science kto12 cg 3-10 v1.0.txt

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Republic of the Philippines

Department of Education

DepEd Complex, Meralco Avenue

Pasig City

K to 12 Curriculum Guide

SCIENCE

(Grade 3 to Grade 10)

December 2013


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CONCEPTUAL FRAMEWORK

Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgmentsand decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.

The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic,personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving ourcountrys cultural heritage.

The K to 12 science curriculum will provide learners with a repertoire of competencies important in the world of work and in a knowledge-based society. It envisionsthe development of scientifically, technologically, and environmentally literateand productive members of society who are critical problem solvers, responsiblestewards of

nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science:understanding and applying scientific knowledge in local setting as well as global context whenever possible, performing scientific processes and skills, and developing anddemonstrating scientific attitudes and values. The acquisition of these domainsis facilitated using the following approaches: multi/interdisciplinary approach,science-technology-society approach, contextual learning, problem/issue-based learning,and inquiry-based approach. The approaches are based on sound educational pedagogynamely, constructivism, social cognition learning model, learning style theory,

and brain-based learning.

Science content and science processes are intertwined in the K to 12 Curriculum.Without the content, learners will have difficulty utilizing science process skills sincethese processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learnerscuriosity motivates themto learnand appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop learnersinterest and let them become active learners.

As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills inLife Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression,thus paving theway to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of conceptsand itsapplication to real-life situations.


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Developing andDemonstrating ScientificAttitudes and Values

The Conceptual Framework of Science Education


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CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)

The learners demonstrate understanding of basic science concepts and applicationof science-inquiry skills. They exhibit scientific attitudes and values to solveproblems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informeddecisions, and engage in discussions of relevant issues that involve science, technology, and environment.

KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2)

K3

46

710

11-12

At the end of Grade 3, thelearners should have acquiredhealthful habits andhavedeveloped curiosity aboutself and their environment

using basic process skills ofobserving, communicating,comparing, classifying,measuring, inferring andpredicting. This curiosity willhelp learners value science asan important tool in helpingthem continue to explore theirnatural and physicalenvironment. This should alsoinclude developing scientificknowledge or concepts.

At the end of Grade 6, the learnersshould have developed the essentialskills of scientific inquiry designingsimple investigations, using appropriateprocedure, materials and tools to gatherevidence, observing patterns,determining relationships,drawingconclusions based on evidence, andcommunicating ideas in varied ways tomake meaning of the observations


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and/or changes that occur in theenvironment. The content and skillslearned will be applied to maintain goodhealth, ensure the protection andimprovement of the environment, andpractice safety measures.

At the end of Grade 10, the learners shouldhave developed scientific, technological, andenvironmental literacyand can make thatwould lead to rational choices on issuesconfronting them. Having been exposed toscientific investigations related to real life,they should recognize that the central featureof an investigation is that if one variable ischanged (while controlling all others), theeffect of the change on another variable canbe measured. The context of the investigationcan be problems at the local or national levelto allow them to communicate with learnersin other parts of the Philippines or even fromother countries using appropriate technology.

The learners should demonstrate an

understanding of science concepts and applyscience inquiry skills in addressingreal-worldproblems through scientific investigations.

At the end of Grade 12, the learnersshould have gained skills in obtainingscientific and technological informationfrom varied sources about globalissues that have impact on thecountry. They should have acquiredscientific attitudes that will allow themto innovate and/or create productsuseful to the community or country.

They should be able to processinformation to get relevant data for aproblem at hand. In addition, learnersshould have made plans related totheir interests and expertise, withconsideration forthe needs of theircommunity and the country topursue either employment,entrepreneurship, or higher education.


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GRADE/LEVEL

Grade-Level Standards

Kindergarten

The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, animals and variedmaterials in their environment and their observable characteristics; general weather conditions and how these influence what they wear; andother things in their environment. Understanding of their bodies and what is around them is acquired through exploration, questioning, andcareful observation as they infer patterns, similarities, and differences that will allow them to make sound conclusions.

Grade 1

At the end of Grade 1, learners will use their senses to locate and describe theexternal parts of their body; to identify, external parts of animalsand plants; to tell the shape, color, texture, taste, and size of things aroundthem; to describe similarities and differences given two objects; todifferentiate sounds produced by animals, vehicles cars, and musical instruments; to illustrate how things move; to, describe the weather and

what to do in different situations; to use appropriate terms or vocabulary to describe these features; to collect, sort, count, draw, take thingsapart, or make something out of the things; to practice healthy habits (e.g., washing hands properly, choosing nutritious food) and safetymeasures (e.g., helping to clean or pack away toys, asking questions and givingsimple answers/ descriptions to probing questions).

Grade 2

At the end of Grade 2, learners will use their senses to explore and describe the functions of their senses, compare two or more objects andusing two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain events in the

home or school and express how these are affecting them, do simple measurementsof length, tell why some things around them are important ,decide if what they do is safe or dangerous; give suggestions on how to preventaccidents at home, practice electricity, water, and paperconservation, help take care of pets or of plants , and tell short stories aboutwhat they do, what they have seen, or what they feel.

Grade 3

At the end of Grade 3, learners can describe the functions of the different parts of the body and things that make up their surroundings --- rocksand 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 usesof light, heat, sound, and electricity.

Learners can describe changes in the conditions of their surroundings. These would lead learners to become more curious about theirsurroundings, appreciate nature, and practice health and safety measures.

Grade 4

At the end of Grade 4, learners can investigate changes in some observable prope


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rties of materials when mixed with other materials or whenforce is applied on them. They can identify materials that do not decay and usethis knowledge to help minimize waste at home, school, and inthe community.

Learners can describe the functions of the different internal parts of the bodyin order to practice ways to maintain good health. They can classifyplants and animals according to where they live and observe interactions among living things and their environment. They can infer that plantsand animals have traits that help them survive in their environment.

Learners can investigate the effects of push or pull on the size, shape, and movement of an object.

Learners can investigate which type of soil is best for certain plants and inferthe importance of water in daily activities. They learned about whatmakes up weather and apply their knowledge of weather conditions in making decisions for the day. They can infer the importance of the Sun tolife on Earth.


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GRADE/LEVEL


Grade 5

At the end of Grade 5, learners can decide whether materials are safe and usefulby investigating about some of their properties. They can inferthat new materials may form when there are changes in properties due to certainconditions.

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 havebecome aware of the importance of estuaries and intertidal zones and help in their preservation.

Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that different materials reactdifferently with heat, light, and sound. They can relate these abilities of materials to their specific uses.

Learners can describe the changes that earth materials undergo. They can make emergency plans with their families in preparation for typhoons.They can observe patterns in the natural events by observing the appearance of the Moon.

Grade 6

At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these materials may be recoveredusing different separation techniques. They can prepare useful mixtures such asfood, drinks and herbal medicines.

Learners understand how the different organ systems of the human body work toget

her. They can classify plants based on reproductivestructures, and animals based on the presence or lack of backbone. They can design and conduct an investigation on plant propagation. Theycan 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, andmotion studied earlier are forms of energy and these undergo transformation.

Learners can describe what happens during earthquakes and volcanic eruptions anddemonstrate what to do when they occur. They can inferthat the weather follows a pattern in the course of a year. They have learned ab

out the solar system, with emphasis on the motions of the Earthas prerequisite to the study of seasons in another grade level.

Grade 7

At the end of Grade 7, learners can distinguish mixtures from substances throughsemi-guided investigations. They realize the importance of airtesting when conducting investigations. After studying how organ systems work together in plants and animals in the lower grade levels, learnerscan use a microscope when observing very small organisms and structures. They re


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cognize 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-livingthings in ecosystems.

