CURRICULUM MAP IN SCIENCE

GRADE 9
K-12 Curriculum
(SY: 2018-2019)

FIRST QUARTER
SUBJECT :
SCIENCE 9
The learners demonstrate the understanding of:
1. How the different structures of the circulatory and respiratory systems work together to transport oxygen- rich blood and nutrients to the different
parts of the body
2. The prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems
CONTENT STANDARD:
3. How genetic information is organized in genes on chromosomes
4. The different patterns of inheritance
5. How changes in the environment mat affect species extinction
6. The structure and function of plant parts and organelles involved in photosynthesis
7. The structure and function of mitochondrion as the main organelle involve in respiration
The learners should be able to:
1. Conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory system based on data gathered from
PERFORMANCE STANDARD:
the school or local health workers
2. Make a multimedia presentation of a timeline of extinction of representative microorganism, plants and animals
3. Design and conduct an investigation to provide evidence that plants can manufacture their own food
PREPARED BY: Ms. Cristilina Villaros - Immaculate Heart Academy
Ms. Cherrelyn Banguis – Sacred Heart Diocesan School
 FORMATIVE/
TIME LEARNING LEARNING COMPETENCY VALUES TO BE SUMMATIVE TEST INSTRUCTIONAL REFERENCE/S
FRAME CONTENT with success indicators INTEGRATED STRATEGY

WEEK 1 At the end of the lesson, the students CAN…

Respiratory
System
DAY 1 1. Parts and 1. explain how respiratory and circulatory systems work Caring for oneself SELECT-TYPE Differentiated Ramos J. D.
Function of together to transport nutrients, gases and other molecules ( Matching Type Instruction (2018).Exploring
Respiratory to and from the different parts of the body by: Be pleased about how Knowledge -10 items) (Group work) Life Through
System 1.1 Constructing a chart of respiratory system with complete important each of the parts Science 9.
label of parts and its function. of the system in our body. Different set of Phoenix
1.2 Labeling correctly the parts and function of the respiratory papers will be given Publishing
system with organized order of each of the parts and function. to students House Inc.
1.3 Matching correctly the label with the picture of the Quezon City
respiratory system in the chart. Handprint Strategy Phil. Pages 5-8

DAY 2 2. 2. explain how respiratory and circulatory systems work Caring for oneself SELECT-TYPE Cooperative Ramos J. D.
Transportation together to transport nutrients, gases and other molecules (Product) Collaborative (2018).Exploring
of molecules to and from the different parts of the body by: Appreciation of the 2.1 Make a chart learning strategy Life Through
2.1 Identifying the nutrients involve in the transportation to significance of small showing how the GOTs & WANTs Science 9.
and from the different parts of the body. things in our body. respiratory system Phoenix
2.2 Describing how the respiratory system transport nutrients transport nutrients to Publishing
to and from the different parts of the body and from the different House Inc.
parts of the body Quezon City
2.2 Label the chart Phil. Pages 5-8
appropriately.
DAY 3 3. Substances 3. Infer how one’s lifestyle can affect the functioning of Care for the health SUPPLY-TYPE Cooperative Reference #1
that affect the respiratory and circulatory system by: (Modified True or Learning
Respiratory 3.1 Identifying harmful substances that affect the respiratory false
System system. Understanding-10 (Students
3.2 Giving examples of bad effects of the harmful substances items) are form into
to the respiratory system small groups)
3.3 Describing how harmful substances affect the respiratory
system.
DAY 4 4. Lifestyle 4. Infer how one’s lifestyle can affect the functioning of Care for the health SELECT-TYPE Cooperative Reference #1:
affecting the respiratory and circulatory system by: (Modified Multiple Collaborative (Textbook)
Respiratory 4.1.1 Identifying more lifestyle aside from regular exercise and Choice Process or learning strategy
System smoking that affects the functioning of the respiratory system Skills - 5 items)
4.1.2 Describing how this lifestyle affects the functioning of Three Stay, One Stray (Group work)
the respiratory system (Brainstorming and
 4.1.3 Naming the diseases that affects the respiratory system Discussion)
and their prevention, detection and treatment
4.1.4 Identifying the prevention, detection and treatment cause
by the diseases that affect the respiratory system.
4.1.5 Describing how diseases affect the respiratory system.
SUPPLY TYPE
(Product based –Chart
of diseases)

WEEK 2
Circulatory
System
DAY 1 5.Parts and 5. explain how respiratory and circulatory systems work Carefulness to the health SELECT-TYPE Differentiated Reference #1:
Function of together to transport nutrients, gases and other molecules (Modified Matching Instruction (Textbook)
Circulatory to and from the different parts of the body by: Be pleased about how Type (Group work)
System 5.1 Constructing a chart of circulatory system with complete important each of the parts Knowledge -15 items)
label of parts and its function. of the system in our body. Different set of
5.2 Labeling correctly the parts and function of the circulatory See Appendix II papers will be given
system with organized order of each of the parts and function. to students
5.3 Matching correctly the label with the picture of the
circulatory system in the chart.

DAY 2 6.Transportati 6. explain how respiratory and circulatory systems work Appreciate the importance SELECT-TYPE Cooperative Reference #1:
on of together to transport nutrients, gases and other molecules of small/little things (Product) Collaborative (Textbook)
molecules to and from the different parts of the body by: 2.1 Make a chart learning strategy
6.1 Identify the nutrients involve in the transportation to and showing how the
from the different parts of the body. respiratory system
6.2 Describe how the circulatory system transports nutrients to transport nutrients to
and from the different parts of the body. and from the different
parts of the body
2.2 Label the chart
appropriately.

