107

PIVOT 4A BUDGET OF WORK (BOW) IN SCIENCE

As DepEd CALABARZON (Region IV-A) supports the commitment of the

Department of Education to address the challenges of quality in basic education and
realize its goals and objectives through the Sulong Edukalidad, with KITE as its four key
reform areas:
 K to 12 Curriculum Review and Update
 Improvement of the Learning Environment
 Teachers` Upskilling and Reskilling
 Engagement of Stakeholders for Support and Collaboration,

The Curriculum and Learning Management Division (CLMD) upholds the vision
and mission of the K to 12 program, stated in Section 5 of Republic Act 10533, or the
Enhanced Basic Education Act of 2013 “the curriculum shall be flexible enough to
enable and allow schools to localize, indigenize and enhance the same based on
their respective educational and social contexts. The production and development
of locally produced teaching materials shall be encouraged and approval of these
materials shall devolve to the regional and division education units.

To accomplish this, the region responded through its program PIVOT 4A BOW
Strategic Thrust No. 1 that seeks to (a) identify learning competencies in need of pre-
requisite skills; and (b) organize evaluated learning competencies into 4AQuBE
budget of work (BOW) in all learning areas for Key Stages 1-3. Together with other
learning areas, this Teaching Guide in the utilization of 4AQuBE BOW was developed
and reviewed by representative Education Program Supervisors (EPS) in Science in five
(5) clustered divisions in Region IV-A. This PIVOT 4A BOW in Science 3 to 10 are the
mapped Most Essential Learning Competencies (MELC) that every Science learner
must exhibit at the end of each grade level per quarter. This will be taught in flexible
time for 40 days with emphasis on the terminal objectives articulated as the MELC.

The spiral progression of the curriculum was considered, and the mastery of
skills were unfolded as the basis by which more time was given emphasis on MELC
whereby learners will achieve a level of mastery in pre-requisite knowledge and skills
before moving forward to subsequent and enhancement skills. This is anchored on the
Mastery Learning Model by John B. Caroll and B.S. Bloom. It is based on the
assumptions that almost all students can learn and attain the mastery level if sufficient
time, adequate instructions and timely help is provided to them according to their
interest and abilities. Thus, time spent on learning is the key to mastery. This BOW
represents emphasis on the repertoire of competencies important in the world of work
and in a knowledge-based society.

There are 286 Learning Competencies in the K to 12 Science 3 to 10 Curriculum

(as of August 2016). In light of the regular instructional time, the Philippine educational
system has been affected by many class disturbances not only limited by the natural
disasters or phenomena but by other factors beyond the control of school system such
as the unavailability/limited number of appropriate learning resources, large class size,
ancillary assignments of teachers, and non-major teachers teaching Science, to
name a few. In addition to this, the global pandemic on the challenges brought by
Covid-19 shifted the curriculum to adapt in the new normal. Thus, the birth of this
intervention to decongest curriculum yet adhere for the quality of learning outcomes

108
was responded and will help teachers to adjust in the new normal of the learning
delivery, as well as the schools division governance in curriculum management.

A. Features/Elements

The PIVOT 4A Budget of Work (BOW) in Science is a resource material in

teaching Science that contains learning competencies in sequence of
domain/strands per quarter as follows:

Quarter G3 G4 G5 G6 G7 G8 G9 G10
I MT MT MT MT MT FE LT ES
II LT LT LT LT LT ES MT FE
III FE FE FE FE FE MT ES LT
IV ES ES ES ES ES LT FE MT

 MT- Matter
 LT – Living Things and Their Environment
 FE – Force, Motion and Energy
 ES – Earth and Space

Each domain are composed of strands taught every quarter in spiral

progression from Grades 3 to Grade 10 as follows:

 Matter (MT)
- Changes that Matter Undergo
- Properties and Structure of Matter

 Living Things and Their Environment (LT)

- Parts and Functions of Animals and Plants
- Heredity: Inheritance and Variation
- Biodiversity and Evolution
- Ecosystem

 Force, Motion and Energy (FE)

- Force and Motion
- Energy

 Earth and Space (ES)