Learners can describe the motion of objects in terms of distance and speed, andrepresent this in tables, graphs, charts, and equations. They candescribe 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 ofbreezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain why seasons change and demonstrate howeclipses occur.


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GRADE/LEVEL


Grade 8

At the end of Grade 8, learners can describe the factors that affect the motionof an object based on the Laws of Motion. They can differentiatethe concept of work as used in science and in laymans language. They know the factors that affect the transfer of energy, such as temperaturedifference, 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 othermembers 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 productsare 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 protectand conserve economically important species used for food.

Grade 9

At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory systems to promote overallhealth. They have become familiar with some technologies that introduce desiredtraits in economically important plants and animals. Learnerscan explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise fromsuch rearrangements.

Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tappedfor human use. They are familiar with climatic phenomena that occur on a globalscale. They can explain why certain constellations can be seenonly 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.

Grade 10

At the end of Grade 10, learners realize that volcanoes and earthquakes occur in

the same places in the world and that these are related to plateboundaries. They can demonstrate ways to ensure safety and reduce damage duringearthquakes, tsunamis, and volcanic eruptions. Learnerscan explain the factors affecting the balance and stability of an object to helpthem practice appropriate positions and movements to achieveefficiency and safety such as in sports and dancing. They can analyze situationsin which energy is harnessed for human use whereby heat isreleased, affecting the physical and biological components of the environment. Learners will have completed the study of the entire organismwith their deeper study of the excretory and reproductive systems. They can expl


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ain in greater detail how genetic information is passed fromparents to offspring, and how diversity of species increases the probability ofadaptation and survival in changing environments. Learners canexplain the importance of controlling the conditions under which a chemical reaction occurs. They recognize that cells and tissues of the humanbody are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in the food they eat.


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SEQUENCE OF DOMAIN/STRANDS PER QUARTER

G3

G4

G5

G6

G7

G8

G9

G10

1st Quarter

Matter

Matter

Matter

Matter

Matter

Force, Motion,&Energy

Living Thingsand TheirEnvironment

Earth & Space

2nd Quarter




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Earth & Space

Matter


3rd Quarter



Force, Motion &Energy



Matter

Earth & Space


4th Quarter

Earth & Space

Earth & Space

Earth & Space

Earth & Space

Earth & Space



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Matter


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SPIRALLING OF CONCEPTS GRADE 3 GRADE 10

MATTER

Grade 3

Grade 4

Grade 5

Grade 6

PROPERTIES OF MATTER

When learners observe different objectsand materials, they become aware oftheir different characteristics such asshape, weight, definiteness of volumeand ease of flow. Using characteristics,objects and materials can be groupedinto solids, liquids or gases.

Aside from being grouped intosolids, liquids, or gases, materialsmay also be grouped according totheir ability to absorb water,ability to float or sink, andwhether they decay or not

After learning how to read and interpretproduct labels, learners can critically decidewhether these materials are harmful or not.They can also describe ways in which theycan use their knowledge of solids and

liquids in making useful materials andproducts.

In Grade 4, the learners have observed thechanges when mixing a solid in a liquid or aliquid in another liquid.

From these investigations, learners can nowdescribe the appearance of mixtures asuniform or non-uniform and classify them ashomogeneous or heterogeneous mixtures.

CHANGES THAT MATTER UNDERGO

Using the characteristics observedamong solids, liquids, and gases,learners investigate ways in which solidturns into liquid, solid into gas, liquidinto gas, and liquid into solid, asaffected by temperature.

Changes in some characteristicsof solid materials can be observed


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when these are bent, hammered,pressed, and cut.

After investigating the changes insome observable characteristicsof materials due to temperaturein Grade 3, learners can nowinquire about changes observedwhen a solid is mixed with aliquid or when a liquid is mixedwith another liquid.

Learners learn that some changesin the characteristics of a productsuch as food or medicine mayaffect its quality. One way offinding out is by reading andinterpreting product labels. Thisinformation helps them decidewhen these products become

harmful.

In Grade 4, learners investigated changes inmaterials that take place at certainconditions, such as applying force, mixingmaterials, and changing the temperature. InGrade 5, they investigate changes that takeplace under the following conditions:presence or lack of oxygen (in air), andapplying heat. They learn that some ofthese conditions can result in a newproduct. Knowing these conditions enablethem to apply the 5R method(recycling,

reducing, reusing, recovering and repairing)at home and in school.

Based on the characteristics of the componentsof a heterogeneous mixture, learnersinvestigate ways of separating thesecomponents from the mixture. They will inferthat the characteristics of each of thecomponents remain the same even when thecomponent is part of the mixture.


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Grade 7

Grade 8

Grade 9

Grade 10

PROPERTIES AND STRUCTURE OF MATTER

In Grade 6, learners learned how todistinguish homogenous fromheterogeneous mixtures. In Grade 7,learners investigate properties ofsolutions that are homogeneousmixtures. They learn how to expressconcentrations of solutions qualitativelyand quantitatively. They distinguishmixtures from substances based on aset of properties.

Learners begin to do guided and semi-guided investigations, making sure thatthe experiment they are conducting is afair test.

Using models, learners learn thatmatter is made up of particles, thesmallest of which is the atom. Theseparticles are too small to be seenthrough a microscope. Theproperties of materials that theyhave observed in earlier grades cannow be explained by the type of

particles involved and the attractionbetween these particles.

Using their understanding of atomicstructure learned in Grade 8, learnersdescribe how atoms can form unitscalled molecules. They also learn aboutions. Further, they explain how atomsform bonds (ionic and covalent) with

other atoms by the transfer or sharing ofelectrons.

They also learn that the forces holdingmetals together are caused by theattraction between flowing electrons andthe positively charged metal ions.


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Learners explain how covalent bondingin carbon forms a wide variety of carboncompounds.

Recognizing that matter consists of anextremely large number of very smallparticles, counting these particles is notpractical. So, learners are introduced tothe unitmole.

Learners investigate how gases behave indifferent conditions based on their knowledgeof the motion of and distances between gasparticles. Learners then confirm whether theirexplanations are consistent with the KineticMolecular Theory. They also learn therelationships between volume, temperature,and pressure using established gas laws.

In Grade 9, learners learned that the bondingcharacteristics of carbon result in the formationof large variety of compounds. In Grade 10,they learn more about these compounds thatinclude biomolecules such as carbohydrates,lipids, proteins, and nucleic acids. Further, theywill recognize that the structure of thesecompounds comprises repeating units that aremade up of a limited number of elements suchas carbon, hydrogen, oxygen, and nitrogen.

CHANGES THAT MATTER UNDERGO

Learners recognize that materialscombine in various ways and throughdifferent processes, contributing to thewide variety of materials. Given thisdiversity, they recognize the importanceof a classification system. They becomefamiliar with elements and compounds,metals and non-metals, and acids andbases.

Further, learners demonstrate thathomogeneous mixtures can beseparated using various techniques.

Learners learn that particles arealways in motion. They can nowexplain that the changes from solidto liquid, solid to gas, liquid to solid,and liquid to gas, involve changes inthe motion of and relative distances


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between the particles, as well as theattraction between them.

They also recognize that the sameparticles are involved when thesechanges occur. In effect, no newsubstances are formed.

Learners explain how new compoundsare formed in terms of therearrangement of particles. They alsorecognize that a wide variety of usefulcompounds may arise from suchrearrangements.

