NORTHWESTERN AGUSAN COLLEGES

Bayview Hill, Nasipit, Agusan del Norte

SCIENCE 10

(CURRICULUM MAP)

Learning teaching No. of

Period Competencies Objectives Topics Assessment tasks Intended outcome
activities Meetings
Quarter: 1
The learners should be able At the end of the session the Earth and Space: Preparatory Activity
to: students should be able to:  Prayer
 Attendance
1. Describe the 1. Explain the Plate Geologic Phenomena A. Pre-Test
distribution of active Tectonic theory.  Theory of Plate Measure the previous
volcanoes, 2. Analyze the Tectonics learnings of the learners.
earthquake relationship among  Location of Plate Day ___
epicentres, and the locations of Tectonics Answer WORDSTORM in
major mountain volcanoes,  Plate boundaries page 3. Unlocking of words
belts. epicentres,  Processes and that the learners will
2. Describe the epicentres, and Landforms along encounter in this lesson.
different types of mountain ranges. Plate Boundaries
plate boundaries. 3. Compare and  Internal structure Video presentation about Essay:
3. Explain the different contrast the types of of the Earth the theory of Plate Explaining how plate
process that occur plate boundaries and  Mechanism of Tectonics. tectonic works.
along the plate their features. Plate Boundaries
boundaries. 4. Explain the process Disaster Risk Day ___
4. Describe the involved in landforms Reduction Discus the types of Plate Activity 1: Explain the processes that
internal structure of and link to tectonic Management boundaries. Head-on Collision occur in the different types of
the Earth. plates. boundaries.
 Trails of Natural
5. Describe the 5. Illustrate the Day ___
Phenomena
possible causes of composition of Earth What really is inside Earth? Activity 2: Compare the cross-section of
 Earthquake
plate movement. using various Hard-boiled Earth the egg with that of the layers
Hazards
6. Enumerate the materials. Day ___ of the Earth.
lines of evidence 6. Evaluate different  Preparedness for
Answer WORDSTORM in
that support plate theories explaining Natural Disasters
page 14. These activity will
movement. the possible cause of give the teacher an idea on
7. Demonstrate plate tectonics. how the learner
disaster understand the meaning.
preparedness
 during earthquakes, 7. Identify the different Explain the mechanism of Activity 3: Explain the learner’s
tsunamis, and evidences of plate plate tectonics. Convection Current observations relating to the
volcanic eruptions. movements. mechanism of plate
8. Suggest ways on Day ___ movement.
how what to do Answer WORDSTORM
during the page 35. To define the
occurrence of the words that they will
natural phenomena. encounter in this lesson.

Discuss the Earthquake Activity 4: Employ strategies in building

hazards and preparedness Tower Building the highest and strongest
for the Natural Disasters. tower.

Unit Test: Multiple

Choice Questions

Performance Task:
Goal:
To design a scheme to inform local folks in your hometown about the possibilities of earthquakes, tsunami, and other geologic activities in your area.
Role:
A project engineer who wants to develop a new subdivision, a realtor who sells a house & lot, a geologist visiting his/her hometown or simply a student seeking to help the government.
Audience:
People in your locality.
Situation:
You are to inform local folks in your hometown about the possibilities of earthquakes, tsunami, and other geologic activities in your area. Most especially, you must bring out in them the sense of being always
ready and prepared.
Product:
Informative materials about ways to mitigate the effects of tectonic activities-related disasters.