- Geology
- Meteorology
- Astronomy

The matrix of the PIVOT 4A BOW shows the Most Essential Learning
Competencies (MELC) that every learner is expected to achieve at the end of each
quarter by grade level. It is presented in four collumns. The first column (I) represents
the quarter in the grade level of Science domain/strand with the intended MELC. The
second column (II) shows the continuous numbering of MELC per grade leve/quarter.
The third column (III) states the learning competencies of the mapped MELC with pre-
requisite skills placed before the terminal objectives of the numbered Most Learning
Competencies (MELC). These pre-requisite skills are the enabling skills which are not
numbered in column II that must be taught by teacher and learned by all Science

109
pupils/students prior to achievie the terminal objectives of the MELC. Lastly, column
(IV) presents the number of days to be taught that the MELC must be realized.

B. How to Use this BOW?

The flexibility of learning depends on the pacing of students and teachers, yet,
this 40-days non-negotiable instructional time per quarter will allow teachers to focus
entirely in the delivery of learning for the MELC. Anchored on the 2C2IR teaching-
learning approaches, other appropriate teaching strategies or learning models may
be used as necessary.

The PIVOT 4A BOW in Science is composed of four (4) columns. The first column
is intended for the Quarter; the second one is for the Most Essential Learning
Competencies (MELC); the third for the Learning Competencies; and the last one for
the No. of Days Taught.

Quarter Most Essential Learning Learning Competencies No. of Days

Competencies (MELC) Taught
(A) (B) (C) (D)
(E)
(E)
(F) 1

In using the PIVOT 4A BOW in Science, it is important to understand the figure

above marked by the following specifications:

A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Learning Competencies
D. Number of Days Taught
E. Enabling Competencies. These were taken from the K to 12 Curriculum Guide
which teachers shall use in bridging the lessons especially in reaching and
targeting the Most Essential Learning Competencies (MELC).
F. Most Essential Learning Competencies (MELC). In each PIVOT 4A BOW, the
MELC is symbolized or marked by numbers. These identified MELCs may be of
the same variant of the K to 12 LCs or enabling competencies. But in some
cases, MELCs were produced by merging/fusing some LCs or enabling
competencies.

Further, Science teachers should:

 look for the grade level they are handling and the existing quarter at the time
of teaching-learning delivery;
 check the MELC or LCs to be taught in a particular quarter;
 take note that the first LC or set of LCs in the BOW becomes the first lesson to
be taught in a quarter;
 determine if the MELC has enabling competencies/skills that must be mastered
first prior to attaining the terminal competencies (MELC) or the LCs which are
not numbered in column II;
 design their lessons using the PIVOT 4A considering the number of days these
LCs must be taught, the instructional objectives to meet the learning
targets/goals of the lesson, the appropriate teaching

110
 strategies/approaches/methods specifically the use of 2C2IR and other models
in teaching, and the alignment of the desired learning outcomes to exhibit the
mastery level in the achievement of MELC; and
 deliver the LCs as specified in the BOW/quarter using varied platforms of
teaching and learning modalities /Blended Learning.

clmd/jsz/mln

111
 GRADE 3 – SCIENCE

Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
Quarter 1
Describe the different objects based on their
characteristics (e.g. shape, weight, volume, ease of low)
20
Classify objects and materials as solid, liquid, and gas
1
based on some observable characteristics
describe ways on the proper use and handling solid,
liquid and gas found at home and in school;
Describe changes in materials based on the effect of
temperature:
20
1. Solid to liquid
2
2. Liquid to solid
3. Liquid to gas
4. Solid to gas
Quarter 2
Enumerate healthful habits to protect the sense
organs;
5
Describe the functions of the sense organs of the human
3
body;
4 Describe animals in their immediate surroundings;
5
5 Identify the external parts and functions of animals
6 Classify animals according to body parts and use;
Describe ways of proper handling of animals 5
7 State the importance of animals to humans;
8 Describe the parts of different kinds of plants
Describe ways of caring and proper handling of plants 5
9 State the importance of plants to humans
10 Compare living with nonliving things
infer that living things reproduce;
5
Identify observable characteristics that are passed on
11
from parents to offspring (e.g., humans, animals, plants);
Identify the basic needs of humans, plants and animals
12 5
such as air, food, water, and shelter
Explain how living things depend on the environment to
13 5
meet their basic needs;
Recognize that there is a need to protect and conserve
14 5
the environment.
Quarter 3
Identify things that can make objects move such as
people, water, wind, magnets;
Describe the movements of objects such as fast/slow,
20
forward/backward, stretching/compressing;
Describe the position of a person or an object in relation
15
to a reference point such as chair, door, another person;
Describe sources of light and sound, heat and electricity;
Enumerate uses of light, sound, heat and electricity
20
Describe the different uses of light, sound, heat and
16
electricity in everyday life
Quarter 4
Describe the things found in the surroundings;
Relate the importance of surroundings to people and 10
17
other living things;
Describe the changes in the weather over a period of
18 10
time
Communicate how different types of weather affect
activities in the community;
10
Enumerate and practice safety and precautionary
19
measures in dealing with different types of weather.

