Science 3-10 CG

K to 12 Science
Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
SCIENCE
(Kindergarten to Grade 10)
April 25, 2013
K to 12
Curriculum Guide Science – version April 25, 2013 Page 1
K to 12 Science
CONCEPTUAL FRAMEWORK
Science education aims to develop scientific literacy among studentslearners that will prepare them to be informed and participative citizens who are able to make judgments and
decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the personal, social, economic, and the
personal, values and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology (to be reflected in performance
standards), (thus)t hus keeping (preserving ) our country’s cultural uniqueness (heritage ) and peculiarities intact.
Whether or not students pursue careers that involve science and technology, tThe K to 12 science curriculum will provide studentslearners with a repertoire of competencies important in
the world of work and in a knowledge-based society. It The K to 12 science curriculum envisions the development of scientifically, technologically, and environmentally literate and productive
members of society who manifest skills as are critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, and effective communicators.
This curriculum is designed around the three domains of learning science: understanding and applying scientific knowledge in local setting as well as global , context whenever possible,
performing scientific processes and skills, and developing and demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches:
multi/interdisciplinary approach, science -technology society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound
educational pedagogy namely: constructivism, social cognition learning model, learning style theory, and Gestalt psychologybrain-based learning.
Science content and science processes are intertwined in the K to 12 curriculum. Without the content, learners will have difficulty utilizing science process skills since these processes
are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse studentslearners’ curiosity motivates them to learn and appreciate science as
relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop studentslearners’ interest and let them become active
learners.
As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence through scientific research in constructing explanations. Concepts
and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in (spiral progression), thus paving the
way to deeper understanding of a core few concepts. These concepts and skills are integrated rather than discipline-based, stressing the connections across science topics and other
disciplines as well as applications of concepts and thinking skills to real life. The integration across science topics and other disciplines will lead to meaningful understanding of concepts and its
application to real-life situations.
K to 12
K to 12 Science
Insert Environmental
Literacy
(Scientific,
Technological and
Environmental
Literacy)
Remove Assessment and

Monitoring
Replace Gestalt
Developing and
Demonstrating Scientific psychology with brain-
Attitudes and Values based learning
The Conceptual Framework of Science Education
K to 12
K to 12 Science
CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)
The learners demonstrates understanding of basic science concepts , and application of science inquiry skills. applies science process skills, andThey exhibits scientific attitudes
and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, and make
informed and unbiased decisions and engage in discussions about relevant social issues that involve science, and technology and environment. This understanding will lead to
learner’s manifestation of respect for life and the environment, bearing in mind that Earth is our ONLY HOME.
KEY STAGE STANDARDS: (STANDARD FOR SCIENCE LEARNING AREA FOR K-3, 4-6, 7-10 AND 11-12)
K–3 4–6 7 – 10 11-12

At the end of Grade 3, the At the end of Grade 6, the learners should At the end of Grade 10, the learner s should have At the end of Grade 12, the learners
learners should have acquired have developed the essential skills of developed scientific, technological and should have gained skills in obtaining
healthful habits and developed scientific inquiry – designing simple environmental literacy so that they will not be scientific and technological information
curiosity about self and their investigations, using appropriate procedure, isolated from the society where they live, will not from varied sources about global issues
environment using basic process materials and tools to gather evidence, be overwhelmed by change, and can and can that have impact on the country. They
skills of observing, observing patterns, determining make rational choices on issues confronting them. should have acquired scientific attitudes
communicating, comparing, relationships,drawing conclusions based on Having been exposed to scientific investigations that will allow them to innovate and/or
classifying, measuring, inferring evidence, and communicating ideas in related to real-life, they should recognize that the create products useful to the community or
and predicting. This curiosity will varied ways to make meaning of the central feature of an investigation is that if one country. They should be able to process
help learners value science as an observations and/or changes that occur in variable is changed (while controlling all others), information to get relevant data for a
important tool in helping them the environment. The content and skills the effect of the change on another variable can problem at hand. In addition, learners
continue to explore their natural learned will be applied to maintain good be measured. The context of the investigation can should have made plans related to their
and physical environment. health, ensure the protection and be problems at the local or national level to allow interests and expertise, considering the
improvement of the environment, and them to communicate with studentslearners in needs of their community and the country
practice safety measures. other parts of the Philippines or even from other — to pursue either employment,
countries using appropriate technology. entrepreneurship, or higher education.
The learners demonstrate understanding of