Standards:
 Details and information = 20 points
 Method of presentation = 20 points
 Techniques = 20 points
 Accuracy = 20 points
 Feedback/Result = 20 points
Total = 100 points
Rubric
Criteria 20
Has included 5 things or more to
Details And information remember before, during and
after any tectonic activity.
The method of presentation is
Method of Presentation easy to understand, unique and
outstanding.
The presentation/medium
includes unusual and interesting
Technique/Creativity features and components that
excite the audience about the
topic and add to the meaning.
Accuracy Information contains no error.
The clientele understood well
Feedback the purpose and objective was
attained.
Period Competencies Objectives
Quarter: 2
The learners should be able At the end of the session the
to: students should be able to:
1. Compare the 1. Describe scattering
relative of particular
15
Has included 4 things to
remember before, during and
after any tectonic.
The method of presentation is
unique and organized
The presentation/medium
includes some unusual and
interesting features that interest
the audience and relate to the
meaning.
Information contains minimal
error, none of which interferes
with the clarity of
communication
The clientele understood a little
the purpose and objective was
somewhat attained.
Topics
Force and Energy:
All about Light
10 5
Has included 3 things to Has included e things to
remember before, during and remember before, during and
after any tectonic activity. after any tectonic activity.
The method of presentation is The method of presentation is
organized but not unique. not organized and not unique.
The presentation/medium
The presentation/medium does
include unusual and interesting
not include unusual or
features, but they do not add to
interesting features.
its meaning.
Information contains minimal
Information contains many
errors, of which interferes with
errors
the clarity of communication
The clientele understood the The clientele ignored the
purpose. purpose.
Learning teaching No. of
Assessment tasks Intended outcome
activities Meetings
Preparatory Activity
 Prayer
 Attendance
A. Pre-Test
 wavelengths of wavelengths of light
different forms of that explains the blue
electromagnetic or red color of the sky
waves. or the white color of
2. Cite examples of the clouds.
practical 2. Compare the relative
applications of the wavelengths of Electricity and
different regions of different forms of Magnetism
EM waves, such as electromagnetic
the use of radio waves.
waves in 3. Give examples of
telecommunications practical applications
3. Explain the effects of the different
of EM radiation on regions of EM waves
living things and the such as the use of
environment radio waves in
4. Predict the telecommunications.
qualitative 4. Explain the effects of
characteristics EM radiation on living
(orientation, type, things and
and magnification) environment.
of images formed 5. Describe how light
by plane and reflects off different
curved mirrors and surfaces into the
lenses eyes.
5. Apply ray 6. Predict the qualitative
diagramming characteristics of
techniques in images formed by
describing the plane and curved
characteristics and mirrors and lenses
position of images 7. Identify ways in
formed by lenses. which the properties
6. Identify ways in of mirrors and lenses
which the determine their use in
properties of optical instruments.
mirrors and lenses 8. Explain the optical
determine their use effects caused by
in optical refraction.
instruments (e.g., 9. Apply ray
cameras and diagramming
binoculars) techniques in
 The wave model Measure the previous
of Light learnings of the learners.
 Reflection and Day ___
mirrors Group Collaboration,
 Refraction and answer WORDSTORM in
Lenses page 59. This activity will
help students develop their
communication skills.
 Magnetism and
Electric Fields Discuss the wave model of
 Forces Cause by light.
Magnetic field.
 Electromagnetic Day ___
Induction Answer WORDSTORM in
page 71 to develop
learners’ skills in making
predictions and inference,
observations, and
communication skills.
Discuss the law of
reflection.
Day ___
Discuss the lecture
provided in Sci-core.
Prepare some situational
activities to explain the
lesson.
Day ___
Discussion on the
refraction of light and the
Law of refraction.
Explain some optical
phenomena.
Day ___
WORDSTORM in page 97.
Students will make a
Activity 5: Describe how light travel.
Does light travel in a
straight line?
Predict, Observe, Compare the intensity of the
Explain (Dish Watcher) light from the different
surface.
Activity 6: Explain how image formed in
Images formed in different types of mirror.
different types of
mirrors.
Paper-Pencil Test: Developed learners’
Forming ray diagram by interpersonal skills and
following teacher’s prioritizing, planning, and
instruction. managing for the result of the
activity.
Activity 7:
Reading with Drinking
Glass
Short Quiz: Self Check
page 93-94
Activity 8: Explain ways in determining
Two kinds of magnet the direction of force.
 7. Demonstrate the describing the graphic organizer using
generation of characteristics and Frayer model.
electricity by position of images
movement of a formed by lenses. Discuss the lecture about
magnet through a 10. Explain the magnetic the properties of a
coil resonance imaging magnets and magnetic
8. Explain the works. field.
operation of a 11. Describe the general
simple electric properties of Day ___ Essay: Explain what happen if a
motor and magnets and the Prepare the materials in Explain the direction of current-carrying wire is
generator. origin of magnetism Sci-builder in pages 105- the magnetic field lines. placed between the poles of
in materials. 107. a magnet.
12. Illustrate magnetic
field lines. Day ___
13. Describe how loud Unlocking of terms that the Activity 9:
speakers changes learners will encounter in Electromagnet
electric energy to this lesson.
sound energy.
14. Determine the Discuss forces caused by Activity 10:
direction of the force magnetic fields. Three-dimensional
on a current carrying Lines of force
wire in a magnetic
field. Day ___
15. Explain how a Answer WORDSTORM in Short Quiz: Self Check
changing magnetic page 117. Develop the in page 128-129
field produces an student’s interpersonal
electric current. skills.
16. Explain the operation
of electric generator. Discuss the principles of Multiple Choice Test:
electromagnetic induction. Unit Test