112
 Most Essential Learning No. of Days
Quarter Learning Competencies
Competencies (MELC) Taught
Enumerate safety measures to avoid the harmful effects
of the Sun’s heat and light;
Communicate how the natural objects in the sky affect
10
daily activities;
Describe the natural objects that are found in the sky
20
during daytime and nighttime

113
 GRADE 4 – SCIENCE

Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
Quarter 1
Classify materials based on the ability to absorb water,
1 10
float, sink, undergo decay.
Describe changes in solid materials when they are bent,
2 10
pressed, hammered, or cut.
Describe changes in properties of materials when
3 exposed to certain conditions such as temperature or 10
when mixed with other materials.
Identify the effects of decaying materials on one`s health
and safety
Demonstrate proper disposal of waste according to the
10
properties of its materials
Identify changes in materials whether useful or harmful to
4
one’s environment.
Quarter 2
Identify the causes and treatment of diseases of the major
organs.
5
Practice habits to maintain a healthy body
5 Describe the main function of the major organs
Communicate that the major organs work together to
6 5
make the body function properly.
Make a survey of animals found in the community and
their specific habitats;
Compare body movements of animals in their habitat. 5
Infer that body structures help animals adapt and survive
7
in their particular habitat.
Make a survey of plants found in the community and their
specific habitats;
Conduct investigation on the specialized structures of
plants given varying environmental conditions: light, 5
water, temperature, and soil type
Identify the specialized structures of terrestrial and aquatic
8
plants.
9 Compare the stages in the life cycle of organisms. 5
Describe the effect of the environment on the life cycle of
10 5
organisms.
Describe some types of beneficial and harmful
11 5
interactions among living things.
Describe the effects of interactions among organism in
12 5
their environment.
Quarter 3
Practice safety measures in physical activities
and proper handling of materials; 10
13 Explain the effects of force applied to an object.
Describe the force exerted by magnets
10
14 Characterize magnetic force.
15 Describe how light, sound and heat travel. 10
Describe ways to protect oneself from exposure to
excessive light, heat, and sound.
10
Investigate properties and characteristics of light and
16
sound.
Quarter 4
Compare and contrast the characteristics of
17 5
different types of soil.
Explain the use of water from different sources in the
18 5
context of daily activities.
Infer the importance of water in daily activities.
5
19 Trace and describe the importance of water cycle.

114
 Most Essential Learning No. of Days
Quarter Learning Competencies
Competencies (MELC) Taught
Record in a chart the weather conditions.
Make simple interpretations about the weather as
recorded in the weather chart. 5
Use weather instruments and describe the different
20
weather components in a weather chart
Identify safety precautions during different weather
21 5
conditions.
Describe the changes in the position and length of
22 shadows in the surroundings as the position of the Sun 5
changes.
Describe the role of the Sun in the water cycle;
Describe the role of the Sun to living things 10
23 Describe the effects of the Sun to human activities