science concepts and apply science inquiry skills
in addressing real-world problems through
scientific investigations.
K to 12
K to 12 Science
K to 12
K to 12 Science
Grade/Level Grade Level Standards
K Concepts and skills in the kindergarten curriculum are taught thematically so that it is not necessary to identify specific science ideas.
At the end of Grade 1, learners will use their senses to locate and describe the external parts of their body identify, external parts of
animals and plants, tell the shape, color, texture, taste, and size of things around them; describe similarities and differences given two
objects, differentiate sounds produced by animals, vehicles cars, and musical instruments illustrate how things move, describe the
Grade 1 weather and what to do in different situations ,use appropriate terms or vocabulary to describe these features; collect, sort, count, draw,
take things apart, or make something out of the things , practice health habits (e.g., washing hands properly, choosing nutritious food)
and safety measures (e.g., helping clean or packing away toys and ask questions and give simple answer/ descriptions to probing
questions).To be finalized by the designated TWG for Grades 1 and 2
At the end of Grade 2, learners will use their senses to describe the functions of their senses, compare two or more objects and
using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain
events in the home or school and express how these are affecting them, do simple measurements of length, tell why some things
Grade 2 around them are important , decide if what they do is safe or dangerous; give suggestions on how to prevent accidents at home,
practice electricity, water, and paper conservation, help take care of pets or of plants , and tell short stories about what they do, what
they have seen, or what they feel. To be finalized by the designated TWG for Grades 1 and 2
At the end of Grade 3, learners are able to describe the functions of the different parts of the body and things that make up their
surroundings --- rocks and soil, plants and animals, the Sun, Moon and stars. They have learned that things may be solid, liquid or gas
Grade 3
while others may give off light, heat and sound. They have observed 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.
Grade 4 Learners can investigate changes in the properties of materials when these are subjected to different conditions. They are able to
identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in the community.
They are able to describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They
are able to classify plants and animals according to where they live and observe interactions among living things and their environment.
They can infer that plants and animals have traits that help them survive in their environment.
Learners can investigate the effects of push or pull on the size, shape, and movement of an object.
Learners can investigate which type of soil is best for certain plants and 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.
K to 12
K to 12 Science
After investigating, learners can decide whether materials are safe and useful based on their properties. They can infer that new
materials may form when there are changes in properties.
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that accompany
puberty. They can compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination.
Grade 5 They can help in the preservation of estuaries and intertidal zones.
Learners recognize that different materials react differently with heat, light, and sound. They can relate these abilities of materials to
their specific uses.
Learners 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.
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.
Learners understand how the different organ systems of the human body work together. They classify plants based on reproductive
structures, and animals based on the presence or lack of backbone. They can design and conduct an investigation on plant
propagation. They can describe larger ecosystems such as rainforests, coral reefs, and mangrove swamps.
Grade 6
Learners 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.
Learners 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.
Grade 7 Learners distinguish mixtures from substances through semi-guided investigations. They realize the importance of fair testing when
doing investigations.
After studying how organ systems work together in plants and animals in the lower grades, learners can use a microscope when
observing very small organisms and structures. They 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 nonliving things in
ecosystems.
K to 12
K to 12 Science

Learners 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 media.
Learners 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 explain why the seasons change and
demonstrate how eclipses occur.
Learners have investigated the effects of some factors on 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.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They
recognize other members of the solar system.
Grade 8
Learners 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.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have dealt deeper into the process
of digestion studied in the lower grades giving emphasis on proper nutrition for overall wellness. They can participate in activities that
protect and conserve economically important species used for food.
After learning about the digestive system, learners have expanded their knowledge to a deeper understanding of the respiratory and
circulatory systems to promote overall health. They are familiar with some technologies that introduce desired traits in economically
important plants and animals.
Learners explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds
may arise from such rearrangements.
Grade 9
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.
Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and
momentum.
K to 12
K to 12 Science

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 explain the factors that affect the balance and stability of an object to enable them to practice appropriate positions and
movements to achieve efficiency and safety such as in sports and dancing. They can analyze situations where energy is harnessed for
human use whereby heat is released affecting the physical and biological components of the environment.
Grade 10 Learners have completed the study of the entire organism with their deeper study of the excretory and reproductive systems. They 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.
Learners 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 bio-molecules. These bio-molecules may also be found in the
food they eat.
Grade 11 To be finalized by the designated TWG for Grades 11 and 12
Grade 12 To be finalized by the designated TWG for Grades 11 and 12
K to 12
K to 12 Science
PROPOSED Sequence of Domain/Strands per Quarter