In Grade 9, learners described how particlesrearrange to form new substances. In Grade10, they learn that the rearrangement ofparticles happen when substances undergochemical reaction. They further explain thatwhen this rearrangement happens, the totalnumber of atoms and total mass of newly

formed substances remain the same. This isthe Law of Conservation of Mass. Applying thislaw, learners learn to balance chemicalequations and solve simple mole-mole, mole-mass, and mass-mass problems.


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LIVING THINGS AND THEIR ENVIRONMENT

Grade 3

Grade 4

Grade 5

Grade 6

PARTS AND FUNCTION OF ANIMALS AND PLANTS

In Grade 3, learners observe anddescribe the different parts of livingthings focusing on the sense organs ofhumans and the more familiar externalparts of animals and plants.

They also explore and describe

characteristics of living things thatdistinguish them from non-living things.

In Grade 4, the learners areintroduced to the major organs ofthe human body.

They also learn about some partsthat help plants and animalssurvive in places where they live.

After learning in Grade 4 how the majororgans of the human body work together,the learners now focus on the organs ofthe reproductive systems of humans,animals, and plants.

In Grade 6, learners describe the interactionsamong parts of the major organs of thehuman body.

They also learn how vertebrates andinvertebrates differ and how non-floweringplants reproduce,

HEREDITY:INHERITANCE AND VARIATION

Learners learn that living things


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reproduce and certain traits are passedon to their offspring/s.

Learners learn that humans,animals, and plants go throughlife cycles. Some inherited traitsmay be affected by theenvironment at certain stages intheir life cycles.

Learners learn how flowering plants andsome non-flowering plants reproduce.

They are also introduced to the sexual andasexual modes of reproduction.

Learners learn how non-flowering plants(spore-bearing and cone-bearing plants, ferns,and mosses) reproduce.

BIODIVERSITY AND EVOLUTION

Different kinds of living things arefound in different places.

Learners investigate that animalsand plants live in specifichabitats.

Learners learn that reproductive structuresserve as one of the bases for classifyingliving things.

They learn that plants and animals sharecommon characteristics which serve as basesfor their classification.

ECOSYSTEMS

Learners learn that living things dependon their environment for food, air, andwater to survive.

Learners learn that there are


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beneficial and harmfulinteractions that occur amongliving things and theirenvironment as they obtain theirbasic needs.

Learners are introduced to the interactionsamong components of larger habitats suchas estuaries and intertidal zones, as well asthe conditions that enable certainorganisms to live.

Learners are introduced to the interactionsamong components of habitats such astropical rainforests, coral reefs, and mangroveswamps.


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Grade 7

Grade 8

Grade 9

Grade 10

PARTS AND FUNCTION: ANIMAL AND PLANTS

In Grade 7, learners are introduced to thelevels of organization in the human bodyand other organisms. They learn thatorganisms consist of cells, most of whichare grouped into organ systems thatperform specialized functions.

In Grade 8, learners gain knowledge ofhow the body breaks down food intoforms that can be absorbed throughthe digestive system and transportedto cells.

Learners learn that gases areexchanged through the respiratorysystem. This provides the oxygenneeded by cells to release the energystored in food.

They also learn that dissolved wastesare removed through the urinarysystem while solid wastes areeliminated through the excretorysystem.

Learners study the coordinatedfunctions of the digestive, respiratory,and circulatory systems.

They also learn that nutrients enterthe bloodstream and combine withoxygen taken in through therespiratory system. Together, they aretransported to the cells where oxygenis used to release the stored energy.


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Learners learn that organisms havefeedback mechanisms that arecoordinated by the nervous andendocrine systems. These mechanismshelp the organisms maintainhomeostasis to reproduce and survive.

HEREDITY:INHERITANCE AND VARIATION

After learning how flowering and nonflowering plants reproduce, Grade 7learners are taught that asexualreproduction results in genetically identicaloffspring whereas sexual reproduction givesrise to variation.

Learners study the process of celldivision by mitosis and meiosis. Theyunderstand that meiosis is an earlystep in sexual reproduction that leadsto variation.

Learners study the structure of genesand chromosomes, and the functionsthey perform in the transmission oftraits from parents to offspring.

Learners are introduced to the structureof the DNA molecule and its function.

They also learn that changes that takeplace in sex cells are inherited whilechanges in body cells are not passed on.

BIODIVERSITY AND EVOLUTION

Learners learn that the cells in similartissues and organs in other animals aresimilar to those in human beings but differsomewhat from cells found in plants.

Learners learn that species refers to agroup of organisms that can mate withone another to produce fertile offspring.They learn that biodiversity is thecollective variety of species living in anecosystem. This serves as anintroduction to the topic on hierarchical

Learners learn that most species thathave once existed are now extinct.


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Species become extinct when they failto adapt to changes in the environment.

Learners revisit the mechanisms involvedin the inheritance of traits and thechanges that result from thesemechanisms. Learners explain hownatural selection has produced asuccession of diverse new species.Variation increases the chance of living


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Grade 7

Grade 8

Grade 9

Grade 10

taxonomic system.

things to survive in a changingenvironment.

ECOSYSTEMS

Learners learn that interactions occuramong the different levels of organization inecosystems. Organisms of the same kindinteract with each other to formpopulations; populations interact with otherpopulations to form communities.

Learners learn how energy is

transformed and how materials arecycled in ecosystems.

Learners learn how plants captureenergy from the Sun and store energyin sugar molecules (photosynthesis).This stored energy is used by cellsduring cellular respiration. These twoprocesses are related to each other.

Learners investigate the impact of

human activities and other organisms onecosystems.

They learn how biodiversity influencesthe stability of ecosystems.

FORCE, MOTION AND ENERGY

Grade 3

Grade 4

Grade 5


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Grade 6

FORCE AND MOTION

Learners observe and explore andinvestigate how things around themmove and can be moved. They alsoidentify things in their environment thatcan cause changes in the movement ofobjects.

Learners now learn that if force isapplied on an object, its motion, size,or shape can be changed. They willfurther understand that these changesdepend on the amount of force appliedon it (qualitative). They also learn thatmagnets can exert force on someobjects and may cause changes in theirmovements.

This time, learners begin to accuratelymeasure the amount of change in themovement of an object in terms of itsdistance travelled and time of travelusing appropriate tools.

Aside from the identified causes ofmotion in Grade 3, such as people,animals, wind, and water, learnersalso learn about gravity and friction asother causes or factors that affect the

movement of objects.

ENERGY

Learners observe and identify differentsources of light, heat, sound, andelectricity in their environment and theiruses in everyday life.

Learners learn that light, heat, andsound travel from the source. They

perform simple activities thatdemonstrate how they travel usingvarious objects.

This time, learners explore how differentobjects interact with light, heat, sound,and electricity (e.g., identifying poor andgood conductors of electricity usingsimple circuits).


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At this grade level, learners areintroduced to the concept of energy.They learn that energy exists indifferent forms, such as light, heat,sound and electricity, and it can be


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Grade 3

Grade 4

Grade 5

Grade 6

Note: Electricity is not included inGrade 4 because the concept of flow ofchargesis difficult to understand atthis grade level.

They learn about the relationshipbetween electricity and magnetism byconstructing an electromagnet.

They also learn about the effects of light,heat, sound, and electricity on people.

transformed from one form to

another. They demonstrate howenergy is transferred using simplemachines.

Grade 7

Grade 8

Grade 9

Grade 10

FORCE AND MOTION

From a simple understanding of motion,learners study more scientific ways ofdescribing (in terms of distance, speed,and acceleration) and representing(using motion diagrams, charts, andgraphs) the motion of objects in onedimension.