DAY 3 7. Substances 7. Infer how one’s lifestyle can affect the functioning of Care for the health SUPPLY-TYPE Cooperative Reference #1:
that affect the respiratory and circulatory system by: (Modified True or Learning (Textbook)
Circulatory 7.1 Identifying harmful substances that affect the respiratory false
System system. Understanding-10 (Students
7.2 Giving examples of bad effects of the harmful substances items) are form into
to the circulatory system small groups)
7.3 Describing how harmful substances affect the circulatory See Appendix III
system.
DAY 4 8. Lifestyle 8. Infer how one’s lifestyle can affect the functioning of Care for the health SELECT-TYPE Cooperative Reference #1:
affecting the respiratory and circulatory system by: (Modified Multiple Collaborative (Textbook)
Circulatory 8.1.1 Identifying more lifestyle aside from regular exercise and Choice Process or learning strategy
System smoking that affects the functioning of the circulatory system Skills - 15 items)
8.1.2 Describing how this lifestyle affects the functioning of See Appendix I (Group work)
the circulatory system (Brainstorming and
8.1.3 Naming the diseases that affects the circulatory system Discussion)
and their prevention, detection and treatment
8.1.4 Identifying the prevention, detection and treatment cause
by the diseases that affect the circulatory system.
8.1.5 Describing how diseases affect the respiratory system. SUPPLY TYPE
8.1.6 Conducting an information dissemination on how to take (Product based –Chart
care the respiratory and circulatory system. of diseases)
Make a list of the
things that teenagers,
like you, do that may
affect the circulatory
and respiratory
systems. Classify the
items into beneficial
and harmful. Plan
how you will
encourage other
teenagers from
turning their
harmful habits into
good ones.
(Performance Task
in GRASPS)
Week 3 –Heredity
Day 1 SUMMATIVE TEST: Knowledge- Identify the parts and function of circulatory and respiratory system
Process or Skills- Using and illustration, the students will understand the nutrients enter the bloodstream and combine with oxygen that was taken in
through the respiratory system and circulatory system.
Understanding- Reflection about how important is each part of the different systems in the body.
DAY 2 9. Basic Features Appreciation of 9.1 Describe Heredity BY: SELECT-TYPE The arts of asking Reference #1:
of Heredity life 9.1.1 Explaining what heredity is. (Modified Multiple Choice questions: (Textbook)
9.1.2 Identifying features of heredity Knowledge- 10 items) Questioning
9.2 Determine the features of heredity BY:
9.2.1 Identifying features of heredity. See Appendix I
9.2.2 Classifying features of heredity.
DAY 3 10. Biological Appreciation of 10.1 Identify the molecular level of genetics BY: PRODUCT Discussion based Reference #1:
 Basis of Heredity life 10.1.1 Listing down the molecular level of genetics 10.2 Create an illustration teaching: Lectures (Textbook)
: Molecular level 10.1.2 Determining the molecular level of genetics showing the relation of and classes
of Genetics 10.2 Explains how the molecular level of Genetics relate molecular level of Genetics to
to heredity BY: heredity
10.2.1 Identifying the relation of molecular levels of 10.1 Identify the molecular
genetics to heredity. level of genetics
10.2.1 Describing how molecular levels of genetics relate
to heredity.
SUMMATIVE TEST: Knowledge- The students will identify the structure of genes and chromosomes and the functions they perform in the transmission of traits from parents
to
DAY 4
Process or Skills- Using a picture or an illustration, the students will identify the structure of genes and chromosomes and the functions they perform in
the
transmission of traits from parents to offspring.
Understanding- Understanding of the significance of the structure of genes and chromosomes and the functions they perform in the transmission of traits
from
parents to Offspring.
WEEK 4
Inheritance
/ Variation
DAY 1 12. Inheritance -Raise the value 12. Differentiate Inheritance and Variation BY: PRODUCT Discussion Reference #1:
and Variation of life 12.1 Constructing a Venn diagram 12. Venn Diagram strategies (Textbook)
-Appreciate 12.2 Distinguishing the difference of inheritance and (Engaging students
differences and variation in discussion)
uniqueness 12.3 Correctly fill out the Venn diagram of the differences
of inheritance and variation.

DAY 2 13. Haploid Raise the value of 13. Explains how fertilization produces a diploid zygote SELECT TYPE (Modified Clicker use in class Reference #1:
number of life out of haploid gametes BY: Multiple Choice ( collect and (Textbook)
chromosomes in 11.1 Identify how diploid zygote produce out of haploid Understanding-10 items) summarize student
gametes gametes. responses to
11.2 Describe how fertilization produces a diploid zygote See Appendix I multiple-choice
out of haploid gametes questions)

DAY 3 14. Location of Raise the value of 14. Describe the location of genes in chromosomes BY: PRODUCT Cooperative / Reference #1:
genes in life 14.1 Identifying the location of genes in the chromosomes. 14.1 Draw a chromosome map Collaborative (Textbook)
Chromosome 14.2 Formulating map chromosomes labeling the location and locate where genes is learning
of genes. located.
14.3 Correctly locate the location of genes in map 14.2 Label it correctly and show
chromosome made by the students the genes clearly in the draw

DAY 4 15. Restoration of -Raise the value 15. Explaining the different patterns of Non-Mendelian SELECT TYPE (Modified Clicker use in class Reference #1:
the diploid of life inheritance by: Multiple Choice ( collect and (Textbook)
 number of 15.1.Identifying the genotype and phenotype of the parent Knowledge-10 items) summarize student
chromosomes in Integrity/honesty and its offspring; responses to
the offspring 15.2 Describing how the genotype and phenotype of the See Appendix I multiple-choice
through parent influences the genotype and phenotype of its questions)
fertilization offspring through Punnett square.
15.3 Identifying the gene for blood of the mother and
father;
15.4 Describing how gene carried by male and female
gametes influences gene combination for a blood type
expected in its offspring.
WEEK 5
Biodiversity
/Evolution
DAY 1 16. Biodiversity -Appreciate the 16. Describe biodiversity BY: SELECT TYPE (Modified Team teaching Reference #1:
uniqueness and 16.1 Defining what biodiversity is. Multiple Choice (Healthy exchange (Textbook)
the differences 16.2 Explaining what biodiversity is all about. Knowledge-10 items) of ideas)
of living things; See Appendix I
-Integrity

DAY 2 17. Evolution Integrity/Honesty 17. Describe Evolution BY: SELECT TYPE (Modified Cooperative/ Reference #1:
-Respect for the 17.1 Giving examples of evolution. Multiple Choice Collaborative (Textbook)
theory 17.2 Creating an illustration of an example of evolution e.g. Knowledge-10 items) learning strategy
-Appreciate life human evolution See Appendix I

DAY 3 18. Biodiversity -Appreciation of 18. Differentiate biodiversity and evolution BY: PRODUCT Learner centered Reference #1:
and Evolution the differences of 18.1 Creating a Venn diagram 18. Make a Venn Diagram teaching (Textbook)
the living things 18.2 Distinguishing the difference between biodiversity showing the differences of (Student assumes
-Respect for the and evolution with the use of Venn diagram. biodiversity and evolution. the responsibility
theory 18.3 Correctly fill out the Venn diagram according to their for learning)
differences.

DAY 4 19. Evolutionary Understand and 19. Identify the evolutionary basis of biodiversity BY: SELECT TYPE (Modified Cooperative Reference #1:
basis of Respect for the 19.1 Outlining the evolutionary basis of biodiversity from True or False Learning (Textbook)
Biodiversity theory simple to complex. Understanding- 10 items) (Assigning roles for
19.2 Listing down the evolutionary basis of biodiversity. See Appendix III group,
brainstorming)

WEEK 6
Species
Extinction
DAY 1 20. Causes of Care and love for 20. Identifies causes of species extinction BY: SUPPLY TYPE Teaching w/ cases Reference #1:
 Species the Species 20.1 Listing down causes of species extinction. (Identification 10 items) (present students (Textbook)
Extinction 20.2 Giving more examples of causes of species extinction. with real-life
problems; enable
them to apply what
they have learned
in the classroom to
real life situations

DAY 2 21. Natural and Resourcefulness 21. Differentiate natural and anthropogenic BY: PRODUCT Game, experiment Reference #1:
Anthropogenic 21.1 Distinguishing natural and anthropogenic. Venn Diagram or simulation (Textbook)
21.2 Creating a diagram showing the differences of natural
and anthropogenic
21.3 Correctly shows the difference of natural and
anthropogenic through diagram

DAY 3 22. Relation of Care and love for 22. Relates species extinction to the failure of SELECT TYPE Reference #1:
Species the Species populations of organisms to adapt to abrupt changes in (Modified Multiple Choice Analyzing visual (Textbook)
extinction to the the environment BY: Process or skills -10 items) images and
failure of 22.1 Matching the species extinction to the failure of stereotyping
population of populations of organisms to adapt to abrupt changes in the See Appendix I
organisms environment
22.2 Examine the connection of species extinction to the
failure of populations of organisms.
22.3 Making a multimedia presentation of a timeline of
extinction of representative microorganisms, plants and
animals.