Performance Task:

You are an electromagnetic engineer invited by a trucking company to deliver a talk for newly hired maintenance staff of high speed motors and generators. Your talk should focus on providing technical
guidance so that the staff members could efficiently do their jobs. For this engagement, you are expected to use visual aids to facilitate your discussion on the differences between motors and generators in
terms on how they work. You are also expected to include magnetic field and electromagnetic induction in the presentation. Make sure to use language that is really understandable. Your organization and
presentation skills, clarity, and accuracy of information that you provided will be used by your supervisor to evaluate your success in accomplishing this task.
Standards:
 Details and information = 10 points
 Method of presentation = 10 points
 Techniques = 10 points
Total = 30 points

Rubric
Criteria 10 8 6 4

The information is well research The information is well research There are some information and
Details And information and includes things to and includes few things to thing to remember are not The informations are lacking.
remember. remember. delivered properly.

The method of presentation is

The method of presentation is The method of presentation is The method of presentation is
Method of Presentation easy to understand, unique and
unique and organized organized but not unique. not organized and not unique.
outstanding.

The presentation/medium The presentation/medium

includes unusual and interesting
Technique/Creativity features and components that
excite the audience about the
topic and add to the meaning.
The presentation/medium
includes some unusual and The presentation/medium does
include unusual and interesting
interesting features that interest not include unusual or
features, but they do not add to
the audience and relate to the interesting features.
its meaning.
meaning.

Learning teaching No. of

Period Competencies Objectives Topics Assessment tasks Intended outcome
activities Meetings
Quarter: 3
The learners should be able At the end of the session the Living Things and Their Preparatory Activity
to: students should be able to: Environment:  Prayer
 Attendance
1. Describe the parts A. Pre-Test
of reproductive
 system and their 1. Describe the basic Coordinated functions Measure the previous
functions. structure and types of the Neervous, learnings of the learners. Know how the sympathetic
2. Explain the role of of neurons Endocrine, and and parasympathetic nervous
hormones involve 2. Identify the parts and Reproductive System Day ___ system works together.
in the female and functions of nervous  Team Work Guide students in
male reproductive system  Systems in answering WORDSTORM
systems. 3. Describe the major Harmony in page 139. This will help Explain the different methods
3. Describe the parts of the the students’ to know the and rates of communication
feedback endocrine system Heredity: Inheritance parts and functions od of the nervous and endocrine
mechanism 4. Identify major and Variation Traits nervous and endocrine system.
involved in endocrine organs  The Spiral system.
regulating and the hormones Staircase
processes in the produced.  Deciphering the Day ___ Activity 11: Explain the cyclic change of
female reproductive 5. Identify the parts of Code Discuss the major Tell the Difference ovarian hormone.
system. the male and female endocrine organs,
4. Describe how the reproductive systems Biodiversity and hormones produced by
nervous system and their functions. Evolution each organ, and their
coordinated and 6. Describe the role of  You will survive respective functions.
regulates these sex hormones of  The thing Speak for
feedback male and female Itself Day ___ Activity 12:
mechanisms to reproductive Illustrate the connection of The Male and Female
 Making Difference
maintain systems. the three body systems. Reproductive Parts.
 Going Back in Time
homeostasis. 7. Explain the phases of
5. Explain how protein ovarian and  Tracing Human Explain the parts and
is made using menstrual cycles. Evolution function of the male and
information from 8. Identify the three female reproductive
DNA. main parts of the Ecosystems system.
6. Explain how nucleotide.  Biodiversity
mutations may 9. Explain how the promotes stability Day ___ Essay: Identify the
cause changes in information in the  Reaching the tipping Discuss the flowchart of diseases that are
the structure and DNA allows the Point the feedback mechanisms. associated with the
function of a transfer of the endocrine and nervous
protein. genetic information Day ___ systems.
7. Explain how fossil and synthesis of Illustrate the structure of
records, proteins. the DNA Explain how DNA affects the
comparative 10. Explain the effects of Activity 13: development of an individual.
anatomy, and mutation on the traits Discuss the parts of DNA Structure
genetic information of an organism. nucleotide.
provide evidence 11. Learn and explain
for evolution. the occurrence of Day ___
evolution.
 8. Explain the 12. Explain the cause Explain the DNA
occurrence of and type of replication.
evolution. speciation.
9. Explain how 13. Identify the direct and Cite situation in which
species diversity indirect evidences of mutation results to Genetic
increases the evolution. abnormalities.
probability of 14. Explain the
adaptation and occurrence of Day ___ Understand how adaptation
survival of evolution. Develop students visual to the environment causes
organism in and information literacy by diversity and produces
changing examining the photos of variation of species.
environments. different organisms.
10. Explain the
relationship Day ___
between population Explains Lamarck’s Theory Activity 14:
growth and carrying of Evolution and Darwin’s How will I survive
capacity. Theory of Natural Selection
11. Suggest ways to
minimize human Day ___ Activity 15:
impact on the Discuss the Fossil Evidences of Evolution
environment. Evidence

