Science MELC PDF

Republic of the Philippines
DEPARTMENT OF EDUCATION
Orientation on the Most Essential Learning

Competencies for the Science Supervisors
Professionalism Integrity Excellence Service

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DepEd Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.

DepEd Mission
To protect and promote the right of every Filipino to
quality, equitable, culture-based, and complete basic
education where:
Students learn in a child-friendly, gender-sensitive,
safe, and motivating environment.
Teachers facilitate learning and constantly nurture
every learner.
Administrators and staff, as stewards of the
institution, ensure an enabling and supportive environment
for effective learning to happen.
Family, community, and other stakeholders are
actively engaged and share responsibility for developing
life-long learners.

DepEd Core Values
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

Introduction of Participants



The Management Team
JOCELYN DR ANDAYA DR. SAMUEL R. SOLIVEN DR. ISABEL A. VICTORINO

Director IV Director III Chief, BCD-CSDD
Program Director Asst. Program Director Program Manager

The Science Team
JOSEPH V. GUTIERREZ ANNA LIZA M. CHAN ELIZA PERALTA

Senior Education Program Senior Education Program Senior Education Program
Specialist Specialist Specialist

WELCOME MESSAGE
ALMA RUBY C. TORIO

Assistant Secretary for
Curriculum and Instruction
Orientation on the MELCs for the SCIENCE Supervisors

Overview of the Basic Education
Learning Continuity Plan
Jocelyn DR Andaya
Director IV
Bureau of Curriculum
Development

Background of the MELCs
Dr. Isabel A. Victorino

Chief
Curriculum Standards
Development Division

Orientation Outcome
IMMEDIATE ENABLING OUTCOME

Committed Science Teachers to
OUTCOME deliver the Science Curriculum with
Participant can respect to the MELCs
explain the rationale
and processes in the
development of the
Science Most
Essential Learning FINAL OUTCOME
Competencies Learners who manifest Scientific,
Technological and Environmental
Literacy

Orientation Outline
A.The Science Curriculum

Framework
B.Comparison of the number of LCs
in the Science Curriculum and
MELCs
C.LCs to ELCs to MELCs: the
trimming down of competencies
D.Walkthrough of MELCs
E.How to Use the MELCs

Curriculum Framework

Approaches and Pedagogies
Science-
Multidisciplinary Technology-Society Problem/Issue- Inquiry Based
Approach Approach/Contextu based learning Approach
al Learning
Social Cognition Learning Style Brain Based

Constructivism
Learning Model Theory Learning

Number of Learning Competencies in Science
Grade 1st Q 2nd Q 3rd Q 4th Q TOTAL
3 4 16 5 8 33
4 6 18 6 11 41
5 4 9 9 9 31
6 3 6 4 7 20
7 7 12 14 12 45
8 19 11 5 13 48
9 8 6 13 10 37
10 6 8 11 4 29
Total = 284

Number of MELCs in Science
Grade 1st Q 2nd Q 3rd Q 4th Q TOTAL
3 2 12 2 4 20
4 4 8 4 7 23
5 3 7 6 5 21
6 2 5 3 6 16
7 5 9 7 6 27
8 9 6 4 11 30
9 5 7 6 8 26
10 5 6 9 4 24
Total = 187

From Learning Competencies to Essential
Learning Competencies
The same contents

were already
introduced in
Grade 8
The intent of the

LC is the same as
the competency
preceding it.

From Essential Learning Competencies to
Most Essential Learning Competencies
• These Most Essential Learning Competencies

(MELCs) were identified using the criterion
Endurance.
• Enduring competencies are those that remains

with learners long after a test is completed
(Reeves, 2002) or is useful beyond a single test
or unit of study (Many and Horrell, 2014).
• They also refer to learning competencies which

are essential in many professions and in
everyday life.

A missing code means the MELC is
either merged or rephrased.
The LC corresponding to this code S3LT-IIc-d-2

is dropped.

Force and Energy/ Earth and Space
Learner can describe how objects move and what makes them
move. They can also identify sources and describe uses of light,
heat, sound, and electricity.
Learner can describe changes in the conditions of their
surroundings. These would lead learners to become more
curious about their surroundings, appreciate nature, and
practice health and safety measures.

Learning Area: SCIENCE GRADE 3
K to 12 Learning Competency MELCS Reason
Rephrased: Describe the different Rather than asking the learners to
S3FE-IIIi-j-3 Enumerate uses of uses of light, sound, just list down, they were asked to
light, sound, heat and electricity heat and electricity in describe the various uses of light,
everyday life sound, heat and electricity.
Dropped: Terms referring to movement such

S3FE-IIIe-f-3 Describe the as fast and slow or its direction such
movements of objects such as as forward and backward were
fast/slow, forward/backward, already introduced in earlier grades.
stretching/compressing; e.g.: EN2V-IIb-c-12.1
Determine the meaning of words
using clues (Total Physical Response
through body movements, context
clues etc.)
Dropped: The concepts of environment was
Describe the things found in the already introduced in Kiner and in
surroundings Araling Panlipunan.

Learner can investigate the effects of push or pull on the size,
shape, and movement of an object.
Learner can investigate which type of soil is best for certain

plants and infer the importance of water in daily activities. They
learned about what makes up weather and apply their knowledge
of weather conditions in making decisions for the day. They can
infer the importance of the Sun to life on Earth.