DAY 4 SUMMATIVE TEST: Knowledge – Students will identify the causes of species extinction.
Process – Through video presentation, students will learn that most species that have once existed are now extinct.
Understanding – Students will understand how species become extinct when the environment changes and they fail to adapt.
WEEK 7
Ecosystem
DAY 1 23. Ecosystem: Resourcefulness 23. Explains the flow of energy in ecosystem BY: SUPPLY-TYPE Experiential Reference #1:
Flow of Energy 23.1 Identifying energy flow in ecosystem. 23. Fill-in the research template Learning (Textbook)
Matter in 23.2 Describing how the energy flows in the given by the teacher about the (Learning by
Ecosystem 23.3 Illustrating the process in energy flow energy flow in the ecosystem. doing)
23.4 Expressing how the energy flows through drawing.
DAY 2 24. Matter in Carefulness 24. Discuss the matter that is /are present in Ecosystem SELECT-TYPE Learner centered Reference #1:
ecosystem BY: (Modified True or False teaching (Textbook)
Appreciation of 24.1 Identifying the matters that are present in Ecosystem. Knowledge – 10 items) (Students
small things 24.2 Explaining how these matters are become important in responsible for
Ecosystem. See Appendix III learning and
 24.3 Determining the importance of matter in the teacher as
ecosystem. facilitating)

DAY 3 25. Being 25.1 Describe Photosynthesis BY: SELECT TYPE (Modified Teaching with Reference #1:
Photosynthesis Responsible 25.1.1 Defining what photosynthesis is. Multiple Choice cases (Textbook)
25.1.2 Identifying the importance of photosynthesis. Understanding -10 items) (Present students
Love and care for 25.1.3 Explaining how photosynthesis helps. with real-life
plants 25.2 Explain the process of photosynthesis BY: See Appendix I problems and
25.2.1 Identifying the process of photosynthesis enable them to
25.2.2 Describing how the process of photosynthesis done. Laboratory Activity apply what they
(Process or Skills) have learned in the
classroom to real
life situations)

DAY 4 26. Organelles Conservation 26.1 Describes how specific cell structures carry out SUPPLY-TYPE Experiential Reference #1:
involved in Carefulness photosynthesis BY: 26.2 Undergo an experiment of learning and field (Textbook)
photosynthesis 26.1.1 Listing down specific cell structure that carry out how the organelles involved in work
Stewardship photosynthesis. the process of photosynthesis.
Being responsible 26.1.2 Identifying organelles involved in the process of (Learning by doing
photosynthesis. Laboratory Activity of the students)
26.2 Determining the organelles that are involved in the (Process or Skills)
process of photosynthesis BY:
26.2.1 Examining how organelles involved in
photosynthesis.
26.2.2 Conducting an experiment
26.2.3 Observing the experiment made.
26.2.4 Drawing out conclusions about the experiment

WEEK 8
Respiration
DAY 1 27. Respiration Care for the 27.1 Describe Respiration BY: SELECT-TYPE (Modified Clicker use in class Reference #1:
health 27.1.1 Identifying what respiration is. Multiple Choice (Collect and (Textbook)
27.1.2 Explaining the role of respiration. Process or Skills -10 items) summarize student
27.2 Explain the process of Respiration BY: responses to
27.2.1 Identifying the process of respiration See Appendix I multiple-choice
27.2.1 Describing how the process of respiration can be questions)
done.

DAY 2 28. Organelles Care for the 28. Determine the organelles that are involved in the SUPPLY TYPE (Identification Lecture Strategies Reference #1:
involved in health process of respiration BY: Knowledge -10 items) (Textbook)
respiration 28.1 Identifying the organelles involved in the process of
respiration.
DAY 3 29. Function of Care for the 29. Describe how specific cell structures carry out PRODUCT Cooperative / Reference #1:
specific cell health respiration BY: 29.1 Sketch and label cell Collaborative (Textbook)
structure - Identifying specific cell structures that carry out structures that carry out learning strategy
involved in respiration. respiration
cellular - Creating a drawing of specific cell structures that carry 29.2 Include only the structures
respiration out Respiration. that carry out respiration.
- Explaining how specific cell structures carry out
respiration.

DAY 4 30. Respiration -Care for the

30.1 Differentiates basic features of photosynthesis and SELECT TYPE (Modified Game, experiments Reference #1:
and health respiration BY: Multiple Choice Understanding or simulation (Textbook)
Photosynthesis -Integrity 30.1.1 Identifying features of photosynthesis and -10 items)
Honesty respiration (enable students to
30.1.2 Distinguishing the features of photosynthesis and See Appendix I solve real-world
respiration. problems in a safe
30.1.3 Classifying the features of photosynthesis and environment and
respiration. enjoy themselves
30.2 Explains the importance of photosynthesis and while doing so)
respiration to other organisms BY:
30.2.1 Identifying the importance of photosynthesis and
respiration to other organisms.
30.2.2 Describing how importance photosynthesis and
respiration to other organisms.
DAY 1 SUMMATIVE TEST: Knowledge – Identify the organelles that are involved in respiration.
Process or Skills – Through pictures, explain how specific cell structures carry out respiration.
Understanding – Understand how plants capture energy from the sun and store energy in sugar molecules
WEEK 9

DAY 2
DAY 3 REVIEW FOR THE FIRST QUARTER EXAM
DAY 4
 SECOND QUARTER
Content Standard: The learners demonstrate an understanding of …
 How atoms combined with other atom by transferring or by sharing electrons forces that holds metals together
 The type of bond that carbon forms that result in the diversity of carbon compounds
 The unit, mole, that quantitatively measures the number of very small particles of matter
Performance Standard:
 Conducts a survey of organic and inorganic compounds found as natural resources in the Philippines.
 Presents data in poster, chart or multimedia the uses of compounds based on their properties.
 Design an educational game involving mole concepts.

