8MT-IIIc-d-9.4 1
(through song, poem, illustration, video clips, etc.)
2.5 Define chemical change operationally and cite the different S8MT-IIIc-d-9.5 1
evidences of chemical change
2.6 Explain how chemical change affects the chemical composition S8MT-IIIc-d-9.6 1
of a material (molecular level)
SUMMATIVE TEST 1
2. Atomic Structure 3. Determine the number of protons, neutrons, and electrons in a S8MT-IIIe-f-10
2.1 Protons particular atom
2.2 Neutrons 3.1 Differentiate atoms from molecules (through KWL, Venn Diagram, etc.) S8MT-IIIe-f-10.1 1
2.3 Electrons 3.2 Discuss the historical background of the atom and its S8MT-IIIe-f-10.2 2
sub-atomic particles
3.3 Describe atom and its sub-atomic particles S8MT-IIIe-f-10.3 1
3.4 Determine the number of electrons, protons, and neutrons in S8MT-IIIe-f-10.4 2
an atom
3.5 Determine the number of electron. proton and neutron in a S8MT-IIIe-f-10.5 2
positive and negative ions
3.6 Illustrate how the sub-atomic particles are distributed in an S8MT-IIIe-f-10.6 1
atom/anion/cation
SUMMATIVE TEST 1
3. Periodic Table (PT) of Elements 4. Trace the development of the periodic table from observations based on S8MT-IIIg-h-11
3.1 Development of the PT similarities in properties of elements;
3.2 Arrangement of elements 4.1 Discuss briefly the historical development of the PT S8MT-IIIg-h-11.1 1
3.3 Reactive and nonreactive 4.2 Show the historical development of the PT in the form of song, poem, S8MT-IIIg-h-11.2 2
metals drawing/illustration, etc.
4.3 Differentiate periods/series from groups/families in the PT and S8MT-IIIg-h-11.3 1
identify each given elements' periods/series or groups/families
4.4 Enumerate and describe the periodic trends/properties of the PT S8MT-IIIg-h-11.4 2
(Metallic property, Nonmetallic property, electronegativity, ionization
energy, electron affinity, etc.)
4.5 Plot the following atomic number of elements versus atomic size/ S8MT-IIIg-h-11.5 2
electronegativity/ionization energy/etc.
4.6 Arrange given set of elements in increasing/decreasing order of periodic S8MT-IIIg-h-11.6 2
properties
4.7 Determine which metallic elements will be reactive or nonreactive S8MT-IIIg-h-11.7 1
5. Use the periodic table to predict the chemical behaviour of an element. S8MT-IIIi-j-12
5.1 Write the electron configuration of elements in a given group and S8MT-IIIi-j-12.1 1
relate it to their classification in the PT (metals, nonmetals, metalloids)
5.2 Describe and predict the elements' trend in the PT with respect to its:
a. density and melting point; S8MT-IIIi-j-12.2.a 1
b. ability to react with oxygen; S8MT-IIIi-j-12.2.b 2
c. reaction with water; S8MT-IIIi-j-12.2.c 2
d. reaction of metals with nonmetals and vise versa. S8MT-IIIi-j-12.2.c 2
SUMMATIVE TEST 1
PERIODICAL TEST 2
CURRICULUM MAPPING IN SCIENCE
Prepared by: Ms. Isabel C. Palomar - SDO Navotas, Ms. Liza Alvarez - SDO Pasig, Dr. Corazon A. J
Grade SEVEN
At the end of Grade 7, learners can distinguish mixtures from substances through semi
importance of air testing when conducting investigations. After studying how organ sys
in the lower grade levels, learners can use a microscope when observing very small orga
living things are organized into different levels: Cells, tissues, organs, organ systems, and
populations and communities, which interact with non-living things in ecosystems. Lear
terms of distance and speed, and represent this in tables, graphs, charts, and equations
energy travel through different mediums. Learners describe what makes up the Philippi
Grade Level Standard the archipelago. They can explain the occurrence of breezes, monsoons, and ITCZ, and h
They can explain why seasons change and demonstrate how eclipses occur.
PROPERTIES AND STRUCTURE OF MATTER. In Grade 6, learners learned how to disting

mixtures. In Grade 7, learners investigate properties of solutions that are homogeneous
concentrations of solutions qualitatively and quantitatively. They distinguish mixtures fr
Domain properties.
CHANGES THAT MATTER UNDERGO. Learners recognize that materials combine in vari
contributing to the wide variety of materials. Given this diversity, they recognize the imp
become familiar with elements and compounds, metals and non-metals, and acids and b
homogenous mixtures can be separated using various techniques.