115
 GRADE 5 – SCIENCE

Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
Quarter 1
Use the properties of materials whether they are useful or
1 10
harmful.
Investigate changes that happen in materials under the
following conditions:
2 15
1. presence or lack of oxygen; and
1. 2. application of heat
Recognize the importance of recycle, reduce, reuse,
recover and repair in waste management.
15
Design a product out of local, recyclable solid and/ or
3
liquid materials in making useful products.
Quarter 2
Give ways of taking care of the reproductive organs
Describe the parts of the reproductive system and their 5
4
functions.
Describe the changes that occur during puberty
5
5 Explain the menstrual cycle.
Describe the different modes of reproduction in animals
6 5
such as in butterflies, mosquitoes, frogs, cats and dogs.
Describe the reproductive parts in plants and their
7 5
functions.
Describe the different modes of reproduction in flowering
8 and non-flowering plants such as moss, fern, mongo and 10
others.
Discuss the interactions among living things and non-living
9 5
things in estuaries and intertidal zones.
Explain the need to protect and conserve estuaries and
10 5
intertidal zones.
Quarter 3
Use appropriate measuring tools and correct standard
units
Describe the motion of an object by tracing and 5
11 measuring its change in position (distance travelled) over
a period of time;
Discuss why some materials are good conductors of
12 5
heat and electricity.
Infer how black and colored objects affect the
ability to absorb heat;
5
Relate the ability of the material to block, absorb
13
or transmit light to its use.
14 Infer the conditions necessary to make a bulb light up; 5
Determine the effects of changing the number or type of
15 10
components in a circuit.
Infer that electricity can be used to produce magnets;
Design an experiment to determine the factors that affect 10
16
the strength of the electromagnet.
Quarter 4
17 Describe how rocks turn into soil. 5
Communicate the data collected from the
investigation on soil erosion;
Investigate extent of soil erosion in the community 5
18 and its effects on living things and the
environment.
Observe the changes in the weather before, during and
after a typhoon;
Describe the effects of the winds, given a certain storm 10
warning signal;
Describe the effects of a typhoon on the community.

116
 Most Essential Learning No. of Days
Quarter Learning Competencies
Competencies (MELC) Taught
Characterize weather disturbances in the Philippines and
19
describe their effects to daily life.
Relate the cyclical pattern to the length of a month;
Infer the pattern in the changes in the appearance of the 10
20
Moon.
Identify star patterns that can be seen at particular times of
21 10
the year.

117
 GRADE 6 – SCIENCE

Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
Quarter 1
Describe the appearance and uses of homogenous and
1 20
heterogenous mixtures.
Tell the benefits of separating mixtures from products in
the community
Describe techniques in separating mixtures such as 20
2
decantation, evaporation, filtering, sieving and using
magnet.
Quarter 2
Explain how the organs of each organ system work
3 5
together.
Explain how the different organ systems work
4 5
together.
Determine the distinguishing characteristics of vertebrates
5 10
and invertebrates.
Discuss the interactions among living things and non-living
6 things in tropical rainforest, coral reefs and mangrove 10
swamps.
Explain the need to protect and conserve tropical
7 10
rainforests, coral reefs and mangrove swamps.
Quarter 3
Infer how friction and gravity affect movements of
8 10
different objects.
Demonstrate how sound, heat, light and
9 15
electricity can be transformed.
Demonstrate the practical and safe uses of simple
machines
15
Manipulate simple machines to describe their
10
characteristics and uses.
Quarter 4
Describe the changes on the Earth’s surface as a result of
11 5
earthquakes and volcanic eruptions.
Enumerate what to do before, during and after
12 5
earthquake and volcanic eruptions.
Discuss appropriate activities for specific seasons in the
Philippines 5
13 Describe the different seasons in the Philippines.
Demonstrate rotation and revolution of the Earth using a
globe to explain day and night and the sequence of
seasons; 10
Differentiate between rotation and revolution and
14
describe the effects of the Earth’s motions
15 Compare the planets of the solar system. 5
Construct a model of the solar system showing the relative
16 10
sizes of the planets and their relative distances from the Sun.