Day ____ Explain how the population of

Explain the modes of
Natural Selection
Day ____
Explain the Geologic Time
Scale
Think Pair Share: organisms evolve.
Why do organisms
evolve?
Visualisation: Create
and interpret geologic
time scale using a time
clock.

Multiple Choice: Unit

Test

Performance Task:

You are a newly hired physical therapist in a community-based pediatric rehabilitation clinic. Your first assignment is to conduct a clinical research regarding a neurologic condition called cerebral palsy. Your
task is to create an article that will thoroughly discuss the nature of the disease. Your output will be evaluated by the rehabilitation doctor based on accuracy of content, creativity of writing style, and
correctness of grammar.
Standards:
 Organization of the content = 10 points
 Creativity of Writing Style = 10 points
 Accuracy of Information = 10 points
 Correctness of Grammar = 10 points
Total = 40 pointss

Rubric
Criteria 10 8 5

Some ideas are not organized in a logical Most ideas are not organized in a logical
Organization of the Content All ideas are organized in a logical manner
manner. manner.

The article is interesting, but it does not The article is not interesting and does not
Creativity of Writing Style The article is written creatively
display creativity. display creativity.

Accuracy of the Information All presented facts are accurate. Some presented facts are inaccurate All presented facts are inaccurate.

Correctness of Grammar The article is free from grammatical errors The article has few grammatical errors The article has many grammatical errors.