Dropped: The LC is almost a duplication of

infer the importance of water in several lessons in Health.
daily activities e.g.: H1PH-IIe-3 realizes the
importance of washing hands; H1FH-
IIIb-2 discusses the effect of clean
water on one’s health
Rephrased: Trace the water cycle The LC was expounded to include

Describe the importance of the and describe its tracing of the water cycle.
water cycle importance
Rephrased: Use weather The competency was expounded to

use weather instruments to instruments and relate the instrument measurements
measure the different weather describe the different to the interpretation of a weather
components weather components chart.
in a weather chart

Learner can describe the movement of objects in terms of
distance and time travelled. Learners recognize that different
materials react differently with heat, light, and sound. They can
relate these abilities of materials to their specific uses.
Learner can describe the changes that earth materials undergo.
They can make emergency plans with their families in
preparation for typhoons. They can observe patterns in the
natural events by observing the appearance of the Moon.

K to 12 Learning MELCS Reason
Competency
Dropped: There are similar discussions in
Use appropriate measuring Mathematics where learners
tools and correct standard measure distance using appropriate
units tools.
e.g.: M2ME-IVb-25 measures objects
using appropriate measuring tools in
m or cm; M2ME-IVd-30 measures
objects using appropriate measuring
units in g or kg
Rephrased: Characterize weather The LC is localized to focus on tropical
Describe the effects of a disturbances in the cyclones and its effect.
typhoon on the community Philippines and describe
their effects to daily life
Dropped: Subsumed in the prior LC on

Relate the cyclical pattern to ”patterns on the changes of the
the length of a month appearance of the moon.”

Learner can infer that friction and gravity affect how people and
objects move. They have found out that heat, light, sound,
electricity, and motion studied earlier are forms of energy and
these undergo transformation.
Learner can describe what happens during earthquakes and
volcanic eruptions and demonstrate what to do when they occur.
They can infer that the weather follows a pattern in the course of
a year. They have learned about the solar system, with emphasis
on the motions of the Earth as prerequisite to the study of
seasons in another grade level.

Rephrased: Revised to: The LC was expounded to

demonstrate rotation and Differentiate between include effects of both rotation
revolution of the Earth using a rotation and revolution and revolution.
globe to explain day and night and describe the effects of
and the sequence of seasons the Earth’s motions
Dropped: . This is partly subsumed in the
demonstrate the practical and LC “manipulate simple
safe uses of simple machines. machines to describe their
characteristics and uses”.

Learner can describe the motion of objects in terms of distance
and speed, and represent this in tables, graphs, charts, and
equations. They can describe how various forms of energy travel
through different mediums.
Learner describe what makes up the Philippines as a whole and
the resources found in the archipelago. They can explain the
occurrence of breezes, monsoons, and ITCZ, and how these
weather systems affect people. They can explain why seasons
change and demonstrate how eclipses occur.

Rephrased: Revised to: The intention of the LC is for the

Relate characteristics of light Explain color and students to discover the wave
such as color and intensity to intensity of light in characteristics that define color and
frequency and wavelength terms of its wave intensity/energy.
characteristics
Dropped: . Map Reading and Landforms/Bodies of
Describe the location of the water are already discussed in AP.
Philippines with respect to the e.g.: AP5PLP- Ia-1 Natutukoy ang
continents and oceans of the relatibong lokasyon (relative location)
world ng Pilipinas batay sa karatig bansa na
nakapaligid dito gamit ang pangunahin
at pangalawang direksyon
Dropped: Subsumed in the discussion on the
Differentiate quantities in terms difference between speed and velocity
of magnitude and direction and distance and displacement.

At the end of Grade 8, learner can describe the factors that affect
the motion of an object based on the Laws of Motion. They can
differentiate the concept of work as used in science and in
layman’s language. They know the factors that affect the
transfer of energy, such as temperature difference, and the type
(solid, liquid, or gas) of the medium.
Learner can explain how active faults generate earthquakes and
how tropical cyclones originate from warm ocean waters. They
recognize other members of the solar system.

Rephrased: Identify and explain the The LC was expounded so the

Differentiate potential and factors that affect learners will have to identify
kinetic energy potential and kinetic the factors that affect potential
energy and kinetic energy.
Dropped: The same intention is expressed

Differentiate electrical power and in Grade 9 S9FE-IVh-j-46
electrical energy (explain how electrical energy is
generated, transmitted, and
distributed).
Rephrased: Infer the relationship The content standards leads to

Infer the relationship between between current and Ohm’s Law which is the
current and charge voltage relationship between current
and voltage.

Learners can identify volcanoes and distinguish between active
and inactive ones. They can explain how energy from volcanoes
may be tapped for human use. They are familiar with climatic
phenomena that occur on a global scale. They can explain why
certain constellations can be seen only at certain times of the
year.
Learner can predict the outcomes of interactions among objects
in real life applying the laws of conservation of energy and
momentum.

Rephrased: Revised to: The LC is expounded to include

Describe the different types of Describe the different volcanic eruption which is one
volcanoes types of volcanoes and way of classifying volcanoes.
volcanic eruption
Dropped: This topic is already subsumed

Infer that the arrangement of in the discussion about
stars in a group (constellation) observable constellations on a
does not change; specific time of the year.
Dropped:
Observe that the position of a
constellation changes in the
course of a night

At the end of Grade 10, learners realize that volcanoes and
earthquakes occur in the same places in the world and that
these are related to plate boundaries. They can demonstrate
ways to ensure safety and reduce damage during earthquakes,
tsunamis, and volcanic eruptions. Learners can explain the
factors affecting the balance and stability of an object to help
them practice appropriate positions and movements to achieve
efficiency and safety such as in sports and dancing. They can
analyze situations in which energy is harnessed for human use
whereby heat is released.