G3 G4 G5 G6 G7 G8 G9 G10
Living Things
Force, Motion Earth &
1st Quarter Matter Matter Matter Matter Matter and Their
& Energy Space
Environment
Living Things Living Things Living Things Living Things Living Things
Force, Motion
2nd Quarter and Their and Their and Their and Their and Their Earth & Space Matter
& Energy
Environment Environment Environment Environment Environment
Living Things
Force, Motion & Force, Motion Force, Motion Force, Motion & Force, Motion Earth &
3rd Quarter Matter and Their
Energy & Energy & Energy Energy & Energy Space
Environment
Living Things
Force, Motion
4th Quarter Earth & Space Earth & Space Earth & Space Earth & Space Earth & Space and Their Matter
& Energy
Environment
K to 12
K to 12 Science
Spiraling of Concepts about Matter Grade 3 – Grade 6
Grade 3 Grade 4 Grade 5 Grade 6
PROPERTIES
When studentslearners observe Aside from being grouped into After learning how to read and In Grade 4, the studentslearners have
different objects & materials, they solids, liquids, and gases, materials interpret product labels, observed the changes when mixing a
become aware of their different may also be grouped according to studentslearners can decide solid in a liquid or a liquid in another
characteristics, such as shape, weight, their ability to absorb water, ability whether these materials are liquid.
definiteness of volume and ease of to float or sink, and whether they harmful. They can also describe From these investigations,
flow. Using these characteristics, these decay or not. ways in which they can use their studentslearners can now describe the
objects and materials can be grouped knowledge of solids and liquids in appearance of mixtures as uniform or
into solids, liquids and gases. making useful materials and non-uniform and classify them as
products. homogeneous or heterogeneous
mixtures.
CHANGES MATERIALS UNDERGO
Using the characteristics observed Changes in the characteristics of In Grade 4, studentslearners Based on the characteristics of the
among solids, liquids, and gases, solid materials can be observed investigated changes in materials components of a heterogeneous
studentslearners investigate ways in when these are bent, hammered, that take place at certain mixture, studentslearners investigate
which solid turns into liquid, solid into pressed, and cut. conditions, such as changing the ways of separating these components
gas, liquid into gas, and liquid into size, shape, volume, or from the mixture. They will infer that
solid, as affected by temperature. After investigating the changes in temperature. In Grade 5, they the characteristics of each of the
characteristics of materials due to investigate changes that take place components remain the same even
temperature in Grade 3, under the following conditions: when the component is part of the
studentslearners can now inquire presence or lack of oxygen, and mixture.
about changes observed when a applying heat. They learn that some
solid is mixed with a liquid or when a of these conditions can result in a
liquid is mixed with another liquid. new product. Knowing these
conditions enable them to apply the
StudentsLearners learn that some 5R method (recycling, reducing,
changes in the characteristics of a reusing, recovering and repairing) at
product such as food or medicine home and in school.
may affect its quality. One way of
finding out is by reading and
interpreting product labels. This
information helps them decide when
these products become harmful.
K to 12
K to 12 Science
K to 12
K to 12 Science
Spiraling of Concepts about Matter Grade 7 - Grade 10
PROPERTIES AND STRUCTURE
In Grade 6, studentslearners learned Using models, studentslearners Using their understanding of atomic StudentsLearners investigate how gases
how to distinguish homogenous from learn that matter is made up of structure learned in Grade 8, behave in different conditions based on their
studentslearners describe how atoms can knowledge of the motion of and distances
heterogeneous mixtures. In Grade 7, particles, the smallest of which is form units called molecules. They also learn between gas particles. StudentsLearners,
studentslearners investigate properties the atom. These particles are too about ions. Further, they explain how then, confirm whether their explanations are
of solutions which are homogeneous small to be seen through a atoms form bonds (ionic and covalent) with consistent with the Kinetic Molecular Theory.
mixtures. They learn how to express microscope. The properties of other atoms by the transfer or sharing of They also learn the relationships between
concentrations of solutions qualitatively materials that they have observed electrons. volume, temperature, and pressure using
established gas laws.
and quantitatively. They distinguish in earlier grades can now be They also learn that the forces that hold
mixtures from substances based on a explained by the type of particles metals together are caused by the In Grade 9, studentslearners learned that the
set of properties. involved and the attraction between attraction between flowing electrons and bonding characteristics of carbon result in the
these particles. the positively charged metal ions. formation of large variety of compounds. In
StudentsLearners begin to do guided Grade 10, they learn more about these
StudentsLearners explain how covalent compounds which includes biomolecules such
and semi-guided investigations, making bonding in carbon forms a wide variety of as carbohydrates, lipids, proteins and nucleic
sure that the experiment they are carbon compounds. acids. Further, they will recognize that the
conducting is a fair test. structure of these compounds are repeating
Recognizing that matter consists of an units which are made up of a limited number
extremely large number of very small of elements, such as carbon, hydrogen, oxygen
particles, counting these particles is not and nitrogen.
practical. So, studentslearners are
introduced to the unit, mole.
CHANGES MATERIALS UNDERGO
StudentsLearners recognize that materials StudentsLearners learn that particles are StudentsLearners explain how new In Grade 9, studentslearners described how
combine in various ways and through different always in motion. They can now explain particles rearrange to form new substances. In
compounds are formed in terms of
processes, contributing to the wide variety of that the changes from solid to liquid, solid Grade 10, they learn that the rearrangement of
materials. Given this diversity of materials, they to gas, liquid to solid, and liquid to gas,
the rearrangement of particles. particles happen when substances undergo
recognize the importance of a classification involve changes in the motion of and They also recognize that a wide chemical reaction. They further explain that
system. They become familiar with elements relative distances between the particles, as variety of useful compounds may when this rearrangement happens, the total
and compounds, metals and non-metals, acids well as the attraction between them. number of atoms and total mass of newly formed
arise from such rearrangements.
and bases. substances remain the same. This is the Law of
They also recognize that the same particles Conservation of Mass. Applying the Law of
Further, studentslearners demonstrate that are involved when these changes occur. In Conservation of Mass, studentslearners learn to
homogeneous mixtures can be separated using effect, no new substances are formed. balance chemical equations and solve simple
various techniques. mole-mole, mole-mass and mass-mass
problems.
K to 12
K to 12 Science

PARTS AND FUNCTION
StudentsLearners learn about the different In Grade 4, the studentslearners are After learning in Grade 4 how the major In Grade 6, studentslearners describe the
parts of living things focusing on the more introduced to the major organs of the organs of the human body work together, interactions among parts of the major organ
familiar external parts. human body. the studentslearners now focus on the systems of the human body and among the
reproductive systems of humans, animals, different organ systems of representative
They also learn about some characteristics of They also learn about parts that help and plants. organisms.
living things that distinguish them from plants and animals survive in places where
nonliving things. they live.
HEREDITY: INHERITANCE AND VARIATION

StudentsLearners learn that living things StudentsLearners learn that humans, StudentsLearners learn how flowering StudentsLearners learn how non-flowering
reproduce and certain traits are passed on to animals, and plants go through life cycles. plants and some non-flowering plants plants (spore-bearing and cone-bearing
their offspring. Some inherited traits may be affected by reproduce. plants, ferns, and mosses) reproduce.
the environment at certain stages in their
life cycles. They are also introduced to the sexual and
asexual modes of reproduction.
BIODIVERSITY AND EVOLUTION
Different kinds of living things are found in StudentsLearners learn that animals and StudentsLearners learn that reproductive They learn that plants and animals share
different places. plants live in specific habitats. structures serve as one of the bases for common characteristics which serve as bases
classifying living things. for their classification.
ECOSYSTEMS
StudentsLearners learn that living things StudentsLearners learn that beneficial and StudentsLearners are introduced to StudentsLearners are introduced to more
depend on their environment for food, air, and harmful interactions occur among living interactions among components of larger complex interactions among components of
water to survive. things and their environment as they obtain habitats such as estuaries and intertidal habitats with the highest species diversity
their basic needs. zones and the conditions that enable such as tropical rainforests, coral reefs, and
certain organisms to live. mangrove swamps.
Spiraling of Concepts about Living Things and Their Environment Grade 3 - Grade 6
K to 12
K to 12 Science
Spiraling of Concepts about Living Things and Their Environment Grade 7 – Grade 10
PARTS AND FUNCTION
In Grade 7, studentslearners are introduced to In Grade 8, studentslearners learn how the body StudentsLearners learn the coordinated StudentsLearners learn that organisms have
the levels of organization in the human body breaks down food into forms that can be functions of the digestive, respiratory, and feedback mechanisms which are coordinated
absorbed through the digestive system and
and other organisms. They learn that circulatory systems. by the nervous and endocrine systems.
transported to cells.
organisms consist of cells, most of which are These mechanisms help the organisms
grouped into organ systems that perform StudentsLearners learn that gases are exchanged
They also learn that nutrients enter the maintain homeostasis to reproduce and
specialized functions. through the respiratory system. This provides the bloodstream and combine with oxygen survive.
oxygen needed by cells to release the energy that was taken in through the respiratory
stored in food. system. Together, they are transported to
the cells where oxygen is used to release
They also learn that dissolved wastes are the stored energy.
removed through the urinary system; solid
wastes are eliminated through the excretory
system.
HEREDITY:INHERITANCE AND VARIATION
After learning how flowering and non-flowering StudentsLearners learn the process of cell StudentsLearners learn the structure of StudentsLearners are introduced to the structure of
plants reproduce, Grade 7 studentslearners division by mitosis and meiosis. They genes and chromosomes, and the the DNA molecule and its function.
learn that asexual reproduction results in understand that meiosis is an early step in functions they perform in the
They also learn that changes that take place in sex cells
genetically identical offspring whereas sexual sexual reproduction that leads to transmission of traits from parents to are inherited while changes in body cells are not
reproduction gives rise to variation. variation. offspring. passed on.
BIODIVERSITY AND EVOLUTION