This time, learners study theconcept of force and itsrelationship to motion. They useNewtons Laws of Motion toexplain why objects move (or donot move) the way they do (asdescribed in Grade 7). Theyalso realize that if force isapplied on a body, work can bedone and may cause a change in


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the energy of the body.

To deepen their understanding of motion,learners use the Law of Conservation ofMomentum to further explain the motion ofobjects.

From motion in one dimension in the previousgrades, they learn at this level about motion intwo dimensions using projectile motion as anexample.

From learning the basics of forces inGrade 8, learners extend theirunderstanding of forces by describinghow balanced and unbalanced forces,either by solids or liquids, affect themovement, balance, and stability ofobjects.

ENERGY

This time learners recognize thatdifferent forms of energy travel indifferent wayslight and sound travelthrough waves, heat travels throughmoving or vibrating particles, andelectrical energy travels through movingcharges.

In Grade 5, they learned about thedifferent modes of heat transfer. Thistime, they explain these modes in termsof the movement of particles.

Learners realize that transferredenergy may cause changes inthe properties of the object.They relate the observablechanges in temperature, amountof current, and speed of soundto the changes in energy of theparticles.

Learners explain how conservation of mechanicalenergy is applied in some structures, such asroller coasters, and in natural environments likewaterfalls. They further describe the

transformation of energy that takes place inhydroelectric power plants.

Learners also learn about the relationshipbetween heat and work, and apply this concept toexplain how geothermal power plants operate.

After they have learned how electricity isgenerated in power plants, learners furtherdevelop their understanding of transmission of


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electricity from power stations to homes.

Learners acquire more knowledge aboutthe properties of light as applied inoptical instruments.

Learners also use the concept of movingcharges and magnetic fields in explainingthe principle behind generators andmotors.


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EARTH AND SPACE

Grade 3

Grade 4

Grade 5

Grade 6

GEOLOGY

Learners will describe what makes uptheir environment, beginning with thelandforms and bodies of water found intheir community.

After familiarizing themselveswith the general landscape,learners will investigate twocomponents of the physical

environment in more detail: soiland water. They will classify soilsin their community using simplecriteria. They will identify thedifferent sources of water in theircommunity. They will infer theimportance of water in dailyactivities and describe ways ofusing water wisely.

In this grade level, learners will learn thatour surroundings do not stay the sameforever. For example, rocks undergo

weathering and soil is carried away byerosion. Learners will infer that the surfaceof the Earth changes with the passage oftime.

Learners will learn that aside from weatheringand erosion, there are other processes thatmay alter the surface of the Earth: earthquakesand volcanic eruptions. Only the effects ofearthquakes and volcanic eruptions are takenup in this grade level, not their causes (whichwill be tackled in Grades 8 and 9). Learnerswill also gather and report data on earthquakes

and volcanic eruptions in their community orregion.

METEOROLOGY

Learners will describe the differenttypes of local weather,

After making simple descriptionsabout the weather in the previous


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grade, learners will now measurethe components of weather usingsimple instruments. They will alsoidentify trends in a simpleweather chart.

Learners will learn that the weather doesnot stay the same the whole year round.Weather disturbances such as typhoonsmay occur. Learners will describe theeffects of typhoons on the community andthe changes in the weather before, during,and after a typhoon.

After learning how to measure the differentcomponents of weather in Grades 4 and 5,learners will now collect weather data withinthe span of the school year. Learners willinterpret the data and identify the weatherpatterns in their community.

ASTRONOMY

Learners will describe the natural

objects that they see in the sky.

After describing the naturalobjects that are seen in the sky,learners will now focus on themain source of heat and light onEarth: the Sun, its role in plantgrowth and development, and itseffect on the activities of humansand other animals.

After learning about the Sun, learners willnow familiarize themselves with the Moon

and the stars. They will describe thechanges in the appearance of the Moon anddiscover that the changes are cyclical, andthat the cycle is related to the length of amonth. Learners will identify star patternsthat can be seen during certain times of theyear.

In Grade 6, learners will turn their attention toEarth as another natural object in space (inaddition to the Sun, Moon, and stars).Learners will learn about the motions of theEarth: rotation and revolution. Learners will

also compare the different members that makeup the Solar System and construct models tohelp them visualize their relative sizes anddistances.


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Grade 7

Grade 8

Grade 9

Grade 10

GEOLOGY

Learners will explore and locate placesusing a coordinate system. They willdiscover that our countrys locationnear the equator and along the Ring ofFire influences elements of upPhilippine environment (e.g., naturalresources and climate).

As a result of being located along the Ringof Fire, the Philippines is prone toearthquakes. Using models, learners will

explain how quakes are generated by faults.They will try to identify faults in thecommunity and differentiate active faultsfrom inactive ones.

Being located along the Ring of Fire, thePhilippines is home to many volcanoes. Usingmodels, learners will explain what happenswhen volcanoes erupt. They will describe thedifferent types of volcanoes and differentiateactive volcanoes from inactive ones. They

will also explain how energy from volcanoesmay be tapped for human use.

Using maps, learners will discoverthat volcanoes, earthquakeepicenters, and mountain ranges arenot randomly scattered in differentplaces but are located in the sameareas. This will lead to anappreciation of plate tectonicsatheory that binds many geologicprocesses such as volcanism andearthquakes.

METEOROLOGY

Learners will explain the occurrence ofatmospheric phenomena (breezes,monsoons, and ITCZ) that arecommonly experienced in the countryas a result of the Philippineslocationwith respect to the equator, andsurrounding bodies of water and


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landmasses.

Being located beside the Pacific Ocean, thePhilippines is prone to typhoons. In Grade5, the effects of typhoons were tackled.Here, learners will explain how typhoonsdevelop, how typhoons are affected bylandforms and bodies of water, and whytyphoons follow certain paths as they movewithin the Philippine Area of Responsibility.

In this grade level, learners will distinguishbetween weather and climate. They willexplain how different factors affect theclimate of an area. They will also beintroduced to climatic phenomena that occurover a wide area (e.g., El Nio and globalwarming).

Note: The theory of plate tectonicsis the sole topic in Earth and Spacein Grade 10. This is because thetheory binds many of the topics inprevious grade levels, and more time

is needed to explore connections anddeepen learnersunderstanding.

ASTRONOMY

Learners will explain the occurrence ofthe seasons and eclipses as a result ofthe motions of the Earth and theMoon. Using models, learners willexplain that because the Earth revolvesaround the Sun, the seasons change,and because the Moon revolves aroundthe Earth, eclipses sometimes occur.

Learners will complete their survey of theSolar System by describing thecharacteristics of asteroids, comets, andother members of the Solar System.

Learners will now leave the Solar System andlearn about the stars beyond. They will inferthe characteristics of stars based on thecharacteristics of the Sun. Using models,learners will show that constellations move inthe course of a night because of Earthsrotation, while different constellations are

observed in the course of a year because ofthe Earths revolution.