TIME LEARNING VALUES TO LEARNING COMPETENCY WITH SUCCESS FORMATIVE/ INSTRUCTIONAL REFERENCE/S
FRAME CONTENT BE INDICATORS SUMMATIVE TEST STRATEGIES
INTEGRATED

WEEK 2 At the end of the lesson, the students CAN…

Chemical
Bonding

DAY 1 1. Properties of -Being 1. Explains properties of metals in terms of their SUPPLY-TYPE Learner centered Reference #1:
Metals Responsible structure BY: 1.1 Given the teaching McQuarrie, D.A.
1.1 Identifying properties of metals in terms of their worksheet, identify (1984). General
-Value different structure. properties of metals in (Student is Chemistry. United
characteristics 1.2 Illustrating the structure of metals in order to determine terms of their structure responsible for States of America: W.H
its properties. 1.2 Illustrate the learning and teacher Freeman and Company
-Stewardship choices made. as facilitating)
DAY 2 2. Types of -Being 2. Recognizes different types of compounds (ionic or SELECT TYPE Games, experiments Reference #1:
Compounds Responsible covalent) based on their properties such as melting (Modified Matching or simulations (Textbook)
point, hardness, polarity, and electrical and thermal Type
-Value conductivity BY: Knowledge – 10 items)
differences 2.1 Classifying the different types of compounds based on
their properties. See Appendix II
-Appreciate 2.2 Comparing and contrasting the different types of
Uniqueness compounds based on their properties.

DAY 3 3. Chemical Being 3. Explain how metallic bond forms BY: SUPPLY TYPE Cooperative Reference #1:
Bonds: Metallic Responsible 3.1 Identifying the formation of metallic bond (Problem Set 10 items) Collaborative (Textbook)
bonding 3.2 Describing how metallic bond forms Write the structure of learning strategy
3.3 Writing the structure of metallic bond each of the metallic
 bond given by the
teacher.

DAY 4 4. Chemical Being 4. Explain how covalent bond forms BY: SUPPLY TYPE Video clip shows the Reference #1:
Bonds: Covalent Responsible 4.1 Identifying the formation of covalent bond (Identification 10 process of how (Textbook)
bonding 4.2 Describing how covalent bond forms items) covalent bond form
4.3 Writing the structure of covalent bond 3. Write the structure of
each of the metallic
bond given by the
teacher.

Week 1
Chemical
Bonding
SUMMATIVE TEST: Knowledge – Identify the properties of metals and the types of compounds.
DAY 1 Process/Skills – With the use of pictures, identify the types of compounds and the properties of metals
Understanding – Classify the types of compounds.

DAY 2 -Being 5.1 Explain how ionic bond forms BY: SELECT-TYPE Cooperative Reference #1:
5. Chemical
Responsible 5.1.1 Identifying the formation of ionic bond. (Modified Multiple Choice Collaborative (Textbook)
Bonds: Ionic 5.1.2 Describing how Ionic bond forms. Knowledge – 10 items) learning strategy
-Stewardship 5.2 Determine ionic charges BY:
bonding
5.2.1 Writing the structure of ionic bond. See Appendix I
-Honesty 5.2.2 Listing down ionic charges

DAY 3 6. Formulation of -Honesty 6. 1 Describe the formulation of ionic and covalent SUPPLY-TYPE Learner centered Reference #1:
bond bonds BY: (Essay 10 points) teaching (Textbook)
-Resourcefulness 6.1.1 Identify ionic and covalent bond formulation Differentiate ionic and
6.1.2 Explain how is the formulation of ionic and covalent covalent bond by (Student is
-Being Friendly bond done illustrating its structure responsible for
or Making 6.2 Differentiate ionic bond from covalent bond BY: through drawing. learning and
friends 6.2.1 Comparing and contrasting the bond of ionic and teacher as
covalent facilitating)
6.2.2 Distinguishing ionic bond from covalent bond.

DAY 4 7. Molecular Value 7. Determine the orbitals in chemical bonds that belong SELECT-TYPE Analyzing visual
orbitals in relationships to the molecule or ion BY: (Modified Multiple Choice images and Reference #1:
chemical bonding 7.1 Showing the picture of different orbitals of a chemical Process /Skills - 10 items) stereotyping (Textbook)
bond
7.2 Sketching an illustration of chemical compound with See Appendix I
different orbitals
 7.3 Identifying the orbitals in a chemical bond

WEEK 3
Carbon
Compound
SUMMATIVE TEST: Knowledge – Identify chemical bonding
DAY 1 Process/Skills – With the use of pictures of the structures, determine the kind of chemical bonding.
Understanding – Relate chemical bonding to reality
DAY 2 8. The variety of Mindfulness 8. Recognizes different types of compounds BY: PRODUCT Cooperative/ Reference
Carbon Stewardship 8.1 Stating the different types of compounds (Make a chart of the Collaborative #1:
Compounds 8.2 Reciting the differences of each types of compounds different types of learning strategy (Textbook)
compounds.

DAY 3 9. Carbon atoms Stewardship 9. Explain how the structure of the carbon atom affects SUPPLY-TYPE Rating Learner centered Reference
the type of bond it forms BY: 9.1 From the video clip Scale teaching #1:
9.1 Identifying the properties of compounds. shown, the students will (Textbook)
9.2 Describing how the properties of compound differ to identify the properties of (Student is
each other based on their properties such as melting point compounds on their responsible for
and hardness. worksheet. learning and
9.2 On each properties of teacher as
compound identified, the facilitating)
students will briefly
describe how the
properties of compound
differ to each other based
on their properties such as
melting point and
hardness.
DAY 4 10. Polarity, Respect for the
10. Explain the properties of compounds based on their PRODUCT Rubric Cooperative/ Reference
electrical and differences of
properties such as , polarity, electrical and thermal 10.1 Create a graphic Collaborative #1:
thermal personality
conductivity BY: organizer indicating the learning strategy (Textbook)
conductivity of 10.1 Identifying the properties of compounds based on properties of compounds
compounds their properties such as, polarity, electrical and thermal based on their polarity,
conductivity. electrical and thermal
10.2 Describing how these are properties differ to each conductivity.
other.
SUMMATIVE TEST: Knowledge – Identify chemical bonding
DAY 1 Process/Skills – With the use of pictures of the structures, determine the kind of chemical bonding.
Understanding – Relate chemical bonding to reality
WEEK4
Organic
Compound
11. Recognizes the general classes of carbon atoms and
their uses BY: SELECT-TYPE
Respect for Big Paper: Reference
11.1 Grouping the general classes of carbon atoms. (Modified Matching Type
diversity of #1:
DAY 2 11. Carbon atoms 11.2 Identifying the uses of carbon atoms. Knowledge – 10 items) Building a silent
people (Textbook)
11.3 Classifying the general classes of carbon atoms. conversation
See Appendix II

DAY 3 12. Organic Conservation of 12. Recognizes the general classes of organic compounds SELECT-TYPE Character Charts Reference
Resources and their uses BY: (Modified Matching Type #1:
compounds
12.1 Grouping the general classes of organic compounds Knowledge – 10 items) (Textbook)
12.2 Identifying the uses of organic compounds.
12.3 Classifying the general classes of organic compounds See Appendix II