118
 GRADE 7 – SCIENCE

Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
Quarter 1
1 Describe the components of a scientific investigation. 4
Describe some properties of metals and non-metals such as
luster, malleability, ductility, and conductivity.
8
Recognize that substances are classified into elements
2
and compounds
Investigate properties of acidic and basic mixtures using
natural indicators; and
8
Distinguish mixtures from substances based on a set of
3
properties
Investigate properties of unsaturated or saturated
4 4
solutions.
Express concentrations of solutions quantitatively by
5 preparing different concentrations of mixtures according 8
to uses and availability of materials.
Quarter 2
Identify parts of the microscope and their
6 4
functions.
7 Focus specimens using the compound microscope. 4
Describe the different levels of biological organization
8 4
from cell to biosphere.
Differentiate plant and animal cells according to
9
presence or absence of certain organelles.
4
Explain why the cell is considered the basic structural and
10
functional unit of all organisms.
Identify beneficial and harmful microorganisms.
Describe the process of fertilization.
Differentiate asexual from sexual reproduction in terms of: 4
11 1. number of individuals involved
2. similarities of offspring to parents.
Differentiate biotic from abiotic components of an
12 4
ecosystem.
Describe the different ecological relationships found in an
13 4
ecosystem.
Predict the effect of changes in one population on other
populations in the ecosystem.
4
Predict the effect of changes in abiotic factors on the
14
ecosystem.
Quarter 3
Describe the motion of an object in terms of
15 distance or displacement, speed or velocity, and 8
acceleration.
Differentiate quantities in terms of magnitude and
direction.
4
Create and interpret visual representation of the motion of
16
objects such as tape charts and motion graphs.
Differentiate transverse from longitudinal waves, and
mechanical from electromagnetic waves; 4
17 Infer that waves carry energy.
Describe how organisms produce, transmit, and receive
sound of various frequencies (infrasonic, audible, and
ultrasonic sound).
Explain sound production in the human voice box, and
4
how pitch, loudness, and quality of sound vary from one
person to another.
Describe the characteristics of sound using the concepts
18
of wavelength, velocity, and amplitude.
Infer that light travels in a straight line. 4

119
 Most Essential Learning No. of Days
Quarter Learning Competencies
Competencies (MELC) Taught
Relate the characteristics of waves;
Explain color and intensity of light in terms of its wave
19
characteristics
20 Infer the conditions necessary for heat transfer to occur. 4
21 Describe the different types of charging processes. 4
Quarter 4
Describe the location of the Philippines with respect
to the continents and oceans of the world.
4
Demonstrate how places on Earth may be
22
located using a coordinate system.
Recognize that soil, water, rocks, coal, and other fossil
fuels are Earth materials that people use as resources.
4
Cite and explain ways of using Earth’s resources
23
sustainably.
Explain how some human activities affect the
atmosphere.
4
Discuss how energy from the Sun interacts with the layers
24
of the atmosphere.
Describe the effects of certain weather systems in the
Philippines.
4
Account for the occurrence of land and sea breezes,
25
monsoons, and inter-tropical convergence zone (ITCZ).
Show what causes change in the seasons in the Philippines
using models;
Using models, relate:
1. the tilt of the Earth to the length of daytime;
2. the length of daytime to the amount of energy
received;
12
3. the position of the Earth in its orbit to the height of
26
the Sun in the sky;
4. the height of the Sun in the sky to the amount of
energy received;
5. the latitude of an area to the amount of energy
the area receives
Collect, record, and report data on the beliefs and
practices of the community in relation to eclipses 3
27 Explain how solar and lunar eclipses occur using models