Competency
Dropped: This LC leads to the identification of
Apply ray diagramming qualitative characteristics of images formed
techniques in describing by mirrors and lenses which was already
the characteristics and discussed by prior LC S10FE-IIg-50 (predict
positions of images the qualitative characteristics (orientation,
formed by lenses type, and magnification) of images formed
by plane and curved mirrors and lenses)
Rephrased: Describe and relate the The students should also relate the location
Describe the distribution distribution of active of active volcanoes, earthquake epicenters
of active volcanoes, volcanoes, earthquake and major mountain belts to the idea of
earthquake epicenters, epicenters, and major Plate Tectonics.
and major mountain mountain belts to Plate
belts; Tectonic Theory
Dropped: This topic had already been discussed in

Describe the internal Grade 8 S8ES-IIc-17 (Explain how
structure of the Earth earthquake waves provide information
about the interior of the earth).
Living Things and Their Environment
At the end of Grade 3, the learner can describe the functions of
the different parts of the body and things that make up their
surroundings such as rocks and soil, plants and animals.

Rephrased: S3LT-IIa-b-1 Describe Focus should be on the main
S3LT-IIa-b-1 Describe the parts the functions of the function of each sense organ. The
and functions of the sense organs sense organs of the parts of the sense organs may be
of the human body human body tackled in a much higher grade level
(i.e. Grade 6). Scientific terms of the
parts of the sense organs are not
appropriate for their age. (i.e.
cochlea, retina)
Dropped: The LC is expected to be covered in
S3LT-IIa-b-2 Enumerate healthful Grade 2 Health:
habits to protect the sense H2PH-IIa-e-6 Describes ways of
organs caring for the eyes, ears, nose, hair
and skin in order to avoid common
childhood health conditions

Dropped: Grade 4 EPP:

S3LT-IIc-d-7 Describe ways of EPP4AG0h-17
proper handling of animals 2.3 naiisa-isa ang wastong pamamaraan sa pag –
aalaga ng hayop
2.3.1 pagsasagawa nang maayos na pagaalaga
ng hayop
2.3.2 pagbibigay ng wastong lugar o tirahan
2.3.3 pagpapakain at paglilinis ng tirahan
2.3.4 pagtatala ng pagbabago/pagunland/
pagbisita sa beterinaryo

Dropped: Covered in Grade 4 EPP:

EPP4AG0d-6
S3LT-IIe-f-10 Describe ways of 1.6 naipakikita ang wastong pamamaraan sa
caring and proper handling of pagpapatubo/ pagtatanim ng halamang
plants ornamental
1.6.1 pagpili ng itatanim.
1.6.2 paggawa/ paghahanda ng taniman.
1.6.3 paghahanda ng mga itatanim o
patutubuin at itatanim
1.6.4 pagtatanim ayon sa wastong
pamamaraan
EPP4AG0e-8
1.8 naisasagawa ang masistemang pangangalaga
ng tanim
1.8.1 pagdidilig, pagbubungkal ng lupa,
paglalagay ng abono, paggawa ng
abonong organiko atbp

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

Dropped: Covered in Grade 4 Health:

S4LT-IIa-b-3 Identify the causes H4N-Ij-26 Identifies common food-
and treatment of diseases of the borne diseases
major organs H4DD-IIa-7 Describes communicable
diseases
H4DD-IIb-9 Identifies the various
disease agents of communicable
diseases
H4DD-IIij-13 Demonstrates ways to
stay healthy and prevent and control
common communicable diseases
H4DD-IIij-14 Identifies ways to break
the chain of infection

Merged: Describe some types Fusion of the LCs could provide

S4LT-IIi-j-15 Describe some types of beneficial and students a better understanding of
of beneficial interactions among harmful interactions the organisms’ interrelationships.
living things among living things
S4LT-IIi-j-16 Describe certain

types of harmful interactions
among living things
Learners have developed healthful and hygienic practices related
to the reproductive system after describing changes that
accompany puberty. Learners can compare different modes of
reproduction among plant and animal groups and conduct an
investigation on pollination. Learners have become aware of the
importance of estuaries and intertidal zones and help in their
preservation.


Competency
S5LT-IIb-2 Describe the H5GD-Iab-1 Describes the physical,
changes that occur during emotional and social changes during
puberty puberty
H5GD-Iab-2 Accepts changes as a

normal part of growth and
development
S5LT-IId-4 Give ways of H5GD-Ii-10 Practices proper self-
taking care of the care procedures
reproductive organs
Learners understand how the different organ systems of the
human body work together. Learners can classify plants based
on reproductive structures, and animals based on the presence
or lack of backbone. Learners can design and conduct an
investigation on plant propagation. Learners can describe larger
ecosystems such as rainforests, coral reefs, and mangrove
swamps.

Dropped: Covered in Grade 5 competency:

S6MT-IIg-h-4 Distinguish how S5LT-IIg-7 Describe the different
spore-bearing and cone-bearing modes of reproduction in flowering
plants reproduce and non-flowering plants such as
moss, fern, mongo and others.
After studying how organ systems work together in plants and
animals in the lower grade levels, learners can use a microscope
when observing very small organisms and structures. Learners
recognize that living things are organized into different levels:
cells, tissues, organs, organ systems, and organisms. These
organisms comprise populations and communities, which
interact with non-living things in ecosystems.