DAY 4 14. Chemical Respect 14. Explains chemical changes in terms of the breaking PERFORMANCE Cooperative/ Reference
changes of atoms Care of bonds and the rearrangement of atoms to form new ( Role-play the breaking Collaborative #1:
substances BY: of bonds of atoms to form learning strategy (Textbook)
14.1 Identifying the chemical changes in terms of the new substances in the
breaking of bonds and the rearrangement of atoms to form context of real life
new substances. situation
14.2 Describing the chemical changes of the breaking bonds
and the rearrangement of atoms to form new substances.
Week 5
Mole
Concept
DAY 1 15. Mole of a Mindfulness 15. Solve problems based on the concept of a mole of SUPPLY TYPE Experiential Reference
compound BY: (Problem Set 10 items) learning #1:
compound
15.1 Calculating certain problems based on the concept of a (Textbook)
mole of compound.
15.2 Applying the concept of a mole of compound in
solving

DAY 2 16. Mole of an Mindfulness 16. Solve problems based on the concept of a mole of an SUPPLY TYPE Experiential Reference
element element BY: (Problem Set 10 items) learning #1:
16.1 Calculating certain problems based on the concept of a (Textbook)
mole of an element
16.2 Applying the concept of a mole of an element in
solving

DAY 3 17. Composition Awareness 17. Use other types of calculations derived from a SUPPLY TYPE Reference
 of chemical chemical formula BY: (Generate formula) #1:
compound 17.1 Adapting other method of solving derived from a (Textbook)
chemical formula.
17.2 Creating other techniques of solving derived from a
chemical formula.

SUMMATIVE TEST: Knowledge – Solve certain problem sets.

DAY 4
Process/ Skills – Solve certain problem sets with the use of data.
Understanding – Relate solving problems in real life situation.
WEEK 6
Molar
Mass
DAY 1 18. Molar Mass Mindfulness 18. 1 Determine the molar mass of a compound BY: SUPPLY TYPE (Problem Critical Thinking Reference
18.1.1 Computing the molar mass of a compound. Solving 10 items) (Enables the #1:
18.2 Apply several factors in a calculation involving student to question (Textbook)
molar mass BY: what knowledge
18.2.1 Acquiring several factors in calculation exists.

DAY 2 19. Calculation of Mindfulness 19. Calculate the molecular mass BY: SUPPLY TYPE (Problem Critical Thinking Reference
the Molecular 19.1 Computing the molar mass Solving 10 items) (Enables the #1:
mass 19.2 Solving certain problems of molar mass. . student to question (Textbook)
what knowledge
exists.
DAY 3 20. Gram Mindfulness 20.1 Determine the relationship between gram molecular SELECT TYPE Critical Thinking Reference
molecular weight weight and gram molecular volume BY: (Modified Multiple Choice (Enables the #1:
and Gram 20.1.1 Tracing the relationship between gram molecular Understanding student to question (Textbook)
molecular weight and gram molecular volume. 10 items) what knowledge
volume 20.2 Differentiate gram molecular weight and gram exists.
molecular volume BY: See Appendix II
20.2.1 Identifying what gram molecular weight and gram
molecular volume are
20.2.2 Graphing the differences of the two.

SUMMATIVE TEST: Knowledge – Solve certain problem sets.

DAY 4 Process/ Skills – Solve certain problem sets with the use of data.
Understanding – Relate solving problems in real life situation.
WEEK 7
Percentage
Composition
DAY 1 21. Percentage Respect 21. Calculate the mass percent composition of a SUPPLY TYPE Cooperative Reference
Composition of a Reconciliation compound BY: (Problem Solving 10 learning #1:
Compound and Solidarity 21.1 Solving problems about the mass percent composition items) (Textbook)
of a compound.
21.2 Applying the concept of percentage composition of a
mass in solving.
21.3 Following the correct step in getting the mass percent
composition of a compound.
DAY 2 22. Formulas Respect, 22. Determine the percentage composition of a SUPPLY-TYPE Collaborative Reference
from the Reconciliation compound given its chemical formula and vice versa 22. Formula generated by learning #1:
experimentally and Solidarity BY: the students on the given (Textbook)
determined MAGIS -Formulating formulas from the experimentally determined worksheet provided by the
percent percent composition of compounds. teacher.
composition of -Generating formulas from the experimentally determined
compounds percent composition of compounds.
-Figuring out Formulas from the experimentally
determined percent composition of compounds.
DAY 3 23. Empirical and Stewardship 23. Determine the empirical and molecular formula of a SUPPLY-TYPE Problem based Reference
molecular Conservation compound from its mass percent composition BY: 23.1 Fill-in the chart with learning #1:
formula of a 23.1 Identifying the empirical formula and the molecular the empirical formula and (Textbook)
compound formula. the molecular formula
23.2 Classifying empirical formula from molecular formula 23.2 Students will classify
of a compound. the empirical formula from
molecular formula through
illustration.

DAY 4 SUMMATIVE TEST

WEEK 8 REVIEW FOR THE SECOND QUARTER

THIRD QUARTER
Content Standard: The learners can demonstrate an understanding of…
 Volcanoes found in the Philippines
 Factors that affect climate, and the effects of changing climate and how to adapt accordingly.
 The relationship between the visible constellations in the sky and Earths position along its orbits.
Performance Standard:

 Participates in making informed decisions based on identified permanent danger zones around active volcanoes
  Shows emergency preparedness before, during, and after volcanic eruption including following advisories regarding alert levels and calls for evacuation given by responsible
government agencies.
 Participates in activities that reduce risks and lessen effects of climate change.
 Discusses whether or not beliefs and practices about constellations and astrology have scientific basis.

TIME LEARNING VALUES TO LEARNING COMPETENCIES WITH SUCCESS FORMATIVE/ INSTRUCTIONAL REFERENCE/S
FRAME CONTENT BE INDICATORS SUMMATIVE TEST STRATEGIES
INTEGRATED
WEEK 1 At the end of the lesson, the students CAN…
Volcanoes
DAY 1 1. Nature of Awareness 1.1 Determine the factors that affect viscosity BY: PERFORMANCE K-W-L Charts Reference 1:
volcanic 1.1.1 Identifying the factors that affect viscosity. (Reporting with 5 Lutgens, T.F.
eruptions 1.1.2 Defining viscosity groups) (Assessing what the (2004). Earth
1.2 Explain the importance dissolved gases in magma Describing what students know and Science.
BY: happens to the what the students still Philippines:
1.2.1 Identifying the importance of dissolved gases in dissolved gases in want to learn) Pearson
magma. magma and how Education
1.2.2 Describing how importance the dissolved gases in important is it to South Asia
magma. volcanic eruptions. PTE LTD.

DAY 2 2. Material Being 2. Determine the materials and gases that is extruded PRODUCT Think-Pair-Share
extruded during Responsible during eruptions BY: (Graphic Organizer) (Facilitating
eruptions 2.1 Identifying the materials and gases that are extruded discussions in small
during eruptions. and large groups)
2.2 Classifying the materials that are extruded during
eruptions.
2.3 Specifying the materials that are extruded during
eruptions.