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GRADE 3

CONTENT

CONTENT STANDARDS

PERFORMANCESTANDARDS

LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

Grade 3 Matter

FIRST QUARTER/FIRST GRADING PERIOD

1. Properties1.1. Characteristics ofsolids, liquids, andgases

The Learners demonstrateunderstanding of

ways of sorting materials anddescribing them as solid, liquidor gas based on observableproperties

The Learners should be ableto


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group common objectsfound at home and inschool according to solids,liquids and gas

The Learners should be able to

1. describe different objectsbased on their characteristics(e.g. Shape, Weight, Volume,Ease of flow);

S3MT-Ia-b-1

. Learning Guidein Science &Health :Mixtures

. BEAM Grade 3Unit 4 Materials

LG Science 3MaterialsModule 1

2. classify objects and materialsas solid, liquid, and gas basedon some observablecharacteristics;

S3MT-Ic-d-2

3. describe ways on the properuse and handling solid, liquidand gas found at home and inschool; and

S3MT-Ie-g-3


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2. Changes that MaterialsUndergo

effects of temperature onmaterials

investigate the different

changes in materials asaffected by temperature

4. describe changes in materialsbased on the effect oftemperature:

4.1 Solid to liquid

4.2 Liquid to solid

4.3 Liquid to gas

4.4 Solid to gas

S3MT-Ih-j-4

. BEAM Gr. 3Unit 3Materials-DistanceLearningModule 43. BEAM Gr. 3

Unit 3 MaterialsModule 44-49


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

Grade 3 Living Things and Their Environment

SECOND QUARTER/SECOND GRADING PERIOD

1.Living Things

1.1Humans

1.1.a Sense Organs


parts, and functions of thesense organs of the humanbody


practice healthful habits intaking care of the senseorgans



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1. describe the parts and functionsof the sense organs of thehuman body;

S3LT-IIa-b-1

. BEAM-Grade 3-Unit People-. Learning Guide. & DistanceLearningModule

2. enumerate healthful habits toprotect the sense organs;

S3LT-IIa-

b-2

2.Living Things

2.1 Animals

parts and functions of animalsand importance to humans

enumerate ways of groupinganimals based on theirstructure and importance

3. describe animals in theirimmediate surroundings;

S3LT-IIc-d3

. BEAM-Grade 3-Unit 2-


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AnimalsDLP-Science 3 DLP19. Beam Grade 3Unit 2-animals. DLP-Science 3DLP 31&32. Learning Guidein Science &Health:. The BodyGuards

4. identify the parts and functionsof animals;

S3LT-IIc-d-4

5. classify animals according tobody parts and use;

S3LT-IIc-d-5

6. state the importance of animalsto humans;

S3LT-IIc-d-6

7. describe ways of properhandling of animals;

S3LT-IIc-d-7

3. Living Things

3.1 Plants

external parts of plants and theirfunctions, and importance tohumans


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demonstrate the proper waysof handling plants

8. describe the parts of differentkinds of plants;

S3LT-IIe-f-8

. BEAM Grade 3-Unit 3 Plants. DLP-Science 3DLP 38. Learning Guide:. How do Plantsprotectthemselves?

9. state the importance of plantsto humans;

S3LT-IIe-f-9


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

10. describe ways of caring andproper handling of plants;

S3LT-IIe-f-10

. BEAM-Grade 3-Unit 3-Plants

characteristics of living andnonliving things

illustrates the differencebetween living and non-livingthings

11. compare living with nonlivingthings;

S3LT-IIe-f-11

4. Heredity: Inheritanceand Variation

reproduction among humans,


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animals and plants and certainobservable characteristics thatare passed from parents tooffspring

given a photo of offspringand parents, make a checklistof possible characteristicsthat the offspring inheritedfrom the parents

12. infer that living thingsreproduce;

S3LT-IIg-h12

. LearningGuide in

Science andHealth. LearningGuide inScience andHealth: Whatdo animals eat

13. identify observablecharacteristics that arepassed on from parents tooffspring (e.g., humans,

animals, plants);

S3LT-IIg-h13

5.Ecosystems

basic needs of plants, animalsand humans

list down activities which theycan perform at home, in


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school, or in theirneighborhood to keep theenvironment clean

14. identify the basic needs ofhumans, plants and animalssuch as air, food, water, andshelter;

S3LT-IIi-j-14

. LearningGuide inScience andHealth:. There is NoPlace LikeHome. (print-BEE)

15. explain how living things

depend on the environmentto meet their basic needs;and

S3LT-IIi-j-15

16. recognize that there is a needto protect and conserve theenvironment.

S3LT-IIi-j-16


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

Grade 3 Force and Motion

THIRD QUARTER/THIRD GRADING PERIOD

1. Force and Motion

The learners demonstrateunderstanding of

motion of objects

The learners should be ableto

observe, describe, andinvestigate the position andmovement of things aroundthem


1. describe the position of aperson or an object in relationto a reference point such aschair, door, another person;


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S3FE-IIIa-b-1

. Learning Guidein Science andHealth:. (Print-BEE)

2. identify things that can makeobjects move such as people,water, wind, magnets;

S3FE-IIIc-d-2

3. describe the movements ofobjects such as fast/slow,forward/backward,stretching/compressing;

S3FE-IIIe-f-3

2. Energy: Light, sound.

2.1 Heat and Electricity

sources and uses of light,sound, heat and electricity

apply the knowledge of thesources and uses of light,sound, heat, and electricity

4. describe sources of light andsound, heat and electricity;and

S3FE-IIIg-h-4

5. enumerate uses of light,sound, heat and electricity.

S3FE-IIIi-


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j-3


51/190

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

Grade 3 Earth and Space

FOURTH QUARTER/FOURTH GRADING PERIOD

1. Earth and Space

1.1The Surroundings


people, animals, plants, lakes,

rivers, streams, hills,mountains, and other landforms,and their importance


express their concerns abouttheir surroundings throughteacher-guided and self directed activities


1. describe the things found in thesurroundings;

S3ES-IVa-b-1


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. BEAM-Grade3-Unit 6-Earth. (LearningGuides-2 Meand MyEnvironment)

2. relate the importance ofsurroundings to people andother living things;

S3ES-IVc-d-2

2. Earth and Space

2.1Weather

types and effects of weather asthey relate to daily activities,health and safety

express ideas about safetymeasures during differentweather conditions creatively

(through artwork, poem,song)

3. describe the changes in theweather over a period of time;

S3ES-IVe-f-3

. Learning Guidein Science andHealth:Weather

. Learning Guidein Science andHealth:Typhoon. Beam-Grade 4-Unit 8 Weather. (Science 4-DLP57). Beam-Grade 4


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Unit 8 Weather (DLP Science 4 DLP58)

4. communicate how differenttypes of weather affectactivities in the community;and

S3ES-IVg-h-4

5. enumerate and practice safetyand precautionary measures indealing with different types ofweather.

S3ES-IVg-h-5

3. Earth and Space

3.1Natural Objects in theSky

natural objects in the sky affectones daily activities

list down activities whichaffect their daily activities

6. describe the natural objectsthat are found in the skyduring daytime and nighttime

S3ES-IVg-h-6


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55/190

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

7. communicate how the naturalobjects in the sky affect dailyactivities

S3ES-IVg-

h-7

8. enumerate safety measures toavoid the harmful effects of theSuns heat and light

S3ES-IVg-h-8


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57/190

GRADE 4

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

Grade 4 Matter


1. Properties

1.1. Properties used togroup and storematerials1.2. Importance ofinterpreting productlabels1.3. Proper disposal of

waste


grouping different materialsbased on their properties


Recognize and practiceproper handling of products


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1. classify materials based onthe ability to absorb water,float, sink, undergo decay;

S4MT-Ia-1

2. identify the effects ofdecaying materials on oneshealth and safety;

S4MT-Ib-2

3. demonstrate properdisposal of waste accordingto the properties of itsmaterials;

S4MT-Ic-d-3

2. Changes that Materials

Undergo

2.1. Changes that areuseful2.2. Changes that areharmful

changes that materials undergowhen exposed to certainconditions.