Dropped: Could be tackled in Grade 8:

S7LT-IIf-6 Identify beneficial and S8LT-IVh-20 Classify organisms using
harmful microorganisms the hierarchical taxonomic system.
Dropped: Could be tackled in grade 5:

S7LT-IIg-8 Describe the process of S5LT-IIa-1 Describe the parts of the
fertilization reproductive system and their
functions.
Learners recognize reproduction as a process of cell division

resulting in growth of organisms. Learners have delved deeper
into the process of digestion as studied in the lower grades,
giving emphasis on proper nutrition for overall wellness.
Learners can participate in activities that protect and conserve
economically important species used for food.

K to 12 MELCS Reason
Learning
Competency
Dropped: Covered in Grade 6 (3rd Quarter) and 7 Health (2nd Quarter):
S8LT-IVb-14 H6EHIIIa-1 Describes diseases and disorders caused by poor
Explain how environmental sanitation
diseases of the H6EHIIIb-2 Explains how poor environmental sanitation can
digestive negatively impact the health of an individual
system are H7N-IIdf-22 Identifies the nutritional problems of adolescents
prevented, H7N-IIdf-23 Describes the characteristics, signs and symptoms of
detected, and malnutrition and micronutrient deficiencies
treated H7N-IIdf-24 Discusses ways of preventing and controlling
malnutrition and micronutrient deficiencies
H7N-IIdf-25 Explains the characteristics, signs and symptoms of
eating disorders
H7N-IIdf-26 Discusses ways of preventing and controlling eating
disorders
H7N-IIgh-27 Applies decision-making and critical thinking skills to
prevent nutritional problems of adolescents
At the end of Grade 9, learners have gained a a deeper
understanding of the digestive, respiratory, and circulatory
systems to promote overall health. Learners have become
familiar with some technologies that introduce desired traits in
economically important plants and animals.

Dropped: Covered in a Grade 8 competency:

S9LT-Id-28 Describe the location S8LT-IVd-16 Compare mitosis and
of genes in chromosomes meiosis, and their role in the cell-
division cycle
Learner will have completed the study of the entire organism
with their deeper study of the excretory and reproductive
systems. Learner can explain in greater detail how genetic
information is passed from parents to offspring, and how
diversity of species increases the probability of adaptation and
survival in changing environments.

Dropped: Covered in Grade 8:

S10LT-IIIj-43 Suggest ways to S8LT-IVj-25 Suggest ways to
minimize human impact on the minimize human impact on the
environment environment
SHS Earth And Life Science
This learning area is designed to provide a general
background for the understanding of Earth Science and
Biology. It presents the history of the Earth through geologic
time. It discusses the Earth’s structure, composition, and
processes. Issues, concerns, and problems pertaining to
natural hazards are also included. It also deals with the basic
principles and processes in the study of biology. It covers life
processes and interactions at the cellular, organism,
population, and ecosystem levels.

Learning Area: Earth and LIFE SCIENCE
Dropped: This LC could be subsumed under

S11/12LT-IIa-2 Describe classic S11/12LT-IIa-1 Explain the evolving
experiments that model concept of life based on emerging
conditions which may have pieces of evidence
enabled the first forms to evolve

K to 12 Learning Reason
Competency
Dropped: Captured in JHS:
S11/12LT-IIbd-4 S7LT-IIe-5 explain why the cell is considered the basic structural and functional unit
Explain how cells of all organisms
S8LT-IVa-13 explain ingestion, absorption, assimilation, and excretion
carry out functions
S8LT-IVd-16 compare mitosis and meiosis, and their role in the cell cycle
required for life S9LT-la-b-26 explain how the respiratory and circulatory systems work together to
transport nutrients, gases, and other molecules to and from the different parts of the
body
S9LT-lg-j-31 differentiate basic features and importance of photosynthesis and
respiration
S10LT-IIIb-34 explain the role of hormones involved in the female and male
reproductive systems
S10LT-IIIc-35 describe the feedback mechanisms involved in regulating processes in
the female reproductive system (e.g., menstrual cycle)
S10LT-IIIc-36 describe how the nervous system coordinates and regulates these
feedback mechanisms to maintain homeostasis
S10LT-IIId-37 explain how protein is made using information from DNA
S10LT-IIIe-38 explain how mutations may cause changes in the structure and function
of a protein

Dropped: Captured in Grade 9:

S11/12LT-IIbd-5 Explain how S9LT-lg-j31 Differentiate basic
photosynthetic organisms use light features and importance of
energy to combine carbon dioxide photosynthesis and respiration.
and water to form energy-rich
compounds
S11/12LT-IIbd-6 Trace the energy flow
from the environment to the cells.
S11/12LT-IIbd-7 Describe how
organisms obtain and utilize energy
S11/12LT-IIbd-8 Recognize that
organisms require energy to carry out
functions required for life


S11/12LT-IIej-13 Describe the S5LTIIg-7 Describe the different
different ways of how plants modes of reproduction in flowering
reproduce and nonflowering plants such as
moss, fern, mongo and others
S11/12LT-IIej-14 Illustrate the S3LT-IIe-f-8 Describe the parts of
relationships among structures of different kinds of plants;
flowers, fruits, and seeds S4LTIIe-f-9 Identify the specialized
structures of terrestrial and aquatic
plants
S5LTIIf-6 Describe the reproductive
parts in plants and their functions