StudentsLearners learn that the cells in similar StudentsLearners learn that species refers to a StudentsLearners learn that most species StudentsLearners revisit the mechanisms involved in
tissues and organs in other animals are similar group of organisms that can mate with one another that have once existed are now extinct. the inheritance of traits and the changes that result
to produce fertile offspring. They learn that from these mechanisms. StudentsLearners explain
to those in human beings but differ somewhat Species become extinct when the
biodiversity is the collective variety of species living how natural selection has produced a succession of
from cells found in plants. in an ecosystem. This serves as an introduction to
environment changes and they fail to diverse new species. Variation increases the chance of
the topic on hierarchical taxonomic system. adapt. living things to survive in a changing environment.
ECOSYSTEMS
StudentsLearners learn that interactions occur among StudentsLearners learn how energy is StudentsLearners learn how plants capture energy StudentsLearners investigate the impact of human
the different levels of organization in ecosystems. transformed and how materials are cycled from the Sun and store energy in sugar molecules activities and other organisms on ecosystems.
Organisms of the same kind interact with each other to (photosynthesis). This stored energy is used by
in ecosystems.
form populations; populations interact with other cells during cellular respiration. These two They learn how biodiversity influences the stability of
populations to form communities. processes are related to each other. ecosystems.
K to 12
K to 12 Science

FORCE AND MOTION
StudentsLearners observe and StudentsLearners now learn that if This time, studentslearners begin Aside from the identified causes
explore how things around them force is applied on an object, its to accurately measure the of motion in Grade 3, such as
move and can be moved. They also motion, size, or shape can be amount of change in the people, animals, wind, and water,
identify things in their environment changed. They will further movement of an object in terms studentslearners also learn about
that can cause changes in the understand that these changes of its distance travelled and time gravity and friction as other
movement of objects. depend on the amount of force of travel using appropriate tools. causes or factors that affect the
applied on it (qualitative). They movement of objects.
also learn that magnets can exert
force on some objects and may
cause changes in their movements.
ENERGY
StudentsLearners observe and StudentsLearners learn that light, This time, studentslearners explore At this grade level,
identify different sources of light, heat, and sound travel from the how different objects interact with studentslearners are introduced
heat, sound, and electricity in their source. They perform simple light, heat, sound, and electricity to the concept of energy. They
environment and their uses in activities that demonstrate how (e.g., identifying poor and good learn that energy exists in
everyday life. they travel using various objects. conductors of electricity using simple different forms, such as light,
circuits). heat, sound and electricity, and it
Note: Electricity is not included in
can be transformed from one
Grade 4 because the concept of They learn about the relationship
form to another. They
‘flow of charges’ is difficult to between electricity and magnetism
demonstrate how energy is
understand at this grade level. by constructing an electromagnet.
transferred using simple
They also learn about the effects of machines.
light, heat, sound, and electricity on
people.
Spiraling of Concepts about Force, Motion, and Energy Grade 3 - Grade 6
K to 12
K to 12 Science

FORCE AND MOTION
From a simple understanding of This time, studentslearners learn about To deepen their understanding of motion, From learning the basics of
motion, studentslearners learn more the concept of force and its studentslearners use the Law of Conservation forces in Grade 8,
scientific ways of describing (in terms relationship to motion. They use of Momentum to further explain the motion of studentslearners extend their
of distance, speed, and acceleration) Newton’s Laws of Motion to explain objects. understanding of forces by
and representing (using motion why objects move (or do not move) the describing how balanced and
From motion in one dimension in the previous
diagrams, charts, and graphs) the way they do (as described in Grade 7). unbalanced forces, either by
grades, they learn about motion in two
motion of objects in one dimension. They also realize that if force is applied solids or liquids, affect the
dimensions using projectile motion as an
on a body, work can be done and may movement, balance, and
example.
cause a change in the energy of the stability of objects.
body.
ENERGY
This time studentslearners recognize StudentsLearners learn that transferred StudentsLearners explain how conservation of StudentsLearners learn more
that different forms of energy travel in energy may cause changes in the mechanical energy is applied in some about the properties of light as
different ways−light and sound travel properties of the object. They relate structures such as roller coasters and in natural applied in optical instruments.
through waves, heat travels through the observable changes in environments such as waterfalls. They further StudentsLearners also use the
moving or vibrating particles, and temperature, amount of current, and describe the transformation of energy that concept of moving charges and
electrical energy travels through speed of sound to the changes in takes place in hydroelectric power plants. magnetic fields in explaining the
moving charges. energy of the particles principle behind generators and
StudentsLearners also learn about the
motors.
In Grade 5, they learned about the relationship between heat and work and apply
different modes of heat transfer. This this concept to explain how geothermal power
time, they explain these modes in plants operate.
terms of the movement of particles.
After they have learned how electricity is
generated in power plants, studentslearners
further develop their understanding of
transmission of electricity from power stations
to homes.
Spiraling of Concepts about Force, Motion, and Energy Grade 7 - Grade 10
K to 12
K to 12 Science