1. perform in groups in guided investigations involving communitybased problems using
2. prepare different concentrations of mixtures according to uses and availability of ma
3. investigate the properties of mixtures of varying concentrations using available mate
purposes
Performance Standard 4. make a chart, poster, or multimedia presentation of common elements showing thei
5. properly interpret product labels of acidic and basic mixture, and practice safe ways o
protective clothing and safety gear
4. classifying substances as elements or compounds
5. the common properties of acidic and basic mixtures
6. properties of metals and nonmetals
The learners demonstrate an understanding of:
1. scientific ways of acquiring knowledge and solving problems
2. some important properties of solutions
Content Standard 3. the properties of substances that distinguish them from mixtures
4. classifying substances as elements or compounds
5. the common properties of acidic and basic mixtures
6. properties of metals and nonmetals
1. perform accurate measurements
2. formulate hypothesis, collect, organize and interpret data about the investigation
Performance Task 3. investigate the properties of mixtures of varying concentrations using available mate
purposes
4. make a chart, poster, or multimedia presentation of common elements showing thei
Performance Task
5. properly interpret product labels of acidic and basic mixture, and practice safe ways o
protective clothing and safety gear
I. Doing Scientific Investigations 1. Describe the components of a scientific investigation;
1. Ways of acquiring know- 1.1 Recognize that the design of an investigation should show fair
ledge and solving problems testing
1.2 Identify the components of an investigation research problem,
hypothesis, method for testing hypothesis and conclusions based
on evidence
1.3 Differentiate qualitative from quantitative observation
1.4 Perform accurate measurements
1.5 Differentiate observation from inference
1.6 Formulate hypothesis, collect, organize and interpret data about
the investigation
1.7 Identify the independent, dependent, and controlled variables
1.8 Formulate conclusion/s based on data
SUMMATIVE TEST
2. Diversity of Materials in 2. Investigate properties of unsaturated or saturated solutions;
the Environment 2.1 Define solution operationally
2.1 Solutions 2.2 Identify and describe the components of a solution
2.3 Describe the properties and characteristics of common solutions
2.4 Investigate the effect of the nature of solute and the solvent in a
solution (Solid, Liquid and Gaseous Solutions)
2.5 Investigate the properties of unsaturated, saturated and super-
saturated solutions
a. Perform an experiment on saturation of solution and differentiate
saturated, unsaturated and supersaturated solutions.
3. Express concentrations of solutions quantitatively by preparing
different concentrations of mixtures according to uses and availability
of materials;
3.1 Enumerate and describe the types of solution according to
the proportion of the solute and the solvent (Diluted & Concentrated)
3.2 Identify and describe the types of solution according to the amount
of solute present in a given solvent (Concentration)
a. Calculate the percentage by weight of the given solutions
b. Calculate the percentage by volume of the given solutions
c. Explain the difference between percentage by weight of solution
and by volume solution
SUMMATIVE TEST
2.2 Substances and Mixtures 4. Distinguish mixtures from substances based on a set of properties;
4.1 Distinguish mixtures from compounds according to its composition and
properties (Use Venn diagram, Tabulation, Table organizer, etc.)
4.2 Classify given materials as substances or mixtures (include chemical
formula of substances with their common names and chemical names
of materials found at home or in the community)
4.3 Determine unknown materials as substances mixtures based on the
given descriptions/statements (ex. A material was burned and produced
two new materials. What is the nature of the material?)
2.3 Elements and Compounds 5. Recognize that substances are classified into elements and compounds;
5.1 Differentiate elements from compounds based on their composition
from the given chemical names and formulas of elements and
compounds
5.2 Describe briefly the history and basis of naming elements
5.3 Recognize important elements and compounds that are useful to humans
5.4 Prepare a slumbook type or the like in introducing one element and one
compound in the class (ex. Name: Gold; Nickname: Au; Date of Birth:
Year of discovery; Likes or Uses, etc.)
5.5 Identify elements and compounds from food labels and other products
available at home, market, and the community
SUMMATIVE TEST
2.4 Acids and Bases 6. Investigate properties of acidic and basic mixtures using natural indicators;
6.1 Differentiate acidic from basic materials according to their properties
and behavior
6.2 Identify useful acidic and basic material found at home and the
community
6.3 Describe and cite examples of acid and base indicators and identify
ways of handling these acids and bases
6.4 Determine acidic and basic materials using prepared plant/flower/etc.
indicators
2.5 Metals and Non-metals 7. Describe some properties of metals and non-metals such as luster,
malleability, ductility, and conductivity.
7.1 Prepare a Venn diagram to describe properties of metals, nonmetals and
metalloids
7.2 Describe some properties of metals and nonmetals through simple
experimentation/demonstration
7.3 Determine ways to detect if a material is metal or nonmetal (Give
situations/conditions like a checklist or the like)
SUMMATIVE TEST
PERIODICAL TEST
ULUM MAPPING IN SCIENCE
ING OF CURRICULUM GUIDE
s, Ms. Liza Alvarez - SDO Pasig, Dr. Corazon A. Javier - SDO Parañaque,
O TAPAT, Ms. Emmeline V. Elseario - SDO Las Piñas
distinguish mixtures from substances through semi-guided investigations. They realize the
ducting investigations. After studying how organ systems work together in plants and animals
n use a microscope when observing very small organisms and structures. They recognize that
ent levels: Cells, tissues, organs, organ systems, and organisms. These organisms comprise
interact with non-living things in ecosystems. Learners can describe the motion of objects in
present this in tables, graphs, charts, and equations. They can describe how various forms of
ums. Learners describe what makes up the Philippines as a whole and the resources found in
e occurrence of breezes, monsoons, and ITCZ, and how these weather systems affect people.
e and demonstrate how eclipses occur.
ATTER. In Grade 6, learners learned how to distinguish homogenous from heterogeneous