Competency
Dropped: Conduct a survey of the awareness on the current uses of
S11/12LT-IIej-18 Conduct a genetically modified organisms
survey of the current uses of
genetically modified organisms
Dropped: Common metabolic processes are covered in JHS:
S11/12LT-IIIaj-20 Explain the S8LT-IVa13 Explain ingestion, absorption, assimilation, and
different metabolic processes excretion
involved in the various organ S9LT-lg-j31 Differentiate basic features and importance of
systems photosynthesis and respiration.
S8LT-IVd16 Compare mitosis and meiosis, and their role in the cell-
division cycle
S9LT-la-b26 Explain how the respiratory and circulatory systems
work together to transport nutrients, gases, and other molecules
to and from the different parts of the body
S10LTIIIb-34 Explain the role of hormones involved in the female
and male reproductive systems
S10LTIIIc-35 Describe the feedback mechanisms involved in
regulating processes in the female reproductive system (e.g.,
menstrual cycle)
Competency
Dropped: S3LT-IIe-f-8 Describe the parts of different kinds of plants;
S11/12LT-IVae-23 Describe the S4LTIIe-f-9 Identify the specialized structures of terrestrial
structure and function of the and aquatic plants
different plant organs S5LTIIf-6 Describe the reproductive parts in plants and
S11/12LT-IVae-24 Explain the their functions
different metabolic processes S5LTIIg-7 Describe the different modes of reproduction in
involved in the plant organ flowering and nonflowering plants such as moss, fern,
systems mongo and others;
S8LT-IVd16 Compare mitosis and meiosis, and their role
in the cell-division cycle
S9LT-lg-j31 Differentiate basic features and importance of
photosynthesis and respiration.
S11/12LT-IVfg-25 Describe S10LT-IIIf-39 explain how fossil records, comparative
evidence of evolution such as anatomy, and genetic information provide evidence for
homology, DNA/protein evolution
sequences, plate tectonics,
fossil record, embryology, and
artificial selection/agriculture


Competency
Dropped: Captured in JHS:
S11/12LT-IVhj-28 S7LT-IIj-12 predict the effect of changes in abiotic factors on the
Describe the ecosystem
principles of the S7LT-IIh-10 describe the different ecological relationships found in
ecosystem an ecosystem
S8LT-IVi-24 explain how materials cycle in an ecosystem
S8LT-IVi-23 analyze the roles of organisms in the cycling of
materials


Competency
Dropped: Captured in Grades 5-7:
S11/12LT-IVhj-30 S5LT-IIh-8 discuss the interactions among living things
Describe how the and non-living things in estuaries and intertidal zones
different terrestrial and S6MT-IIi-j-5 discuss the interactions among living
aquatic ecosystems are things and non-living things in tropical rainforests,
interlinked with one coral reefs and mangrove swamps
another S7LT-IIh-10 describe the different ecological
relationships found in an ecosystem

SHS General Biology I and II
Biology 1: This subject is designed to enhance the
understanding of the principles and concepts in the study
of biology, particularly life processes at the cellular and
molecular levels. It also covers the transformation of energy
in organisms.
Biology 2: This subject is designed to enhance the

understanding of the principles and concepts in the study
of biology, particularly heredity and variation, and the
diversity of living organisms, their structure, function, and
evolution.

Learning Area: BIOLOGY I
Dropped: Describe the stages of Subsumed in:

STEM_BIO11/12-Id-f-8 mitosis/meiosis given STEM_BIO11/12-Id-f-7
Discuss crossing over and 2n=6 Describe the stages of
recombination in meiosis mitosis/meiosis given 2n=6

Learning Area: BIOLOGY I
Dropped: These competencies are covered in
STEM_BIO11/12-Ii-j-15 Grade 10 and in General Chemistry
Categorize the biological I:
molecules (lipids, carbohydrates,
proteins, and nucleic acids) S10MT-IVc-d-22 Recognize the
according to their structure major categories of biomolecules
and function such as carbohydrates, lipids,
proteins, and nucleic acids
STEM_BIO11/12-Ii-j-16
Explain the role of each biological STEM_GC11OC-IIg-j-94 describe
molecule in specific some biomolecules: proteins,
metabolic processes nucleic acids, lipids, and
carbohydrates
STEM_GC11OC-IIg-j-95 describe the

structure of proteins, nucleic acids,
lipids, and carbohydrates, and relate
them to their function

Learning Area: BIOLOGY II
STEM_BIO11/12-IIIa-b-1 S8LT-IVf-18
Predict genotypes and phenotypes Predict phenotypic expressions of
of parents and offspring using the traits following simple patterns of
laws of inheritance inheritance
STEM_BIO11/12-IIIa-b-2 S9LT-Id-29 explain the different
Explain sex linkage and patterns of non-Mendelian
recombination inheritance
STEM_BIO11/12-IIIa-b-3
Describe modifications to Mendel’s
classic ratios (gene
interaction)


STEM_BIO11/12-IIIa-b-4
Illustrate the molecular structure of Content standard: the structure of
DNA, RNA, and proteins biomolecules, which are made up
mostly of a limited number of
elements, such as carbon, hydrogen,
oxygen, and nitrogen
S10MTIVc-d-22 recognize the major

categories of biomolecules such as
carbohydrates, lipids, proteins, and
nucleic acids
STEM_BIO11/12-IIIa-b-5 S10LT-IIId-37
Diagram the steps in DNA replication Explain how protein is made using
and protein synthesis information from DNA