DAY 3 3. Volcanoes and Mindfulness 3. Explains how volcanoes provide information about PERFORMANCE Cooperative/
the Interior of the the interior of the earth BY: (Reporting with 5 Collaborative
Earth 3.1 Identifying the interior of the Earth. groups) learning strategy
3.2 Describing how volcanoes provide information about The students report to
the interior of the earth. the class the process of
3.3 Discussing how volcanoes and the interior of the Earth how volcanoes provide
related information about the
interior of the earth.
DAY 4 4. Types of Being 4. Describes the different types of volcanoes BY: SELECT TYPE Text to text, text to
Volcanoes Responsible 4.1 Identifying the different types of volcanoes (Modified Multiple self and text to world.
4.2 Classifying the different types of volcanoes Choice Knowledge - 10
4.3 Explaining how volcanoes differ from each other. items)

See Appendix I
WEEK2
Volcanoes
and the
interior of
the Earth
DAY 1 5. Active and Mindfulness 5. Differentiates between active and inactive volcanoes PRODUCT Learner centered
Inactive BY: - List the characteristics of teaching
Volcanoes 5.1 Comparing active volcanoes from inactive volcanoes. the active volcanoes from (Student assumes
5.2 Distinguishing active volcanoes from inactive in active volcanoes the responsibility
volcanoes. -Create a diagram showing for learning while
the differences of the two. the instructor is
responsible for
facilitating the
learning) 
DAY 2 6. Volcanic Being Careful 6.1 Describe the structures of volcanoes BY: PRODUCT Experiential
structures and 6.1.1 Identify the structures of volcano. -The students will create a learning and field
eruptive styles 6.1.2 Illustrate the structure of volcanoes. model of volcano work.
6.1.3 Explain the significance of different structure of emphasizing the structures
volcano and the eruptive styles.
6.2 Determine eruptive styles of volcano BY: -Label it if needed.
6.2.1 Identify the eruptive styles of volcano.
DAY 3 7. Volcanic Being 7. Determine other distinctive and important volcanic PRODUCT Cooperative
landforms Responsible landforms BY: Construct an illustration learning strategy
Being Careful 7.1 Identifying other volcanic landforms. that looks like volcanic
landforms
DAY 4 8. What happens 8. Using models or illustrations, explains what happens PERFORMANCE
when volcanoes when volcanoes erupt BY: Demonstrate how
erupt 8.1 Illustrating how volcanoes erupt volcanoes erupt through
8.2 Illustrating what happens when volcanoes erupt class reports with the use
8.3 Describing how volcanoes erupt of the models that the
students made.

WEEK 3
Volcanoes
DAY 1 9. Energy from Being Careful 9. Using diagrams, illustrates how energy from PERFORMANCE Learner centered
volcanoes volcanoes may be tapped for human use BY: Illustrate how illustrates teaching
9.1 Identifying the energy from volcanoes that may be how energy from (Student assumes
tapped for human use. volcanoes may be tapped the responsibility
9.2 Describing how energy from volcanoes may be tapped for human use using the for learning while
for human use. diagrams. the instructor is
9.3 Explaining the importance of energy from volcanoes. responsible for
facilitating the
learning) 

DAY 2 10. Information Being Careful 10. Explain how volcanoes provide information about SELECT TYPE Experiential
provided by the interior of the earth SUMMATIVE
BY: TEST
(Modified multiple Choice learning and field
volcano about the 10.1 Identifying the interior of the Earth. Process or Skills 10 items) work.
interior of the 10.2 Describing how volcanoes provide information about
earth the interior of the earth. See Appendix I
10.3 Discussing how volcanoes and the interior of the Earth
related
DAY 3 11. Origin of Care 11. Describe how magma generate from solid rock BY: SELECT-TYPE Cooperative
magma 11.1 Explaining how magma generates from solid rock. Modified True or False 10 learning strategy
11.2 Discussing how magma generates from solid rock. items
See Appendix III
DAY 4
WEEK4
Climate
DAY 1 12. Climate Awareness 12. Explain how is the climate system works BY: PRODUCT K-W-L Charts
System Appreciativeness 12.1 Identifying the climate system. Based on the video clip
Care for the 12.2 Describing how the climate system works. shown and the text, (Assessing what
environment construct a graphic the students know
organizer, and fill-in the and what the
information about climate students still want
system. to learn)

DAY 2 13. Climate Appreciativeness 13.1 Determine the types of climate BY: SELECT TYPE Think-Pair-Share
classification Care for the 13.1.1 Identifying the types of climate (Modified Matching Type (Facilitating
environment 13.2 Differentiate the types of climate (Humid tropical, 15 items) discussions in
Dry, Polar, and highland climates) BY: small and large
13.2.1 Classifying the types of climate See Appendix II groups)
13.2.2 Comparing and contrasting the types of climate
(Humid tropical, Dry, Polar, and highland climates) chart.

DAY 3 14. Human Appreciativeness 14. Examine human influence or regional on global SUPLLY TYPE Cooperative/
Impact on Global -Care for the climate BY: Construct a table for the Collaborative
climate environment 14.1 Figuring out the influence of human on global climate list of the human influence learning strategy
14.2 Listing down all the human influence on global on global climate
climate
DAY 4 15. Climate -Giving 15. Determine possible outcomes when any component SELECT TYPE Text to text, text
feedback Importance to the of the climate system is altered BY: (Multiple Choice 10 to self and text to
mechanisms environment 15.1 Inferring the possible outcomes when any component items) world.
-Thankfulness of the climate system is altered.
-Care for the 15.2 Predicting the possible outcomes when any component
environment of the climate system is altered.

WEEK 5

Climate
DAY 1 16. Carbon -Awareness 16. Formulate a solution to a rising level of Carbon PRODUCT Team teaching
dioxide -Being dioxide BY: Producing a documentary (Healthy exchange
Responsible 16.1 Interviewing some people who are expert in science interview as the source of of ideas)
-Care for the and ask some solutions to a rising level of Carbon dioxide. the information towards
environment 16.2 Documenting the interview the solution to rising level
-Listing down all the answers of the interviewee of Carbon dioxide.
-Summarizing all the answers which are the solution to a
rising level of Carbon dioxide and present it to the class.

DAY 2 17. Trace gases -Thankfulness 17. Explain the role of trace gases BY: SUPPLY-TYPE Cooperative/
-Care for the 17.1 Identifying trace gases -In a worksheet, students Collaborative
environment 17.2 Describing the role of trace gases will answer the different learning strategy
17.3 Discussing to the class how important trace gases are. questions about the
pictures of situations
where trace gases are
present
-Explain briefly the roles
of trace gases.

DAY 3 18. Care for the 18. Describe certain climatic phenomena that occur on a SUPPLY-TYPE Learner centered
Consequences of environment global level BY: Based on the video clip, teaching
global warming 18.1 Inferring some possible cause consequence of Global write down the some (Student assumes
warming. possible cause the responsibility
18.2Identifying possible cause’s consequences of Global consequence of Global for learning)
warming. warming.