GEOLOGY
StudentsLearners will describe After familiarizing themselves with the In this grade level, studentslearners will learn that our StudentsLearners will learn that aside from weathering
what makes up their general landscape, studentslearners will surroundings do not stay the same forever. For and erosion, there are other processes that may alter the
environment, beginning with the investigate two components of the physical example, rocks undergo weathering and soil is carried surface of the Earth: earthquakes and volcanic eruptions.
landforms and bodies of water environment in more detail: soil and water. away by erosion. StudentsLearners will infer that the Only the effects of earthquakes and volcanic eruptions
found in their community, They will classify soils in their community surface of the Earth’s changes with the passage of time. are taken up in this grade level, not their causes (which
using simple criteria. They will identify the will be tackled in Grades 8 and 9). StudentsLearners will
different sources of water in the also gather and report data on earthquakes and volcanic
community. They will infer the importance eruptions in their community or region.
of water in daily activities and describe
ways of using water wisely.
METEOROLOGY
..the different types of local After making simple descriptions about the StudentsLearners will learn that the weather does not After learning how to measure the different components
weather, weather in the previous grade, stay the same the whole year round. Weather of weather in Grades 4 and 5, studentslearners will now
studentslearners will now measure the disturbances such as typhoons may occur. collect weather data in the span of a school year.
components of weather using simple StudentsLearners will describe the effects of typhoons StudentsLearners will interpret the data and identify the
instruments. They will also identify trends on the community and the changes in the weather weather patterns in their community.
in a simple weather chart. before, during, and after a typhoon.
ASTRONOMY
..and the natural objects that After describing the natural objects that are After learning about the Sun, studentslearners will now In Grade 6, studentslearners will turn their attention to
they see in the sky. seen in the sky, studentslearners will now familiarize themselves with the Moon and the stars. Earth as another natural object in space (in addition to
focus on the main source of heat and light They will describe the changes in the appearance of the the Sun, Moon, and stars). StudentsLearners will learn
on Earth: the Sun, its role in plant growth Moon and discover that the changes are cyclical, and about the motions of the Earth: rotation and revolution.
and development, and its effect on the that the cycle is related to the length of a month. StudentsLearners will also compare the different
activities of humans and other animals. StudentsLearners will identify star patterns that can be members that make up the Solar System and construct
seen during certain times of the year. models to help them visualize their relative sizes and
distances.
K to 12
Spiraling of Concepts about Earth and Space Grade 3 - Grade 6
K to 12 Science
Spiraling of Concepts about Earth and Space Grade 7 - Grade 10

GEOLOGY
StudentsLearners will learn how to As a result of being located along the Ring of Fire, the Being located along the Ring of Fire, the Using maps, studentslearners will discover
locate places using a coordinate Philippines is prone to earthquakes. Using models, Philippines is home to many volcanoes. Using that volcanoes, earthquake epicenters,
system. They will discover that our studentslearners will explain how quakes are models, studentslearners will explain what and mountain ranges are not randomly
country’s location near the equator generated by faults. They will try to identify faults in happens when volcanoes erupt. They will scattered in different places but are
and along the Ring of Fire influences the community and differentiate active faults from describe the different types of volcanoes and located in the same areas. This will lead to
what makes up the Philippine inactive ones. differentiate active volcanoes from inactive an appreciation of plate tectonics, a
environment (e.g. natural resources, ones. They will also explain how energy from theory that binds many geologic
climate). volcanoes may be tapped for human use. processes, such as volcanism and
earthquakes, together.
METEOROLOGY
StudentsLearners will explain the Being located beside the Pacific Ocean, the Philippines In this grade level, studentslearners will Note: The theory of plate tectonics is the
occurrence of atmospheric is prone to typhoons. In Grade 5, the effects of distinguish weather from climate. They will sole topic in Earth and Space in Grade 10.
phenomena (breezes, monsoons, typhoons were tackled. Here, studentslearners will explain how different factors affect the climate This is because the theory binds many of
ITCZ) that are commonly experienced explain how typhoons develop, how typhoons are of an area. They will also be introduced to the topics in previous grade levels and
in the country as a result of the affected by landforms and bodies of water, and why climatic phenomena that occur over a wide more time is needed to explore
Philippines’ location with respect to typhoons follow certain paths as they move within the area (El Niño and global warming). connections and deepen studentslearners’
the equator, and surrounding bodies Philippine Area of Responsibility. understanding.
of water and landmasses.
ASTRONOMY
StudentsLearners will explain the StudentsLearners will complete their survey of the StudentsLearners will now leave the Solar System
occurrence of the seasons and eclipses Solar System by describing the characteristics of and learn about the stars beyond. They will infer
as a result of the motions of the Earth asteroids, comets, and other members of the Solar the characteristics of stars based on the
and the Moon. Using models, System. characteristics of the Sun. Using models,
studentslearners will explain that studentslearners will show that constellations
because the Earth revolves around the move in the course of a night because of Earth’s
Sun, the seasons change, and because rotation while different constellations are
the Moon revolves around the Earth, observed in the course of a year because of the
eclipses sometimes occur. Earth’s revolution.
K to 12
K to 12 Science
Grade 3 – Matter
FIRST QUARTER/FIRST GRADING PERIOD
Content Content Standards Performance Standards Learning Competencies Code LM
Properties The Learners demonstrate The Learners should be able to… The Learners should be able to…
understanding of…er… er…
 Characteristics of solids,  demonstrates ways of sorting  describe different objects based S3MT-Ia-b-1 Learning Guide in
liquids & gases materials and describing them  group common objects found at on their different characteristics Science &
as solid, liquid or gas based on home and in schooldescribes  classifyies objects and S3MT-Ic-d-2 Health :Mixtures
- Shape properties such as having ways of proper use and materials as solids, liquid s and (Print-BEE)
- Weight definite shape and volume, and handling of common solids and gases based on their
- Volume ease of flow liquids found at home and characteristics S3MT-Ie-g-3 BEAM – Grade 3
- Ease of flow school  describe ways of proper use Unit 4 Materials
 Safety measures in handling and handling of common solid, LG – Science 3
solid, liquid and gas found at liquid and gas found at home Materials Module
home and in school and in school 1
 Changes in Materials  demonstrates understanding of  investigate the different  describe changes in materials S3MT-Ih-j-4 BEAM –Gr. 3 Unit
the effects of temperature on changes in materials as based on the effect of 3 Materials-
- Solid to liquid materials affected by temperatureinvestigates Distance
- Liquid to solid temperatureconstruct a changes in solids and liquids Learning Module
- Liquid to gas device/practice ways that can when temperature changes 43
- Solid to gas control temperature to prevent BEAM –Gr. 3 Unit
solids from changing to liquids 3 Materials
or vice versa Module 44-49
Grade 3 – Living Things and Their Environment