120
 GRADE 8 – SCIENCE

Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
Quarter 1
Investigate the relationship between the amount of force
1 applied and the mass of the object to the amount of 4
change in the object’s motion.
Demonstrate how a body responds to changes in motion.
Infer that when a body exerts a force on another, an 4
2
equal amount of force is exerted back on it.
Infer that circular motion requires the application of
constant force directed toward the center of the circle.
Differentiate potential energy and kinetic energy. 4
Identify and explain the factors that affect potential and
3
kinetic energy.
Investigates the effect of temperature to the speed of
4 4
sound
Explain that the red is the least bent and violet id the most
bent according to their wavelengths or frequencies
Demonstrate the existence of the color components
4
of visible light using a prism or diffraction grating
Explain the hierarchy of colors in relation to the energy of
5
visible light
Infer how the movement of particles of an object
affects the speed of sound through it.
4
Differentiate between heat and temperature at the
6
molecular level.
7 Infer the relationship between current and voltage. 4
Explain the advantages and disadvantages of series
8
and parallel connections in homes
Differentiate electrical power and electrical energy.
4
Explain the functions of circuit breakers, fuses,
9 earthing, double insulation, and other safety devices
in the home.
Quarter 2
Using models or illustrations, explain how
10 4
movements along faults generate earthquakes.
Differentiate the:
1. epicenter of an earthquake from its focus;
11 8
2. intensity of an earthquake from its magnitude;
3. active and inactive faults.
Demonstrate how underwater earthquakes generate
tsunamis.
4
Explain how earthquake waves provide information
12
about the interior of the earth.
Explain how typhoons develop.
Infer why the Philippines is prone to typhoons.
Explain how landmasses and bodies of water
8
affect typhoons;
Explain how typhoon develops and how it is
13
affected by landmasses and bodies of water.
Trace the path of typhoons that enter the Philippine Area
14 4
of Responsibility (PAR) using a map and tracking data;
Predict the appearance of comets based on recorded
data of previous.
4
Explain the regular occurrence of meteor showers.
15 Compare and contrast comets, meteors, and asteroids.
Quarter 3
Explain the properties of solids, liquids, and gases
16 8
based on the particle nature of matter.
17 Explain physical changes in terms of the arrangement and 8

121
 Most Essential Learning No. of Days
Quarter Learning Competencies
Competencies (MELC) Taught
motion of atoms and molecules.
Determine the number of protons, neutrons, and electrons
18 8
in a particular atom.
Trace the development of the periodic table from
observations based on similarities in properties of
elements. 8
Use the periodic table to predict the chemical behavior
19
of an element.
Quarter 4
Identify healthful practices that affect the
digestive system.
Explain how diseases of the digestive system are
4
prevented, detected, and treated.
Explain ingestion, absorption, assimilation, and
20
excretion.
Compare mitosis and meiosis, and their role in the cell-
21
division cycle.
4
Explain the significance of meiosis in maintaining the
22
chromosome number.
Predict phenotypic expressions of traits following simple
23 4
patterns of inheritance.
24 Explain the concept of a species.
4
25 Classify organisms using hierarchical taxonomic system.
Explain the advantage of high biodiversity in
26
maintaining the stability of an ecosystem.
4
Describe the transfer of energy through the
27
trophic levels.
Analyze the roles of organisms in the cycling of
28 4
materials.
29 Explain how materials cycle in an ecosystem. 4
Suggest ways to minimize human impact on the
30 4
environment .

122
 GRADE 9 – SCIENCE

Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
Quarter 1
Explain how the respiratory and circulatory systems work
1 together to transport nutrients, gases, and other 8
molecules to and from the different parts of the body.
Infer how one’s lifestyle can affect the functioning of
2 4
respiratory and circulatory systems.
Describe the location of genes in chromosomes.
8
3 Explain the different patterns of Non-Mendelian inheritance.
Relate species extinction to the failure of populations of
4 organisms to adapt to abrupt changes in the 4
environment.
Differentiate basic features and importance of
5 8
photosynthesis and respiration.
Quarter 2
Describe how Bohr model of the atom improved
Rutherford`s atomic model
4
Explain how the Quantum Mechanical Model of the atom
6
describes the energies and positions of the electrons
Explain the formation of ionic and covalent bonds.
Recognize different types of compounds (ionic or
covalent) based on their properties such as melting point, 4
7
hardness, polarity, and electrical and thermal
conductivity.
Explain properties of metals in terms of their structure.
4
8 Explain how ions are formed.
Explain how the structure of the carbon atom
9 affects the type of bonds it forms. 8