gate properties of solutions that are homogeneous mixtures. They learn how to express
vely and quantitatively. They distinguish mixtures from substances based on a set of
. Learners recognize that materials combine in various ways and through different processes,
aterials. Given this diversity, they recognize the importance of a classification system. They
compounds, metals and non-metals, and acids and bases. Further,learners demonstrate the
ted using various techniques.
tigations involving communitybased problems using locally available materials

of mixtures according to uses and availability of materials
ures of varying concentrations using available materials in the community for specific
dia presentation of common elements showing their names, symbols, and uses
of acidic and basic mixture, and practice safe ways of handling acids and bases using
s or compounds
and basic mixtures
edge and solving problems
distinguish them from mixtures

s or compounds
and basic mixtures
als
ganize and interpret data about the investigation

ures of varying concentrations using available materials in the community for specific
dia presentation of common elements showing their names, symbols, and uses
of acidic and basic mixture, and practice safe ways of handling acids and bases using
NO. OF DAY/S
ING COMPETENCIES CODE
TAUGHT
ntific investigation; S7MT-Ia-b1
an investigation should show fair S7MT-Ia-b1.1 1
n investigation research problem, S7MT-Ia-b1.2 2

hypothesis and conclusions based
quantitative observation S7MT-Ia-b1.3 2

S7MT-Ia-b1.4 2
S7MT-Ia-b1.5 1
, organize and interpret data about S7MT-Ia-b1.6 1
pendent, and controlled variables S7MT-Ia-b1.7 2

S7MT-Ia-b1.8 1
UMMATIVE TEST 1
ated or saturated solutions; S7MT-Ic-2
S7MT-Ic-2.1 1
ponents of a solution S7MT-Ic-2.2 1
haracteristics of common solutions S7MT-Ic-2.3 1
ature of solute and the solvent in a S7MT-Ic-2.4 1
eous Solutions)
unsaturated, saturated and super- S7MT-Ic-2.5
aturation of solution and differentiate S7MT-Ic-2.5.a 1

upersaturated solutions.
s quantitatively by preparing S7MT-Id-3
es according to uses and availability
types of solution according to S7MT-Id-3.1 1