SECOND QUARTER/SECOND GRADING PERIOD
Parts and Functions of Living The Learners demonstrate The Learners should be able to… The Learners should be able to…
Things understanding of…r… The Learner… The Learner…
 demonstrates understanding on  practices healthful habits to  describe the parts and functions S3LT-IIa-b-1 BEAM-Grade 3-
 Humans the parts and functions of the protect and keep the sense of the sense organs of the Unit People-
- Sense organs sense organs of the human organs of the human body human body identifies the Learning Guide
 Health practices in taking care body healthy sense organs of the human & Distance
of the sense organs body S3LT-IIa-b-2 Learning Module
 describes the parts and
functions of the sense organs of
the human body
 eenumeratecommunicates
K to 12
K to 12 Science
healthful habits practices to

protect the sense organs using
multimedia/non-multimedia
resources
 

 didentifies and describe s S3LT-IIc-d3 BEAM-Grade 3-

 Animals  Suggest ways of grouping animals in the environment Unit 2-
- Parts and function  demonstrates understanding of animals based on their  identifyies the parts and S3LT-IIc-d-4 AnimalsDLP-
- Importance to humans the parts of animals and their structure and functions of animals Science 3 DLP
functions and the importance of importancepractices safety  groups or classifyies animals S3LT-IIc-d-5 19
 Proper ways of handling animals to humans measures of handling animals according to body parts and
animals practices proper ways of taking use S3LT-IIc-d-6 Beam –Grade 3
care of animals  states the importance of –Unit 2-animals
animals to humans S3LT-IIc-d-7 DLP-Science 3
 describe ways of proper DLP 31&32
handling of animals
Learning Guide
in Science &
Health:
The Body
Guards
 Plants  demonstrates understanding  demonstrates the proper ways identifies the parts of plants and
- Parts and functions of the external parts of plants in taking care of plants proper their functions S3LT-IIe-f-8 BEAM –
- Importance to humans and their functions care of plants used for food,  describes the partss of Grade 3-Unit
and sources of materials and different S3LT-IIe-f-9 3 –Plants
 Proper ways of handling other by-products kinds of plants and their DLP-Science
plants functions S3LT-IIe-f-10 3 DLP 38
 statees the importance of
plants to humans Learning
 describe ways of caring and Guide:
proper handling of plants How do
Plants
protect
themselves?
K to 12
K to 12 Science
BEAM-Grade
3-Unit 3-
Plants
 Characteristics of Living  demonstrates understanding of  makes a collage of living and  compares living with nonliving S3LT-IIe-f-11
Things the characteristics of living and nonliving livingsillustrate the things
nonliving things difference between living and
nonliving things
Heredity: Inheritance and Learning Guide
Variation in Science and
 demonstrates understanding  makes a checklist of certain  infers that living things S3LT-IIg-h12 Health:
 Characteristics passed on reproduction among humans, characteristics they inherited reproduce (print-BEE)
from parents to offspring animals and plants and that from either their father or mother  identifyies characteristics S3LT-IIg-h13
- Humans certain characteristics are passed on from parents toto Learning Guide
- Animals passed on from parents to offspringg from parents (e.g., in Science and
- Plants offspring that parents reproduce humans, animals, plants) Health:
and certain characteristics are What do
passed on to their offspring animals eat
Ecosystems  basic needs of plants, animals list down activities which they  identify the basic needs of S3LT-IIi-j-14
 Basic Needs and humans can perform at home, in school, humans, plants and animals
- Food or in their neighborhood to keep such as air, food, water, and
- Air the environment clean shelter S3LT-IIi-j-15 Learning Guide
- Water  explain how living things in Science and
- shelter depend on the environment to Health:
meet their basic needs S3LT-IIi-j-16 There is No
 recognize that there is a need Place Like
to protect and conserve the Home
environment (print-BEE)
Ecosystems 
- Basic Needs  demonstrates  lists down activities which they  identifies the basic needs of
understanding that can perform at home, in school, humans, plants and animals
plants, animals, and or in their neighborhood to keep such as air, food, water, and
humans have basic the environment clean shelter
needs such as food,  explains how living things
air, water and shelter depend on the environment to
that come from the meet their basic needs
environment  recognizes that there is a
need to protect and conserve
K to 12
K to 12 Science
the environment
Grade 3 – Force and Motion