Merged: STEM_BIO11/12-IVi-j-2
STEM_BIO11/12-IVi-j-2 Explain how some
Explain how some organisms maintain organisms maintain steady
steady internal internal
conditions that possess various conditions (e.g.,
structures and processes temperature regulation,
osmotic balance and glucose
STEM_BIO11/12-IVi-j-3 levels) that possess various
Describe examples of homeostasis (e.g., structures and processes
temperature
regulation, osmotic balance and
glucose levels) and the
major features of feedback loops that
produce such
homeostasis

Matter
They can classify these things as solid, liquid or gas.
Learners can describe changes in the conditions of their
surroundings. These would lead learners to become more
curious about their surroundings, appreciate nature, and
practice health and safety measures.

Dropped: Retained: The first LC had already been

Describe different objects based on Classify objects and introduced partly in earlier
their characteristics (e.g. shape, materials as solid, grades. Furthermore, it is also
weight, volume, ease of flow) liquid, and gas based subsumed in the retained LC
on some observable which lead the students to
characteristics; classify solids, liquids and
gases.
Dropped: This LC leads students to
describe ways on the proper use and classify objects based on
handling solid, liquid and gas found at observable cha. similar to the
home and in school; and retained LC. This can form part
of an activity to reinforce the
LC.

Matter
At the end of Grade 4, learners can investigate changes in some
observable properties of materials when mixed with other
materials or when force is applied on them. They can identify
materials that do not decay and use this knowledge to help
minimize waste at home, school, and in the community.

Dropped: These LCs can form part of an activity to

identify the effects of decaying reinforce the LC:
materials on one’s health and Classify objects and materials as solid,
safety; liquid, and gas based on some observable
characteristics;
Dropped:
demonstrate proper disposal of Subsumed in:
waste according to the properties Grade 6 – Health
of its materials; H6CMHIIe-5
classifies different types of wastes
H6CMHIIf-6
Describes proper ways of waste disposal
H6CMHIIh-8
practices proper waste management at
home, in school, and in the community

Matter
At the end of Grade 5, learners can decide whether materials are
safe and useful by investigating about some of their properties.
They can infer that new materials may form when there are
changes in properties due to certain conditions.

Dropped: Subsumed in the LC:

recognize the importance of
recycle, reduce, reuse, recover design a product out of local,
and repair in waste management; recyclable solid and/ or liquid
and materials in making useful products.
Discussed in:
H6CMHIIf-6
Describes proper ways of waste
disposal
H6CMHIIh-8
practices proper waste management
at home, in school, and in the
community

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

Retained: Rephrased to:

describe the appearance and describe the appearance
uses uniform and non-uniform and uses of homogenous
mixtures; and heterogeneous
mixture
Retained: Rephrased to: Revised to require the learner
enumerate techniques in Describe techniques in to describe the various
separating mixtures such as separating mixtures such separation techniques which
decantation, evaporation, as decantation, requires a higher level cognitive
filtering, sieving and using evaporation, filtering, demand than just recognizing
magnet; and sieving and using magnet; them
and
Dropped: . This can be learned along with
tell the benefits of separating the 2nd LC as learners are
mixtures from products in directed to describe various
community. separation techniques.

Matter
At the end of Grade 7, learners can distinguish mixtures from
substances through semi-guided investigations. They realize the
importance of fair testing when conducting investigations.

Matter
Learners can explain the behavior of matter in terms of the
particles it is made of. They recognize that ingredients in food
and medical products are made up of these particles and are
absorbed by the body in the form of ions.

Deleted: This LC can be merged with the

trace the development of the succeeding LC as students are
periodic table from observations directed to make use of the
based on similarities in
periodic table to determined the
properties of elements; and
properties of elements
Retained: Retained:
use the periodic table to predict use the periodic
the chemical behaviour of an table to predict the
element.
chemical behavior
of an element.
Matter
Learners can explain how new materials are formed when atoms
are rearranged. They recognize that a wide variety of useful
compounds may arise from such rearrangements.

Dropped: This LC may be

describe how the Bohr model of subsumed in the
the atom improved Rutherford’s discussion of the sub-
atomic model atomic particles in Grade
8
Merged: Describe the different types of The discussion on how
explain the formation of ionic compounds based on the bonds bonds are forms and how
and covalent bonds; they form and their properties it affects the properties
such as melting point, hardness, of a compound being
polarity, and electrical and form leads to a more
Merged:
thermal conductivity; holistic understanding of
recognize different types of
the different types of
compounds (ionic or covalent)
compounds.
based on their properties such as
melting point, hardness, polarity,
and electrical and thermal
conductivity;

Matter
Learners can explain the importance of controlling the conditions
under which a chemical reaction occurs. They recognize that
cells and tissues of the human body are made up of water, a few
kinds of ions, and biomolecules. These biomolecules may also be
found in the food they eat.

Rephrased: Describe the major Revised to require the

recognize the major categories of biomolecules learner to describe the
categories of biomolecules such as carbohydrates, biomolecules which is a
such as carbohydrates, lipids, lipids, proteins, and nucleic higher level cognitive
proteins, and nucleic acids; acids; demand than just
recognizing them

SHS General Chemistry I and II
Composition, structure, and properties of matter;

quantitative principles, kinetics, and energetics of
transformations of matter; and fundamental concepts of
organic chemistry.