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evaluate whether changes inmaterials are useful orharmful to ones environment

4. describe changes in solidmaterials when they arebent, pressed, hammered,or cut;

S4MT-Ie-f-5

5. describe changes inproperties of materialswhen exposed to certainconditions such astemperature or when mixedwith other materials; and

S4MT-Ig-

h-6

6. identify changes inmaterials whether usefulor harmful to onesenvironment.

S4MT-Ii-j-

7


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS



Parts and Functions

1. Humans

1.1 Major organs of thebody

1.2 Caring for the majororgans

1.3 Diseases that affectthe major organs ofthe human body

The Learners demonstrate

understanding of

how the major internal organssuch as the brain, heart, lungs,liver, stomach, intestines,kidneys, bones, and muscleskeep the body healthy



1. describe the main functionof the major organs;


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S4LT-IIa-b-1

. BEAM Grade 3 Unit6-Earth. (LearningGuide- Meand MyEnvironment). LearningGuide inScience andHealth:. Respiratorysystem

2. communicate that themajor organs work togetherto make the body functionproperly;

S4LT-IIa-b-2

3. identify the causes andtreatment of diseases ofthe major organs;

S4LT-IIa-b-3

4. practice habits to maintaina healthy body;

S4LT-IIa-b-4

2. Animals

2.1 Live on land or inwater

animals have body parts thatmake them adapt to land orwater


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construct a prototype modelof organism that has bodyparts which can survive in agiven environment

5. infer that body structureshelp animals adapt andsurvive in their particularhabitat;

S4LT-IIc-d-5

. LearningGuide inScience inScience and

Health. BEAM-Grade3-Unit2-Animals(DLP-Science 3DLP 27 and28)

6. compare body movementsof animals in their habitat;

S4LT-IIc-d-6

7. make a survey of animalsfound in the communityand their specific habitats;

S4LT-IIc-d-7

8. choose which animals toraise in a particular habitat;

S4LT-IIc-d-8


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

3. Plants

3.1 Live on land or inwater

plants have body parts thatmake them adapt to land orwater

9. identify the specializedstructures of terrestrial andaquatic plants;

S4LT-IIe-f-9

. LearningGuide: Howdo plantsProtectthemselves. LearningGuide inScience andHealth:

Plants, Here.There andEverywhere

10. conduct investigation on thespecialized structures ofplants given varyingenvironmental conditions:light, water, temperature,


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and soil type;

S4LT-IIe-f-10

11. make a survey of plantsfound in the community andtheir specific habitats;

S4LT-IIe-f-11

12. choose which plants to growin a particular habitat;

S4LT-IIe-f-12

4. Heredity: Inheritance andVariation

4.1 Life Cycles

4.2Humans, Animals,and Plants

different organisms go throughlife cycle which can be affectedby their environment

13. compare the stages in thelife cycle of organisms;

S4LT-IIg-h-13

14. describe the effect of theenvironment on the lifecycle of organisms;

S4LT-IIg-h-14

5. Ecosystems

5.1 Beneficial andHarmful interactions


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beneficial and harmfulinteractions occur among livingthings and their environment asthey obtain basic needs

15. describe some types ofbeneficial interactionsamong living things;

S4LT-IIi-j-15

16. describe certain types ofharmful interactions amongliving things; and

S4LT-IIi-j-16

17. conduct investigations todetermine environmentalconditions needed by livingthings to survive.

S4LT-IIi-j-17

18. describe the effects ofinteractions among

organism in theirenvironment

S4LT-IIi-j-18


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS



1. Effects of Force on

Objects

1.1 Shape, size andmovement


force that can change theshape, size or movement ofobjects.



1. explain the effects of forceapplied to an object;\

S4FE-IIIa-1


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2. practice safety measures inphysical activities andproper handling ofmaterials;

S4FE-IIIb-c-2

3. describe the force exertedby magnets;

S4FE-IIId-e-3

2. Light, Heat and Sound

how light, heat and sound travelusing various objects

demonstrate conceptualunderstanding ofproperties/characteristics oflight, heat and sound

4. describe how light, soundand heat travel;

S4FE-IIIf-g-4


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5. investigate properties andcharacteristics of light andsound; and

S4FE-IIIh-5

6. describe ways to protectoneself from exposure toexcessive light, heat andsound.

S4FE-IIIi-j-6



1. Soil

1.1 Types of soil


the different types of soil



1. compare and contrast the

characteristics of different typesof soil;

S4ES-IVa-1

. BEAM-Grade 3Unit 6 Earth(DLP-Learning


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Guide Soilnot just a dirt

2. Water in theEnvironment

the different sources of watersuitable for human consumption

2. explain the use of water fromdifferent sources in the context

of daily activities;

S4ES-IVb-2


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

2.1 Sources andimportance ofwater

3. infer the importance of water indaily activities;

S4ES-IVc-3

4. describe the importance of thewater cycle.

S4ES-IVd-4

3. Weather

3.1 Components ofweather

3.2 Weatherinstruments

3.3 Weather chart

components of weather usingsimple instruments


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practice precautionarymeasures in planningactivities

5. use weather instruments tomeasure the different weathercomponents

S4ES-IVe-5

. LearningGuide inScience andHealth: Warmand cool. LearningGuide inScience andHealth:InterpretingWeatherConditions

. LearningGuide inScience andHealth:typhoon. BEAM-Grade4-Unit 8 Weather(Science 4DLP -54-55. BEAM Grade4 Unit 8 Weather (DLP

Science 4-DLP 58)

6. record in a chart the weatherconditions;

S4ES-IVf-6

7. make simple interpretationsabout the weather as recorded

in the weather chart;

S4ES-IVf-7

8. identify safety precautionsduring different weatherconditions;


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S4ES-IVg-8


73/190

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

4. The Sun

4.1 Importance of the Sun

4.2 Effects of Sun on livingthings

4.3 Safety precautions

the Sun as the main source ofheat and light on Earth

9. describe the changes in theposition and length of shadowsin the surroundings as theposition of the Sun changes;

S4ES-IVh-9

10. describes the role of the Sun inthe water cycle; and

S4ES-IVi-10

11. describe the effects of the Sun

S4ES-IVj-11


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75/190

GRADE 5

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

Grade 5 Matter


1. Properties

1.1 Useful and harmfulmaterials


properties of materials todetermine whether they areuseful or harmful

The Learner

uses local, recyclable solidand/or liquid materials inmaking useful products

The Learner


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1. use the properties ofmaterials whether they areuseful or harmful;

S5MT-Ia-b-1

2. Changes that MaterialsUndergo

materials undergo changes due tooxygen and heat

2. investigate changes that

happen in materials underthe following conditions:

2.1 presence or lack ofoxygen; and

2.2 application of heat;

S5MT-Ic-d-2

3. recognize the importance ofrecycle, reduce, reuse,recover and repair in wastemanagement; and

S5MT-Ie-g-3

4. design a product out of

local, recyclable solid and/or liquid materials in makinguseful products.