WEEK 6

Constellations
DAY 1 19. -Appreciate the 19. Explain what is constellations BY: SELECT-TYPE
Constellations beauty of the 19.1 Describing Constellations. (Modified Multiple Choice
creation of God 19.2 Giving example of constellations. Understanding -10 items)
See Appendix I

DAY 2 20. Types of -Appreciate the 20. Determine the different types of constellation BY: SUPPLY TYPE Teaching w/ cases
Constellations beauty of the 20.1 Identifying the types of constellations. (Identification 10 items) (present students
creation of God 20.2 Classifying the types of constellations. with real-life
-Recognize problems; enable
differences and them to apply
uniqueness what they have
learned in the
classroom to real
life situations

DAY 3 21. Arrangement -Appreciate the 21. Infers that the arrangement of stars in a group SELECT-TYPE Game, experiment
DAY 1 23. Changing
of stars in a beauty of the
-Being (constellation)
23. Observes that doesthenot changeofBY:
position constellation changes PERFORMANCE or simulation
(Modified Multiple Choice Experiential
position
group of creation of God
Responsible in-Predicting
the coursetheof arrangement
a night BY: of stars. Experiment conducted
Understanding by
-10 items) learning and
constellations -Recognize
-Respect for the -Sketching
23.1 the arrangement
Conducting of stars
an experiment in a group.
to know the position of the
Seestudents
AppendixandI meet the fieldwork
during the night differences and
different beliefs constellation. objectives
uniqueness
and practices 23.2 Investigating the position of constellation changes in
the course of a night.
DAY 4 22. -Appreciate the 22. Infers the characteristics of stars based on the SELECT-TYPE
DAY 2 24. Changing of
Characteristics beauty of the
-Being characteristics
24. Using models, of the sunwhich
shows BY: constellations may be PRODUCT Analyzing visual
(Modified Multiple Choice Cooperative
position
stars of creation of God
Responsible -Predictingatthe
observed characteristics
different times ofofthe
stars based
year BY:on the Create
Processa or
model images and
position Collaborative
Skillsof-10
constellations at -Recognize
-Respect for the characteristics
24.1 Designingof the sun.of constellations that may be
a model of the constellations
items) learning strategy
stereotyping
differences
different and
beliefs observes at different times of the year.
different times of
uniqueness
and practices 24.2 Illustrating through models the constellations that may See Appendix I
the year be observe at different times of the year.
WEEK 6
DAY 3 25. Beliefs and -Respect for the 25. Determine the different beliefs and practices about SUPPLY-TYPE Learner centered
Constellations practices about different beliefs constellations and astrology BY: Construct a table with two teaching
constellations and and practices -Identifying the beliefs and practices about constellations columns 1. Practices about
and astrology. constellations and (Student is
astrology
-Generating (gather) beliefs and practices about astrology 2. beliefs about responsible for
constellations and astrology through interview to an constellations and learning and
astrologer. astrology teacher as
facilitating)

DAY 4 SUMMATIVE TEST

WEEK 8 REVIEW FOR THIRD GRADING PERIOD

 FOURTH QUARTER

Content Standards: the learners demonstrate an understanding of …

 Projectile motion, impulse and momentum and conservation of linear momentum
 Conservation of mechanical energy
 The relationship among heat, work and efficiency
 Generation, Transmission and Distribution of electrical energy from power plants (hydroelectric, geothermal, wind, nuclear) to home
Performance Standards:
 Advocates road safely through various media focusing on vehicular collisions.
 Practices safety in amusement rides.
 Communicates how electricity from power plants reaches one’s home.
 Proposes ways to enhance sports related to projectile motion.

TIME LEARNING VALUES TO LEARNING COMPETENCIES WITH SUCCESS FORMATIVE/ INSTRUCTIONAL REFERENCE/S
FRAME CONTENT BE INDICATORS SUMMATIVE STRATEGY
INTEGRATED TEST

WEEK 1 At the end of the lesson, the students CAN…

Motion in
two
dimension

DAY 1 1. The Stewardship 1. Describe the position of particle by its position vector PERFORMANCE Experiential Reference 1:
position, Value physics BY: (Laboratory Activity) learning/field work Beiser A.E.
velocity and -Identifying the position of particle (1986).
acceleration -Explaining the position of particle by its position vector (Learning by doing) Physics.
vectors Canada:
Addison
Wesley
Publishing
Company inc,.

DAY 2 2. Projectile -Appreciativeness 2. Investigates the relationship between the angle of PERFORMANCE Experiential Reference 1:
Motion of complex things release and the height and range of the projectile BY: (Laboratory Activity) learning/field work (Textbook)
-Being -Collecting the data used in finding the relationship
Disciplined between the angle of release and the height and range of (Learning by doing)
the projectile.
-Translating data into visual
-Drawing out general statement or conclusion based on the
data gathered.

DAY 3 3. Two -Being 3. Investigate two dimensional motions during which the PERFORMANCE Experiential Reference 1:
dimensional Disciplined acceleration remains constant in both magnitude and (Laboratory Activity) learning/field work (Textbook)
motion with -Appreciativeness direction BY:
constant of complex things -Collecting the data used in finding two dimensional (Learning by doing)
acceleration motions during which the acceleration remains constant in
both magnitude and direction.
 -Translating data into visual
-Drawing out general statement or conclusion based on the
data gathered.

DAY 4 4. Uniform -Appreciativeness 4. Explain the concept of uniform circular motion BY: SELECT TYPE Cooperative/ Reference 1:
circular motion of complex things -Identifying the concept of uniform circular motion (Modified Matching Collaborative learning (Textbook)
-Awareness -Describing the concept of uniform circular motion. Type -10 items) strategy
-Respect -Picturing graphically the concept of uniform circular
motion. See Appendix II

WEEK 2
Conservati
on of linear
momentum
DAY 1 SUMMATIVE TEST
DAY 2 5. Linear -Care for the 5. Explain the concept of conservation of Linear PRODUCT Field work or Reference 1:
momentum and resources Momentum BY: (Apply the concept of experiential (Textbook)
it’s conservation -Appreciativeness -Familiarizing the concept of conservation of linear conservation of linear learning
in complex and momentum momentum in real life
not visible things -Identifying the concept of conservation of linear situations in any form) (Learning by
Stewardship momentum doing)
Respect -Describing how and what the concept of conservation of
Linear Momentum is.

DAY 3 6. Impulse and -Empathy 6. Relates impulse and momentum to collision of object SELECT-TYPE Character Charts Reference 1:
momentum to -Care for the (vehicular collision) BY: (Modified True or False (Textbook)
collision resources -Differentiating impulse and momentum to collision of 10 items)
-Appreciativeness object (vehicular collision).
in complex and -Identifying the relationship of impulse and momentum to
not visible things collision of object (vehicular collision).
-Show the relationship of the two.