THIRD QUARTER/THIRD GRADING PERIOD
The Learners demonstrate The Learners should be able to… The Learner…The Learners should
understanding of…r… The Learner… be able to…
 Moving Objects
- Reference point  demonstrates understanding of  show if an object will move or S3FM-III-a-b-1
- Indicators of motion motion of objects notdescribes when an object  ddescribes the position of a
has moved person or an object in relation
to a reference point such as
(e.g., chair, door, another S3FM-III-c-d-2 Learning Guide
person) in Science and
 identifyies things that can make Health:
objects move (e.g.such as S3FM-III-e-f-3 (Print-BEE)
people, water, wind, magnets)
 compares and contrasts
describe the movements of
objects such as(e.g.
faster/slower,
forward/backward,
stretching/compressing)
 Sources and Uses of  demonstrates understanding of  practices safe and wise use of  describe observes sources of S3FM-III-g-h-4
Light and and Sound, the sources and uses of light, light, sound, heat and electricity light and sound, heat and
Heat and Electricity sound, heat and electricity in daily lifedescribe proper use electricity S3FM-III-i-j-3
of light, sound, heat and  identifies differentenumerate
electricity at home uses of light, sound, heat and
electricity
Grade 3 – Earth and Space
FOURTH QUARTER/FOURTH GRADING PERIOD
The Learners demonstrate The Learners should be able to… The Learners should be able to…
understanding of… The Learner… The Learner…
 The Surroundings The Learner…
- People participates in taking care of  describe the things found S3ES-IV-a-b-1 BEAM-Grade3-
- Animals  demonstrates understanding of his/her surroundings inobserves the surroundings at Unit 6-Earth
K to 12
K to 12 Science
- Plants the importance of things found home, in school, in the S3ES-IV-c-d-2 (Learning
- Lakes, Rivers, Streams, in the surroundings community, in the locality (town, Guides-2 Me and
Hills and Mountains city, province) My Environment)
 relates the importance of the
surroundings to people and
other living things
 Weather  demonstrates understanding of  express ideas about safety  describe s the changes in the Learning Guide
- Types and effects of the types and effects of weather measures during different weather over a period of time S3ES-IV- in Science and
weather in the community as they relate to daily activities, weather conditions in a creative  communicates how different Health: Weather
- Safety and precautionary health and safety form such as artwork, poem, types of weather affect activities
measures song, decides safety and in the community e-f-3 Learning Guide
precautionary measures in  practice safety and S3ES-IV- in Science and
different types of weather precautionary measures in g-h-4 Health: Typhoon
dealing with different types of
weather Beam-Grade 4-
Unit 8 – Weather
(Science 4-DLP
57)
Beam-Grade 4 –
Unit 8 – Weather
(DLP –Science 4
DLP 58)
 Natural Objects Seen in the  demonstrates understanding of plans activities that he/she can  describes the natural objects
Sky natural objects seen in the sky do during day and night that that are seen in the sky during S3ES-IV-
- During daytime during daytime and nighttime make him/her healthy and daytime and nighttime g-h-5
- During nighttime and how these affect the one’s useful to his/her family and/or  communicates how the natural
daily activities of people and the community objects in the sky affect daily
community activities
 practices precautionary
measures to avoid the harmful
effects of the Sun’s heat and
light
K to 12
K to 12 Science
Grade 4 – Matter
The Learners demonstrate The Learners should be able The Learners should be able to…
understanding of… to…… The Learner…
The Learner… S4MT-I-a-1
Properties  recognize proper safely  classifyies materials based S4MT-I-b-2
 demonstrates understanding of handlinges of and stores onon the these properties:
 Properties used to group and grouping different materials properly-labeled products  ability to Aabsorb water, float, S4MT-I-c-3
store materials based on their properties according to their properties sink, undergo decay
 Importance of interpreting practices proper disposal of - Float or sink
product labels wastes - Decaying or S4MT-I-d-4
 Proper disposal of waste nondecaying
 Investigatetell s the effects of
decaying materials to on one’s
health and safety
 demonstrate disposal of waste
according to the properties of
materials
 Changes that Materials  demonstrates understanding  evaluate whether changes in  describe changes in solid and S4MT-I-e-f-5
Undergo of changes that materials materials practices ways that liquid materials
- Changes that are useful undergo when exposed to prevent changes which may  describes changes in materials S4MT-I-g-h-6
- Changes that are harmful certain conditions are useful or have harmful when they are bent, pressed,
effects onto the immediate hammered, cut
environment and living  conducts investigation to
organismsone’s environment showdescribe changes in
properties of materials when S4MT-I-i-j-7
exposed to certain conditions
such as temperature changes
or when mixed with other
materials
 identify changes in materials
whether useful or harmful to
one’s environment
describes the properties of

water that make it safe for
drinking
K to 12
K to 12 Science

Parts and Functions The Learners demonstrate The Learners should be able to… The Learners should be able to…
understanding of…The Learner… The Learner… The Learner…
 Humans
- Major organs of the body S4LT-II-a-b-1 BEAM – Grade
- Caring for the major organs  demonstrates understanding 3 –Unit 6-Earth
- Diseases that affect the that the brain, heart, lungs,  describes the main functions S4LT-II-a-b-2 (Learning
major organs of the human liver, stomach, intestines, of the major organs Guide- Me and
body kidneys, bones, and muscles  communicates that the major My
are major internal organs that organs work together to make Environment)
keep the the the body function properly S4LT-II-a-b-3 Learning Guide
body healthyrest of the body  identifyies the causes and in Science and
working practices healthful habits to treatment of diseases of the S4LT-II-a-b-4 Health:
maintain proper functioning of major organs Respiratory
the major internal organs of  practice habits to maintain the system
the body body healthy (print – BEE)
 Animals
- Live on land or in  demonstrates understanding  Construct prototype model of  infers that body structures help S4LT-II-c-d-5 Learning Guide
waterTerrestrial animals that animals have body parts organism that has body parts animals adapt and survive in in Science in
- Aquatic animals that make them better adapt that can survive in a given their particular habitat S4LT-II-c-d-6 Science and
ed to land or waterspecific environment  compares body movements of Health:
habitats animals in their habitat
makes a survey of animals  make a survey of animals (print-bee)
demonstrates understanding found in the community and found in the community and S4LT-II-c-d-7
that body parts of animals their specific habitats their specific habitats BEAM-Grade3-
relate to their movements and  choose which animals to raise S4LT-II-c-d-8 Unit 2-
habitats chooses which animals to in a particular habitat Animals(DLP-
raise in a particular habitat Science 3 DLP
27 and 28)
 Plants
- Live on land or in  plants have body parts that makes a survey of plants  identifyies the specialized S4LT-II-e-f-9 Learning Guide:
waterTerrestrial plants make them adapt to land or found in the community and structures of terrestrial and How do plants
- Aquatic plants water their specific habitats aquatic plants S4LT-II-e-f-10 Protect
themselves
K to 12
K to 12 Science
demonstrates understanding
that plants have parts that chooses which plants to grow (Print – BEE)
make them better adapted in in a particular habitat
specific habitats Learning Guide
in Science and
 conducts investigation on the Health: Plants,
specialized structures of plants Here. There and
given varying environmental Everywhere
conditions: light water,
temperature and soil type (Print-BEE)
 make a survey of plants found
in the community and their S4LT-II-e-f-11
specific habitats
 choose which plants to grow in S4LT-II-e-f-12
a particular habitat
Heredity: Inheritance and