SHS SPECIALIZATION: GENERAL CHEMISTRY 1
Competency
Dropped: Covered in:
distinguish between S3MT-Ih-j-4
physical and chemical describe changes in materials based on the
properties and give effect of temperature:
examples 4.1 Solid to liquid
4.2 Liquid to solid
4.3 Liquid to gas 4.4 Solid to gas
S3MT-Ic-d-2
classify objects and materials as solid, liquid,
and gas based on some observable
characteristics;
S5MT- Ic-d-2
investigate changes that happen in
materials under the following conditions:
2.1 presence or lack of oxygen; and 
2.2 application of heat;


differentiate between pure S7MT-Ie-f- 4
substances and mixtures distinguish mixtures from
substances based on a set of
properties;

differentiate between elements S7MT-Ig-h- 5
and compounds recognize that substances are
classified into elements and
compounds;
differentiate between S6MT-Ia- c-1
homogenous and heterogenous describe the appearance and uses
mixtures uniform and non-uniform mixtures;

Dropped: S6MT- Id-f-2

describe separation techniques enumerate techniques in separating
for mixtures and compounds mixtures such as decantation,
evaporation, filtering, sieving and
using magnet; and
Rephrased to: Rephrased to: Given the various modalities with

LAB) apply simple separation Describe various certain limitations this LC was
techniques such as distillation, simple separation rephrased.
chromatography techniques such as
distillation,
chromatography


describe the different types of S7MT-Ic-2
solutions investigate properties of unsaturated or
STEM_GC11PPIIId-f-110 saturated solutions;
S7MT-Id-3
3. express concentrations of solutions
quantitatively by preparing different
concentrations of mixtures according to
uses and availability of materials;

Rephrased to: Rephrased to: Given the various modalities with

(LAB) Perform acid-base titration certain limitations this LC was
to determine concentration of Describe laboratory rephrased.
solutions procedures in
STEM_GC11PPIIId-f-119 determining
concentration of
solutions

explain the effect of temperature describe how various factors
on the rate of a reaction influence the rate of a reaction
STEM_GC11CKIIIi-j-135 STEM_GC11CKIIIi-j-130
determine the pH of a solution of calculate pH from the concentration
weak acid or weak base of hydrogen ion or hydroxide ions in
STEM_GC11ABIVf-g-158 aqueous solutions
STEM_GC11ABIVf-g-156

SHS Physical Science
Evolution of our understanding of matter, motion,

electricity, magnetism, light, and the universe from ancient
times to the present; applications of physics and chemistry
concepts in contexts such as atmospheric phenomena,
cosmology, astronomy, vision, medical instrumentation,
space technology, drugs, sources of energy, pollution and
recycling, fitness and health, and cosmetics.

Learning Area: SHS PHYSICAL SCIENCE
Dropped: The basic concepts are already

Explain what the Greeks taught in junior high school
considered to be the three types
of terrestrial motion
Dropped: The basic concepts are already

explain what is meant by diurnal taught in junior high school.
motion, annual motion,
precession of the equinoxes
Dropped: Historical in nature. Further lessons

Compare and contrast the involving astronomy may proceed
models/descriptions of the without these.
universe by Eudoxus, Aristotle,
Aristarchus, Ptolemy, and
Copernicus

Learning Area: SHS PHYSICAL SCIENCE
Dropped: The concepts were already

Explain each of Newton’s three laws of discussed in Grade 8.
motion
Dropped: The concept of graphs of motion

Explain how the position vs. time, and were already introduced in Junior
velocity vs. time graphs of constant High School.
velocity motion are different from
those of constant acceleration motion
Dropped: The concepts was already
Recognize that the everyday usage and discussed in Grade 8.
the physics usage of the term
“acceleration” differ: In physics an
object that is slowing down, speeding
up, or changing direction is said to be
accelerating

SHS Earth Science
This learning area is designed to provide a general
background for the understanding of the Earth on a
planetary scale. It presents the history of the Earth
through geologic time. It discusses the Earth’s structure
and composition, the processes that occur beneath and on
the Earth’s surface, as well as issues, concerns, and
problems pertaining to Earth’s resources.

SHS SPECIALIZATION: EARTH SCIENCE
Dropped: The same concept is already introduced in

Recognize how water is Araling Panlipunan. Furthermore, it is
distributed on Earth subsumed in the LC “Identify the various
water resources on Earth.”
Dropped: The topic had been discussed extensively in
Identify the layers of the Earth Junior High School (Science Grade 8 and
Grade 10)
Dropped: The topic had been discussed extensively in

Discuss evidence that support Junior High School (Science Grade 10)
continental drift

SHS DRRR
This course focuses on the application of scientific
knowledge and the solution of practical problems in a
physical environment. It is designed to bridge the gap
between theoretical science and daily living.

SHS SPECIALIZATION: EARTH SCIENCE
Dropped: The concept is subsumed in the discussion

Analyze why certain structures are of Exposure to Hazards.
more vulnerable to specific
hazards than others
Dropped: The same concept had been introduced in
Apply precautionary and safety Science Grade 6.
measures before, during, and
after an earthquake.
Dropped: Subsumed in the prior LC which discusses
Differentiate among different various volcano related hazards.
volcano hazards

SHS General Physics I and II
Physics 1: Mechanics of particles, rigid bodies, and fluids;
waves; and heat and trigonometry, graphical analysis, and
basic calculus.
Physics 2: Electricity and magnetism; optics; the basics of

special relativity, atomic and nuclear phenomena using the
methods and concepts of algebra, geometry, trigonometry,
graphical analysis, and basic calculus.