nd the solvent (Diluted & Concentrated)
es of solution according to the amount S7MT-Id-3.2
vent (Concentration)
weight of the given solutions S7MT-Id-3.2.a 1
volume of the given solutions S7MT-Id-3.2.b 1
een percentage by weight of solution S7MT-Id-3.2.c 1
UMMATIVE TEST 1
ces based on a set of properties; S7MT-Ie-f4
mpounds according to its composition and S7MT-Ie-f4.1 1
, Tabulation, Table organizer, etc.)
bstances or mixtures (include chemical S7MT-Ie-f4.2 1
heir common names and chemical names
r in the community)
s as substances mixtures based on the S7MT-Ie-f4.3 1
s (ex. A material was burned and produced
he nature of the material?)
ssified into elements and compounds; S7MT-Ig-h-5
ompounds based on their composition S7MT-Ig-h-5.1 1
es and formulas of elements and
nd basis of naming elements S7MT-Ig-h-5.2 1

s and compounds that are useful to humans S7MT-Ig-h-5.3 1
he like in introducing one element and one S7MT-Ig-h-5.4 2
me: Gold; Nickname: Au; Date of Birth:
unds from food labels and other products S7MT-Ig-h-5.5 2

d the community
UMMATIVE TEST 1
d basic mixtures using natural indicators; S7MT-Ii-6
c materials according to their properties S7MT-Ii-6.1 1
ic material found at home and the S7MT-Ii-6.2 1
f acid and base indicators and identify S7MT-Ii-6.3 1
aterials using prepared plant/flower/etc. S7MT-Ii-6.4 1
als and non-metals such as luster, S7MT-Ij-7
scribe properties of metals, nonmetals and S7MT-Ij-7.1 1
metals and nonmetals through simple S7MT-Ij-7.2 2
material is metal or nonmetal (Give S7MT-Ij-7.3 1

ecklist or the like)
UMMATIVE TEST 1
ERIODICAL TEST 2
L NUMBER OF DAYS 45

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SUB-TASKING OF CURRICULUM GUIDE

CONTENT LEARNING COMPETENCIES CODE NO. OF DAY/S

PROPERTIES AND STRUCTURE OF MATTER. Learners investigate how gases behave in

CONTENT LEARNING COMPETENCIES

earthquakes occur in the same places in the world and

tigate how gases behave in different conditions based

s of carbon result in the formation of large variety of

w particles rearrange to form new substances. In Grade

ed in biological and industrial processes

ances between gas particles

ustrial processes affecting life and the

me at constant temperature of a gas;

PROPERTIES AND STRUCTURE OF MATTER. Using their understanding of atomic struct

CONTENT LEARNING COMPETENCIES

m "Flame Test" to show excitation of electrons.

cuss why carbon is a unique atom (valence electron, bond S9MT-IIg-17.1 1

entify different functional groups and their uses in organic S9MT-IIh-18.4 1

termine the mass of one mole of given substances S9MT-IIi-19.3 1

The learners demonstrate understanding of…

PROPERTIES AND STRUCTURE OF MATTER. In Grade 6, learners learned how to disting

The learners shall be able to:

ATTER. In Grade 6, learners learned how to distinguish homogenous from heterogeneous

tigations involving communitybased problems using locally available materials

edge and solving problems

distinguish them from mixtures

ganize and interpret data about the investigation

n investigation research problem, S7MT-Ia-b1.2 2

quantitative observation S7MT-Ia-b1.3 2

pendent, and controlled variables S7MT-Ia-b1.7 2

aturation of solution and differentiate S7MT-Ic-2.5.a 1

types of solution according to S7MT-Id-3.1 1

nd basis of naming elements S7MT-Ig-h-5.2 1

unds from food labels and other products S7MT-Ig-h-5.5 2

ic material found at home and the S7MT-Ii-6.2 1

f acid and base indicators and identify S7MT-Ii-6.3 1

aterials using prepared plant/flower/etc. S7MT-Ii-6.4 1

als and non-metals such as luster, S7MT-Ij-7

scribe properties of metals, nonmetals and S7MT-Ij-7.1 1

metals and nonmetals through simple S7MT-Ij-7.2 2

material is metal or nonmetal (Give S7MT-Ij-7.3 1

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