Recognize the general classes and uses of organic

10 4
compounds.
11 Use the mole concept to express mass of substances. 4
Determine the percentage composition of a compound
12 4
given its chemical formula and vice versa.
Quarter 3
Describe the different types of volcanoes
Describe the different types of volcanoes and volcanic 4
13
eruption.
Differentiate between active and inactive volcanoes.
4
14 Explain what happens when volcanoes erupt.
Illustrate how energy from volcanoes may be tapped for
15 8
human use.
16 Explain how different factors affect the climate of an area. 4
Describe certain climatic phenomena that occur on a
17 4
global level.
Infer the characteristics of stars based on the
characteristics of the Sun.
Infer that the arrangement of stars in a group
(constellation) does not change.
8
Observe that the position of a constellation changes in the
course of a night.
Show which constellations may be observed at different
18
times of the year using models.
Quarter 4
Describe the horizontal and vertical motions of a
19 4
projectile;
Investigate the relationship between the angle of release
20 4
and the height and range of the projectile;

123
 Most Essential Learning No. of Days
Quarter Learning Competencies
Competencies (MELC) Taught
Examine effects and predict causes of collision- related
damages/injuries;
4
Relate impulse and momentum to collision of objects (e.g.,
21
vehicular collision);
Explain energy transformation in various activities/events
(e.g., waterfalls, archery, amusement rides);
4
Infer that the total momentum before and after collision is
22
equal;
Infer that the total mechanical energy remains the same
during any process;
Explain why machines are never 100-percent efficient; 4
Perform activities to demonstrate conservation of
23
mechanical energy;
24 Construct a model to demonstrate that heat can do work; 4
Infer that heat transfer can be used to do work, and that
work involves the release of heat.
4
Explain how heat transfer and energy transformation make
25
heat engines like geothermal plants work ; and
Explain how electrical energy is generated, transmitted,
26 4
and distributed.

124
 GRADE 10 – SCIENCE

Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
Quarter 1
Describe the distribution of active volcanoes, earthquake
epicenters, and major mountain belts;
Describe and relate the distribution of active volcanoes, 12
1 earthquake epicenters, and major mountain belts to Plate
Tectonic Theory;
2 Describe the different types of plate boundaries. 4
Explain the different processes that occur along the
3 8
plate boundaries.
Describe the internal structure of the Earth.
4
4 Describe the possible causes of plate movement.
Enumerate the lines of evidence that support plate
5 4
movement.
Quarter 2
Compare the relative wavelengths of different forms of
6 8
electromagnetic waves.
Cite examples of practical applications of the different
7 regions of EM waves, such as the use of radio waves in 8
telecommunications.
Explain the effects of EM radiation on living things and
8 4
the environment.
Predict the qualitative characteristics (orientation, type,
9 and magnification) of images formed by plane and 4
curved mirrors and lenses.
Apply ray diagramming techniques in describing the
characteristics and positions of images formed by lenses.
Identify ways in which the properties of mirrors and lenses 4
10 determine their use in optical instruments (e.g., cameras
and binoculars.
Demonstrate the generation of electricity by movement
of a magnet through a coil.
4
Explain the operation of a simple electric motor and
11
generator.
Quarter 3
Describe the parts of the reproductive system and their
functions.
4
Explain the role of hormones involved in the female and
12
male reproductive systems.
Describe the feedback mechanisms
13 involved in regulating processes in the female 4
reproductive system (e.g., menstrual cycle).
Describe how the nervous system coordinates and
14 regulates these feedback mechanisms to maintain 4
homeostasis.
15 Explain how protein is made using information from DNA.
Explain how mutations may cause changes in the 4
16
structure and function of a protein.
Explain how fossil records, comparative anatomy, and
17 4
genetic information provide evidence for evolution.
18 Explain the occurrence of evolution. 4
Explain how species diversity increases the probability of
19 adaptation and survival of organisms in changing 4
environments.
Suggest ways to minimize human impact on the
environment.
4
Explain the relationship between population growth and
20
carrying capacity.
Quarter 4

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 Most Essential Learning No. of Days
Quarter Learning Competencies
Competencies (MELC) Taught
Investigate the relationship between:
1. volume and pressure at constant temperature of a
gas;
21 2. volume and temperature at constant pressure of a 8
gas;
3. explains these relationships using the kinetic
molecular theory.
Recognize the major categories of biomolecules such as
22 8
carbohydrates, lipids, proteins, and nucleic acids.
Apply the principles of conservation of mass to chemical
23 8
reactions.
Explain how the factors affecting rates of chemical
24 reactions are applied in food preservation and materials 8
production, control of fire, pollution, and corrosion.

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