SHS SPECIALIZATION: GENERAL PHYSICS 1
Dropped: Concept is introduced in passing when

Use the least count concept to discussing solutions to worded problems.
estimate errors associated with
single measurements
Dropped: The concept is already introduced in Junior
Use the fact that the magnitude of High School.
acceleration due to gravity on the
Earth’s surface is nearly constant
and approximately 9.8 m/s2 in
free-fall problems
Dropped: The topic is subsumed in the discussion on
Calculate directions and the prior LC which is addition of vectors.
magnitudes of vectors

SHS SPECIALIZATION: GENERAL PHYSICS 2
Dropped: The topic is subsumed in the prior LC which

State that there are positive and discusses electrostatic charging.
negative charges, and that charge
is measured in coulombs
Dropped: Ohm’s Law is already introduced in Grade 8.
Use the the relationship R = V/I to
solve problems
Dropped: There is no sufficient laboratory equipment

Plan and perform an experiment provided yet to schools to carry out the
involving optical polarization and activity.
analyze the data – identifying and
analyzing discrepancies between
experimental results and
theoretical expectations when
appropriate (also perform using
mechanical waves)

It is not a
departure from
the K to 12 Basic
Education
Science
Curriculum
The Key Stage
and Grade Level
Standards are It retains the
retained same vision of
developing The LCs were
scientific, trimmed down to
technological the most
and essential
environmental
literacy

The MELCs are the same
LCs, only trimmed down.
• broad statement and needs to be unpacked

• alignment between the MELCs and the
content standards/ performance standards
• time allocation is flexible

GRADE 8 FIRST QUARTER
Content Standard Performance MELCs
Standard
The learners The learners should be Identify and explain the
demonstrate able to develop a factors that affect
understanding of work written plan and potential and kinetic
using constant force, implement a energy.
power, gravitational “Newton’s Olympics”
potential energy,
kinetic energy, and
elastic potential
energy
Time allocation: Week 2-3

Sample Unpacked MELC to learning objectives
a. define and differentiate potential and kinetic energy
b. identify the factors that affect potential energy
c. determine the mathematical variation between potential energy
and mass and height from the ground
d. compare the values of potential energy of varying masses at the
same elevation from the ground
e. identify the factors that affect kinetic energy
f. determine the mathematical variation between kinetic energy
and mass and velocity
g. create and explain a concept map involving the terms kinetic
energy, potential energy, mass, velocity, and elevation
h. demonstrate and explain the Law of Conservation of Energy using
a pendulum

Sample Unpacked MELC to learning objectives
a. define and differentiate potential and kinetic energy
Responds to the
b. identify the factors that affect potential energy
content standard
c. determine the mathematical variation between
(demonstrate
potential energy and mass and height from the
understanding of
ground
potential energy,
d. compare the values of potential energy of varying
kinetic energy)
masses at the same elevation from the ground
e. identify the factors that affect kinetic energy
f. determine the mathematical variation between
kinetic energy and mass and velocity Allowing students to
g. create and explain a concept map involving the terms manipulate a
kinetic energy, potential energy, mass, velocity, and pendulum would
elevation help the students
h. demonstrate and explain the Law of Conservation of prepare for the
Energy using a pendulum Performance
Standard (plan for
Newton’s Olympics)
Please evaluate this activity at:
https://bit.ly/sciencemelcs

Open Forum Rules
1. Use raise hand functions during open forum and chat

box for other inputs and comments.
2. Identify yourself and your organization first before
speaking.
3. When speaking, mind your time in consideration to
others.

MELCS Guidelines and Learning Area
briefers through google drive:
http://bit.do/MELCs2020

We need science
education to
produce scientists,
but we need it
equally to create
literacy in the
public.
-Hans A. Bethe


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Republic of the Philippines

Orientation on the Most Essential Learning

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As a learner-centered public institution,

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JOCELYN DR ANDAYA DR. SAMUEL R. SOLIVEN DR. ISABEL A. VICTORINO

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JOSEPH V. GUTIERREZ ANNA LIZA M. CHAN ELIZA PERALTA

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ALMA RUBY C. TORIO

Orientation on the MELCs for the SCIENCE Supervisors

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Dr. Isabel A. Victorino

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IMMEDIATE ENABLING OUTCOME

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A.The Science Curriculum

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Social Cognition Learning Style Brain Based

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The same contents

The intent of the

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• These Most Essential Learning Competencies

• Enduring competencies are those that remains

• They also refer to learning competencies which

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The LC corresponding to this code S3LT-IIc-d-2

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Dropped: Terms referring to movement such

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Learner can investigate which type of soil is best for certain

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Dropped: The LC is almost a duplication of

Rephrased: Trace the water cycle The LC was expounded to include

Rephrased: Use weather The competency was expounded to

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Dropped: Subsumed in the prior LC on

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Rephrased: Revised to: The LC was expounded to

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Rephrased: Revised to: The intention of the LC is for the

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Rephrased: Identify and explain the The LC was expounded so the

Dropped: The same intention is expressed

Rephrased: Infer the relationship The content standards leads to

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Rephrased: Revised to: The LC is expounded to include

Dropped: This topic is already subsumed