S5MT-Ih-i-4


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1. Parts and Functions

1.1Humans

1.2 The reproductive


how the parts of the human

reproductive system work


Practice proper hygiene tocare of the reproductive

organs


1. describe the parts of thereproductive system and theirfunctions;

S5LT-IIa-1

. BEAM Grade5 Unit 1 ReproductiveSystem(Science 5 DLP 1). BEAM Grade5 Unit 1 -Menstrual


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2. describe the changes that occurduring puberty;

S5LT-IIb-2


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

system

3. explain the menstrual cycle;

S5LT-IIc-3

Cycle (Science5 DLP 4)

4. give ways of taking care of thereproductive organs;

S5LT-IId-4

1.2. Animals

1.2.1 reproductivesystem of animals

1.2.2 modes ofreproduction inanimals

how animals reproduce

5. describe the different modes of


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reproduction in animals such asbutterflies, mosquitoes, frogs,cats and dogs;

S5LT-IIe-5

1.3. Plants

1.3.1 reproductive parts inplants

1.3.2 modes of reproductionin plants

how plants reproduce

6. describe the reproductive partsin plants and their functions;

S5LT-IIf-6

7. describe the different modes ofreproduction in flowering andnon-flowering plants such asmoss, fern, mongo and others;

S5LT-IIg-7

2. Ecosystems

2.1 Interactions AmongLiving Things


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2.1.1 Estuaries

2.1.2 Intertidal Zones

the interactions for survivalamong living and non-livingthings that take place inestuaries and intertidal zones

create a hypothetical

community to show howorganisms interact andreproduce to survive

8. discuss the interactions amongliving things and non-livingthings in estuaries and intertidalzones; and

S5LT-IIh-8

. BEAM Grade3 Unit 3 Plants (DLP-Science 3 DLP37). BEAM-Grade 3-Unit 3 plants(DLP-Science 3DLP39). Learning Guidein Science andHealth: Seed


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

9. explain the need to protect andconserve estuaries and intertidalzones.

S5LT-Ii-j-10

Making partsof a flower. Learning Guidein Science andHealth Parts ofa Seed. Learning Guidein Science andHealth:Growing Plantswithout Seeds



1. Motion

1.1 Measuring time anddistance usingstandard units


motion in terms of distance andtime


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The Learners should be able


1. describe the motion of an objectby tracing and measuring itschange in position (distancetravelled) over a period of time;

S5FE-IIIa-1

2. use appropriate measuring toolsand correct standard units;

S5FE-IIIb-2

2. Light and Sound, Heatand Electricity

2.1 Conductors of heat andelectricity;

2.2 Effects of light and sound,heat and electricity

1. how different objects interactwith light and sound, heat andelectricity

2. the effects of heat andelectricity, light and sound onpeople and objects

3. discuss why some materials are


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good conductors of heat andelectricity;

S5FE-IIIc-3

4. infer how black and coloredobjects affect the ability toabsorb heat;

S5FE-IIId-4

5. relate the ability of the materialto block, absorb or transmit lightto its use;

S5FE-IIIe-5


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

3. Electricity and Magnetism

3.1 Circuits

3.2 Electromagnets

a simple DC circuit and therelationship between electricityand magnetism in electromagnets

propose an unusual tool ordevice using electromagnetthat is useful for home schoolor community

6. infer the conditions necessary tomake a bulb light up;

S5FE-IIIf-6

. BEAM-Grade 5Unit 5-Energy(ElectroMagnets-Learning GuidePowered

Attraction)

7. determine the effects of changingthe number or type ofcomponents in a circuit;

S5FE-IIIg-7


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8. infer that electricity can be usedto produce magnets; and

S5FE-IIIh-8

9. design an experiment todetermine the factors that affectthe strength of theelectromagnet.

S5FE-IIIi-j-9



1. Processes that ShapeEarths Surface

1.1 Weathering and SoilErosion


weathering and soil erosionshape the Earths surface and

affect living things and theenvironment


participate in projects that

reduce soil erosion in thecommunity



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1. describe how rocks turn into soil;

S5FE-IVa-1

. BEAM Grade4-Unit 7 Earth(LearningGuide SoilErosion). Learning Guidein Science andHealth: RocksAround us. Learning Guidein Science andHealth: Causesand Effect ofSoil Erosion. Learning Guidein Science andHealth: LetsPrevent Soil

Erosion. Beam Grade4-Unit 7-Earth(DLP-Science 4DLP 51-52)

2. investigate extent of soil erosionin the community and its effectson living things and theenvironment;

S5FE-IVb-2

3. communicate the datacollected from theinvestigation on soil erosion;

S5FE-IVc-

3


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

2. Weather Disturbances

2.1 Types of weatherdisturbances:

2.2 Effects of weatherdisturbances on living

things and theenvironment.

weather disturbances and theireffects on the environment.

prepares individual emergencykit.

4. observe the changes in theweather before, during and aftera typhoon;

S5FE-IVd-4

5. describe the effects of a typhoonon the community;

S5FE-IVe-5

6. describe the effects of the winds,given a certain storm warningsignal;


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S5FE-IVf-6

3. The Moon

3.1 Phases of the Moon

3.2 Beliefs and practices

the phases of the Moon and thebeliefs and practices associatedwith it

debug local myths and folklore

about the Moon and the Starsby presenting pieces ofevidence to convince thecommunity folks

7. infer the pattern in the changes inthe appearance of the Moon;

S5FE-IVg-h-7

8. relate the cyclical pattern to thelength of a month; and

4.The Stars

4.1Patterns of stars(constellation)

constellations and the information

derived from their location in thesky.

9. identify star patterns that can beseen at particular times of theyear.

S5FE-IVi-j-1


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91/190

GRADE 6

CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

Grade 6 Matter


Properties

1. Mixture and theirCharacteristics

1.1 Homogenous andHeterogeneousmixtures

The Learners demonstrate

understanding of

different types of mixtures andtheir characteristics


prepare beneficial and useful

mixtures such as drinks, food,and herbal medicines.



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1. describe the appearance and usesuniform and non-uniformmixtures;

S6MT-Ia-c-1

2. Separating Mixtures

different techniques to separatemixtures

separate desired materialsfrom common and localproducts.

2. enumerate techniques inseparating mixtures such asdecantation, evaporation,filtering, sieving and usingmagnet; and

S6MT-Id-f-2

3. tell the benefits of separating

mixtures from products incommunity.

S6MT-Ig-j-3



I. Parts and Functions

1.Human Body Systems

1.1 Musculo-skeletal

1.2 Integumentary


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System

1.3 Digestive System

1.4 Respiratory System


how the major organs of thehuman body work together toform organ systems


make a chart showinghealthful habits that promoteproper functioning of themusculo-skeletal,integumentary, digestive,circulatory, excretory,


1. explain how the organs of eachorgan system work together;

S6LT-IIa-b-1

. BEAM Grade4- Unit 1-Human(Skeletal Learning). BEAM Grade4 Unit 1

HumanMuscular DLP 5. Learning Guide


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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

1.5 Circulatory System

1.6 Nervous System

respiratory, and nervoussystems

2. explain how the different organsystems work together;

S6LT-IIc-d-2

in Science andHealth: TheKidneys andthe Bladder. Learning Guidein Science andHealth: The

CirculatorySystem. Learning Guidein Science andHealth: Bonesin the Body

2.Animal

2.1 Vertebrates andInvertebrates

the different characteristics ofvertebrates and invertebrates


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1. make an inventory ofvertebrates andinvertebrates that arecommonly seen in thecommunity

2. practice ways of caringand protecting animals

3. determine the distinguishingcharacteristics of vertebratesand invertebrates;

S6MT-IIe-f-3

. Learning Guidein Science:Two MajorGroups ofAnimals. Learning Guidein Science and

Health: GroupofInvertebrates

3.Plants

3.1Reproduction ofNon-flowering plants

how non-flowering plantsreproduce

1. make a multimediapresentation on how partsof the reproductive systemof spore-bearing andcone-bearing plantsensure their survival

2. make a flyer on how plantscan be propagatedvegetatively

4. distinguish how spore-bearingand cone-bearing plantsreproduce;

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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

II. Ecosystems

1.Interactions AmongLiving Things

2.Tropical rainforests

2.1Coral reefs

2.2 Mangrove swamps

the interactions for survival

among living and non-livingthings that take place in tropicalrainforests, coral reefs, andmangrove swamps

form discussion groups totackle issues involvingprotection and conservationof ecosystems that serve asnurseries, breeding places,and habitats for economically

important plants and animals

5. discuss the interactions amongliving things and non-living thingsin tropical rainforests, coral reefsand mangrove swamps; and

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j-5

. Learning GuideScience andHealth: Thereis no Place LikeHome

6. explain the need to protect andconserve tropical rainforests,coral reefs and mangroveswamps.