Learning teaching No. of

Period Competencies Objectives Topics Assessment tasks Intended outcome
activities Meetings
Quarter: 4
The learners should be able At the end of the session the Matter Preparatory Activity
to: students should be able to:  Prayer
 Attendance
A. Pre-Test
1. Illustrate the relationship
between:
1.1. volume and pressure
of constant temperature
of a gas
1.2. volume ant
temperature of a constant
pressure of a gas.
1.3. explains these
relationship using the
kinetic molecular theory.
2. Recognized the major
categories of
biomolecules such as
carbohydrates, lipids,
proteins, and nucleic
acids.
3. Apply the principles of
conservation of mass to
chemical reactions.
4. Explain how the factors
affecting rates of
chemical reactions are
applied in food
preservation and
materials production,
control of fire, pollution,
and erosion.
1. Explain the Gases: The moving Measure the previous Learn the basic assumptions
behaviour of gases particle learnings of the learners. for the kinetic molecular
based on the motion  Gases: Behavior theories of gas.
and relative and properties Day ___
distances between  The Ideal and Answer WORDSTORM in
gas particles. Real Gases page 303. This activity will
2. Determine the make the students familiar
relationship between The Biomolecules with the term they will
volume and pressure  Elements in encounter in the lesson.
at a constant Living System
temperature.  Carbohydrates, Day ___ Activity 17:
3. Explain this kind of Proteins, Lipids, Discuss the lecture Gas Stations
relationship using the and Nucleic provided in the Sci-core. It
kinetic molecular Acids. focus on the behaviour and
theory. properties of gases.
4. Apply Boyle’s Law in Chemical Reactions
everyday application. Anywhere Day ___
5. Determine the  Chemical Reactions: Answer WORDSTORM in Activity 18: Learn that Boyle’s Law states
relationship between Evidence of Change page 311. This will help Pressure vs. volume of that for a fixed amount of
volume and  Mass and Chemical students understand the gases gas, the volume of the gas is
temperature at Reactions relationship between the inversely proportional to the
constant pressure of physical quantities of pressure at a constant
 Reaction Rates: How
gas. gases involved in the temperature.
Fast or how slow?
6. Apply Charles’s Law lesson.
in everyday
phenomena. Day ___ Problem solving:
7. Determine the Discuss the lecture Page 315
relationship among provided in the Sci-core
volume, temperature, that focus on Boyle’s law.
pressure, and
number of moles. Day ___
8. Solve problems using Motivate students with an Activity 19: Know how do the volume and
gas laws activity that introduces Mini Hot-air Balloon temperature relationship of
9. Apply gas law in volume-temperature gases at a constant pressure
everyday application. relationship. can be explained using the
10. Describe the kinetic molecular theory.
structure of Day ___
biomolecules and Discuss on the volume-
identify the elements temperature relationship or
present in the Charles’s Law.
biomolecules.
11. Recognized major Day ___ Activity 20: Know more about kinetic
categories of Develop student’s Egg in a Bottle molecular theory of gases
biomolecules. interactive communication and know the importance of
12. Describe the through asking questions ideal gas equation.
properties, uses, and about real gases.
structures of
carbohydrates. Day ___ Problem Solving:
13. Describe how Discuss the sci-core and Page 326-331
chemical reactions begin the discussion by
associated with using scenario about Taal
biological and Volcano and other Short Quiz:
industrial processes volcanoes. Self-Check page 336-
affect life and the 338
environment. Day ___
14. Give equation and Provide activity that will
identify the different develop student’s
types of reactions. observation skills, making
inferences, and using
numbers and
communication skills.

Day ____
Introduces the big ideas
about biomolecules.

Day ____ Essay:

Video presentation about Six elements common
the elements that make up to biological organisms.
most of the human body.

Day ___
Provide activity that will aid Explain and know the uses of
students in discovering the the three types of
biomolecules present in carbohydrates.
food.

Day ____
Present the concept in
Myths and facts about
carbohydrates.
 Day ____
Discuss the types of
Chemical Reactions.

Day ____ Problem Solving: Learn that chemical reactions

Present to the student how Chemical Balancing. are processes in which one
to balance chemical or more substance are
equations. converted into new
substances with different
Explain the mass physical and chemical
relationship in a Chemical properties.
reaction

Day ____
Discuss the Mole-Mole Multiple Choice:
calculation, Mole-Mass Unit Test
calculation, and Mass-
Mass Calculation.

Performance Task:

Goal
Your task is to create a visual presentation of benefits/harm posed by a particular chemical reaction using any form of media.
Role
You have been asked to gather/collect researches on chemical reaction assigned to your group.
Your job is to understand fully the concepts and issues involved.
Audience
The target audience is the whole class and a local public official or a member of your community who may be involved in your assigned topic. You need to encourage / convince your audience to draw plegdes
/ policies that will help mitigate the problem / promote the benefits in your topic.
Situation
The challenge has to do with preparation of the visual presentation choosing and documenting appropriate resources, summarizing and making the research coherent.
Product
You will create a visual presentation supported by research in order to better understand and appreciate the principles involved in chemical reactions.

Standards:
 Creative = 10 points
 Meaningful = 10 points
 Illustrative = 10 points
Total = 30 points
Rubric
Criteria 10 8 3

Visual Presentation is clear and visually Visual Presentation is clear but not visually Visual Presentation is not clear and not
Creative
appealing appealing visually appealing

Giving few importance to the Not giving of importance to the

Giving importance to the understanding of
Meaningful
the benefits and harm posed.
Discussing thoroughly how these reactions
Illustrative may cause harm or how we can benefit
from them
understanding of the benefits and harm
posed.
There are only some discussion on how
these reactions may cause harm or how
we can benefit from them
understanding of the benefits and harm
posed.
There are only few discussion on how
these reactions may cause harm or how
we can benefit from them

Submitted by: Checked by:

JOY V. PACEÑO MARIA LUZ J. GOLOSINO, MSTM

Teacher Principal