DAY 4 7. Total -Stewardship 7. Infers that the total momentum before and after SELECT-TYPE Cooperative/ Reference 1:
momentum -Care for the collision is equal BY: (Modified Multiple Collaborative (Textbook)
surroundings -Predicting the total momentum before and after collision. Choice – Understanding learning strategy
-Conducting experiment that involves collision. – 10 items)
-Observing the total momentum before and after the
collision. See Appendix I
WEEK 3
Conservation
Of linear
momentum

8. Causes of
DAY 1 collision related Mindfulness 8. Predict causes of collision-related damages/injuries SELECT-TYPE Big Paper: Reference 1:
damages BY: (Modified Multiple Building silent (Textbook)
-Identifying causes of collision-related damages/injuries Choice – Understanding conversation
-Inferring possible causes of collision-related – 10 items)
damages/injuries
See Appendix I

DAY 2 9. Effect of Mindfulness 9. Examines effect of collision-related damages/injuries SUPPLY-TYPE K-W-L Charts Reference 1:
collision related Being BY: (Restricted Essay 10 (Assessing what (Textbook)
damages Responsible -Observing the effect of collision-related damages/injuries points) the students
-Identifying the effect of collision-related damages/injuries know and what
the students still
want to learn)

DAY 3 10. Collision in Being 10. Explains how vehicular collision takes place BY: PRODUCT Think-Pair-Share Reference 1:
one dimension Responsible -Identifying vehicular collision. Construct an illustration (Facilitating (Textbook)
-Describing how vehicular collision takes place. showing how vehicular discussions in
collision takes place small and large
groups)

DAY4 SUMMATIVE TEST

WEEK 4
Energy
DAY 1 11. Energy -Being Careful 11. Explains energy transformation in various SELECT TYPE Cooperative/ Reference 1:
transformation -Being activities/events ( waterfalls, archery, amusement rides) (Modified True or False Collaborative (Textbook)
Disciplined BY: 10 items) learning strategy
-Conservation of -Describing how energy transforms in various
Energy activities/events.
DAY 2 12. Changes in -Being Careful 12. Infer that the total mechanical energy remains the PERFORMANCE Experiential Reference 1:
form of -Being same during any process BY: (Laboratory Activity) learning (Textbook)
mechanical Disciplined - Conducting experiment that involves mechanical energy. (Learning by
energy -Conservation of -Predicting the total mechanical energy. doing)
Energy -Observing the experiment to examine the mechanical
 energy.

DAY 3 13. Conservation -Being 13. Perform activities to demonstrate conservation of PERFORMANCE Cooperative/ Reference 1:
energy Disciplined mechanical energy BY: (Activities that Collaborative (Textbook)
-Conservation of -Presenting a report demonstrating the conservation of demonstrate conservation learning strategy
energy mechanical energy. of mechanical energy)
-Illustrating in the report the conservation of mechanical
energy.
-Discussing the conservation of mechanical energy.

DAY 1 SUMMATIVE TEST

WEEK 5
Work
DAY 1 14. Work done -Appreciativeness 14. Explains How work done by a constant force BY: PERFORMANCE Experiential Reference 1:
by a constant of strength -Identifying work as a constant force. (Laboratory Activity) learning (Textbook)
force -Giving -Describing how work done by a constant force. (Learning by
importance of doing)
work

DAY 2 15. Work done -Giving 15. Explains how work done by varying forces BY: PERFORMANCE Experiential Reference 1:
by a varying importance of -Identifying work done by varying forces. (Laboratory Activity) learning (Textbook)
forces work -Describing how work done by varying forces. (Learning by
-Appreciativeness doing)
of strength
DAY 3 16. Power -Giving 16. Solve problems in relation to the concept of power SUPPLY-TYPE Think-Pair-Share Reference 1:
importance to BY: (Problem Set 10 points) (Facilitating (Textbook)
power -Calculating certain problems in relation to power. discussions in
-Appreciativeness -Applying the concept of power in solving the problem. small and large
-Awareness groups)

DAY 4 17. Heat Transfer -Giving 17. Infers that heat transfer can be used to do work and PERFORMANCE K-W-L Charts Reference 1:
importance to that work involves the release of heat BY: (Laboratory Activity) (Textbook)
heat -Conducting an experiment regarding heat transfer and (Assessing what
work. the students
-Observing how the heat transfer takes place and how work know and what
involves the release of heat. the students still
want to learn)
WEEK 6
Heat,
Power,
Efficiency
DAY 1 18. Efficiency -Thankfulness 18. Explains how efficiency contributes to any machines PRODUCT Think-Pair-Share Reference 1:
-Being Careful BY: (Present any product or (Facilitating (Textbook)
-Describing how efficiency contributes to any machines things or machines that discussions in
applies efficiency) small and large
groups)

DAY 2 19. Why -Being 19. Explains why machines are never 100 % efficient SELECT-TYPE Think-Pair-Share Reference 1:
machines are Responsible BY: (Given the set of pictures (Facilitating (Textbook)
never efficient? -Giving -Identifying the reasons why machines are never 100 % and situations, choose discussions in
importance of the efficient. which among these are small and large
resources -Describing why machines are never 100 % efficient. reasons why machines groups)
-Being thrifty are never 100% efficient
-Care for the Process or Skills – 10
machines items)

DAY 3 20. Heat transfer -Being 20. Explains how heat transfer and energy SELECT TYPE K-W-L Charts Reference 1:
and energy Responsible transformation make heat engines like geothermal (Modified Multiple (Textbook)
transformation -Giving plants work BY: Choice 10 items – (Assessing what
importance to the -Identifying heat transfer energy transformation Understanding the students
resources -Describing how heat transfer and energy transformation know and what
-Being thrifty make heat engines like geothermal plants work. See Appendix I the students still
want to learn)
DAY 4 SUMMATIVE TEST
WEEK 7
Electricity
And
Magnetism
-Being
Responsible 21.1 Explains generation and transmission of electricity SELECT TYPE Experiential Reference 1:
DAY 1 21. Electricity -Giving through power stations BY: (Modified True or False Learning (Textbook)
and Magnetism importance to the -Describing how generation and transmission of electricity 10 items) (Learning by
resources through power stations. See Appendix III doing)
-Being thrifty
DAY 2 22. Power -Being 22. Enumerates various ways of generating electricity in PRODUCT Learner centered Reference 1:
generation and Responsible the Philippines and state the transformation of energy (Make a proposal of how teaching (Textbook)
energy losses -Giving for each ( hydroelectric, geothermal or wind power to generate electricity in (Students
importance to the plant) BY: the Philippines and state responsible for
 resources -Identifying various ways of generating electricity in the the transformation of learning and
-Being thrifty Philippines and state the transformation of energy for each energy for each teacher as
( hydroelectric, geothermal or wind power plant) ( hydroelectric, facilitating)
geothermal or wind
power plant)

DAY 3 23. Transmission -Being 23. Describes energy loss in transmission cables and SELECT TYPE Teaching with Reference 1:
and distribution Responsible explain how these can be prevented BY: (Modified Multiple cases (Textbook)
of electrical -Giving -Explaining how energy loss in transmission cables. Choice 10 items – (Present students
energy from importance to the -Identifying solutions on how these can be prevented. Understanding with real-life
power plants to resources problems and
homes -Being thrifty See Appendix I enable them to
apply what they
have learned in
the classroom to
real life
situations)

DAY 4 SUMMATIVE TEST

WEEK 8 REVIEW FOR THE FOURTH QUARTER FINAL EXAMINATIONS