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Grade 6 Force, Motion and Energy


1. Gravitation and Frictional

Forces


gravity and friction affectmovement of objects


produce an advertisementdemonstrates road safety.


1. infer how friction and gravityaffect movements of differentobjects;

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2.Energy

2.1Energy transformation insimple machines

how energy is transformed insimple machines

create a marketing strategy fora new product on electrical orlight efficiency

2. demonstrate how sound, heat,light and electricity can betransformed;

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. Learning Guidein Science andHealth: Safetywith Machines

3. manipulate simple machines todescribe their characteristics anduses; and

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4. demonstrate the practical and safeuses of simple machines.

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CONTENT

CONTENT STANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS



1. Forces that affectchanges on the earthssurface

1.1 Earthquakes

1.2 Volcanic Eruption


the effects of earthquakes andvolcanic eruptions:

The Learners should

design an emergency andpreparedness plan and kit



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1. describe the changes on theEarths surface as a result ofearthquakes and volcaniceruptions;

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. Learning Guidein Science andHealth: Activeor Inactive

2. enumerate what to do before,during and after earthquake andvolcanic eruptions;

S6ES-IVb-2

2.Weather Patterns in thePhilippines

2.1Weather patternsand Seasons in thePhilippines.

weather patterns and seasons inthe Philippines:

3. describe the different seasons inthe Philippines;

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4. discuss appropriate activities forspecific seasons of the Philippines;

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3.Motions of the Earth

3.1Rotation andrevolution

of the earths rotation andrevolution:

5. demonstrate rotation andrevolution of the Earth using aglobe to explain day and nightand the sequence of seasons;

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. BEAM Grade4 Unit 9 Earth, Moonand Sun (DLPScience 4DLP 60)

4.The Solar System

4.1Planets

characteristics of planets in thesolar system.

6. compare the planets of the solarsystem; and

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h-6

. BEAM-Grade 4Unit 9 Earth, Moonand Sun. (DLP Science4 DLP59). BEAM Grade 4Unit 9 Earth,


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Moon and Sun(DLP Science4 DLP 60)

7. construct a model of the solarsystem showing the relative sizesof the planets and their relativedistances from the Sun.

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GRADE 7

CONTENT

CONTENTSTANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

Grade 7 Matter


Doing ScientificInvestigations

1. Ways of acquiringknowledge and solvingproblems

TheLearnersdemonstrate anunderstanding of:

scientific ways ofacquiring knowledge andsolving problems

The Learners shall beable to:

perform in groups inguided investigationsinvolving community-based problems usinglocally available


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materials


1. describe the components of ascientific investigation;

S7MT-Ia-1

2. Diversity of Materials in theEnvironment

2.1 Solutions

some importantproperties of solutions

prepare different

concentrations ofmixtures according touses and availability ofmaterials

2. investigate properties of unsaturatedor saturated solutions;

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3. express concentrations of solutionsquantitatively by preparing differentconcentrations of mixtures accordingto uses and availability of materials;

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2.2 Substances and Mixtures

the properties ofsubstances thatdistinguish them frommixtures

investigate theproperties of mixtures ofvarying concentrationsusing available materialsin the community forspecific purposes

4. distinguish mixtures fromsubstances based on a set ofproperties;

S7MT-Ie-f-4

2.3 Elements andCompounds

classifying substances as

elements or compounds

make a chart, poster,or multimediapresentation ofcommon elementsshowing their names,symbols, and uses

5. recognize that substances areclassified into elements andcompounds;

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2.4 Acids and Bases


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the common propertiesof acidic and basicmixtures

properly interpretproduct labels of acidicand basic mixture, andpractice safe ways of

6. investigate properties of acidic andbasic mixtures using naturalindicators; and

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CONTENT

CONTENTSTANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

handling acids andbases using protectiveclothing and safety gear

2.5 Metals and Non-metals

properties of metals andnonmetals

7. describe some properties of metalsand non-metals such as luster,malleability, ductility, andconductivity.

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I. Parts and Functions

1. Microscopy

The Learnersdemonstrate anunderstanding of:


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the parts and functionsof the compoundmicroscope

The Learners should beable to:

employ appropriatetechniques using thecompound microscopeto gather data aboutvery small objects


1. Identify parts of the microscopeand their functions;

S7LT-IIa-1

. BEAM: Tools usedin theDevelopment ofBiology &Biotechnology

Tools in Biology

2. focus specimens using thecompound microscope;

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2. Levels of BiologicalOrganization

the different levels ofbiological organization


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3. describe the different levels ofbiological organization from cellto biosphere;

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3. Animal and Plant Cells

the difference between

animal and plant cells

4. differentiate plant and animalcells according to presence orabsence of certain organelles;

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. BEAM: The BasicUnit of Life

5. explain why the cell is consideredthe basic structural andfunctional unit of all organisms;

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4. Fungi, Protists, andBacteria

organisms that can onlybe seen through themicroscope, many of


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which consist of onlyone cell

6. identify beneficial and harmfulmicroorganisms;

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CONTENT

CONTENTSTANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

II. Heredity: Inheritance andVariation

1. Asexual reproduction

2. Sexual reproduction

reproduction being bothasexual or sexual

7. differentiate asexual from sexualreproduction in terms of:

7. 1 number of individualsinvolved;

7. 2 similarities of offspring toparents;

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8. describe the process offertilization;

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II. Ecosystems

1. Components of anecosystem2. Ecological relationships2.1 Symbiotic relationships2.2 Non symbioticrelationships

3. Transfer of energythrough trophic levels

organisms interactingwith each other andwith their environmentto survive

conduct a collaborativeaction to preserve theecosystem in the locality

9. differentiate biotic from abioticcomponents of an ecosystem;

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10. describe the different ecologicalrelationships found in an


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ecosystem;

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11. predict the effect of changes inone population on otherpopulations in the ecosystem; and

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12. predict the effect of changes inabiotic factors on the ecosystem.

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Grade 7 Force, Motion and, Energy


I. Motion in One Dimension

1. Descriptors of Motion

1.1 Distance orDisplacement

1.2 Speed or Velocity

1.3 Acceleration

2. Motion Detectors

The Learnersdemonstrate anunderstanding of:

motion in onedimension


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The Learners shall beable to:

conduct a forum onmitigation and disasterrisk reduction


1. describe the motion of an object interms of distance or displacement,speed or velocity, andacceleration;

S7FE-IIIa-1

2. differentiate quantities in terms ofmagnitude and direction;

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CONTENT

CONTENTSTANDARDS


LEARNING COMPETENCY

CODE

LEARNINGMATERIALS

3. create and interpret visualrepresentation of the motion ofobjects such as tape charts andmotion graphs;

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II. Waves

1. Types of Waves

2. Characteristics of Waves

2.1 Amplitude

2.2 Wavelength

3. Wave Velocity

waves as a carriers ofenergy

4. infer that waves carry energy;

S7LT-IIIc-4

5. differentiate transvers