Variation
 Life Cycles  demonstrates understanding draw the life cycle of a living  compares the stages in theof S4LT-II-g-h-13
- Humans, Animals and that different organisms go thing and indicate the stage the different life cycle s of
Plants through life cycle which can be that is most affected by organisms S4LT-II-g-h-14
affected by their environments changes in the environment  describe s the effect of of the
(e.g., the larval stage of environment on the stages of
(e.g., human, dog, mongo) mosquitoes is most vulnerable the life cycle of representative
to biocontrol practices) organisms
that certain stages in the life
of living things are vulnerable
to changes in the environment
Ecosystems makes a list of beneficial and  describes some types of S4LT-II-i-j-15
harmful interactions among beneficial interactions among
- Beneficial interactionand s  demonstrates understanding organisms that occur in their living things S4LT-II-i-j-16
- Harmful interactions that beneficial and harmful schoolyard  describes some types of
interactions occur among living harmful interactions among
things and their environment draws a poster showing the living things
as they meet their basic needs environmental conditions  conducts investigations to S4LT-II-i-j-17
to surviveBeneficial and needed by living things to determine environmental
harmful interactions occur thrive (e.g., rice grown in conditions needed by living
among living things and their paddy fields where sunlight things to survive
K to 12
K to 12 Science
and rainfall are adequate  describes the effects of

environment as they obtain throughout the planting interactions among organism
basic needs. season) in their and their environment
S4LT-II-i-j-18

understanding of… The Learner…
 Effects of Force on Objects practices safety measures in  explain the effects of force S4FM-III-a-1
The Learner… physical activities and proper applied to an object
- Shape, size and movement handling of materials conducts a simple investigation to
- find out what force can do to S4FM-III-b-c-2
What force can do materials
Measuring force explores the strength of the S4FM-III-d-e-3
 demonstrates understanding of
Applications of force force and its effects on magnet at different
movement, size, and shape of locations/distances around it
materials force can change the investigates how magnets interact
shape, size and movement of with other magnets
objects  practice safety measures in
physical activities and proper
demonstrates understanding of the handling of materials
properties of magnets  describe the force exerted by
magnets

S4FM-III-f-g-4
 Light, Heat and Sound  demonstrates understanding  protects oneself from exposure  describeinvestigate how light,
Properties of light, heat of the propagation of light, to excessive light, heat and sound and heat travel
and sound heat and soundhow light, heat sounddemonstrate in group S4FM-III-h-5
and sound travel using various conceptual understanding of  investigate s properties and
objects properties/characteristics of /characteristics of light, heat
Heat transfer demonstrates understanding light, heat and sound and sound
of the demonstrates how heat is S4FM-III-i-j-6
 properties/characteristics of transferred by conduction,
light and sound convection and radiation
 describe ways to protect
K to 12
K to 12 Science
oneself from exposure to

excessive light, heat and
sound

understanding of…
 Soil The Learner… investigates which soil type is  compares and contrasts the S4ES-IV-a-1 BEAM-Grade 3
- Types of soil according to suitable for particular types of characteristics of different – Unit 6 Earth
size of particles and ability  demonstrates understanding of plants types of soil (DLP-Learning
to hold water (sand, silt the different types of soil and Guide –Soil not
and clay) how the soil type affects plant just a dirt)
- Suitability of soil to plant growth and development
growth and development
(presence of humus)
 Water in the Environment  demonstrates understanding demonstrates wise use of identifies the different sources of
- Sources of waterand of the different sources of water in different situations water in the community S4ES-IV-b-2
(spring, lakes, seas, rivers, water suitable for human
streams, waterfalls and consumption  explain the use of water from
dams) different sources to daily S4ES-IV-c-3
- I importance of water activitiesinvestigates which
- Wise use of water sources of water in your S4ES-IV-d-4
- Water cycle community are suitable for
human consumption
describes the importance of the
water cycle to life on Earth

 infer the importance of water in
daily activities
 describe the importance of the
water cycle
 Weather  demonstrates the  uses weather instruments to S4ES-IV-e-5 Learning Guide

- Components of weather understanding of weather and practice precautionary measure the different weather in Scienceand
- What makes up the changes over timecomponents measures in planning activities components Health: Warm
K to 12
K to 12 Science
weather of weather using simple plans activities that he/she can S4ES-IV-f-6 and cool
- Instruments to measure instruments do in different kinds of weather  record in a chart the weather
theWeather instruments conditions over a period of S4ES-IV-g-7 Learning Guide
- weather components time in Science and
- Weather chart  identify safety precautions Health:
Safety precautions during different weather Interpreting
conditions Weather
Conditions
Learning Guide
in Science and
Health: typhoon
BEAM-Grade 4-
Unit 8 –
Weather
(Science 4 DLP
-54-55
BEAM – Grade
4 –Unit 8 –
Weather (DLP –
Science 4-DLP
58)
  practices precautionary measures  observes changes in the S4ES-IV-h-8
to avoid harmful effects of the Sun surroundings as the position of
the Sun changes
 describes the role of the Sun S4ES-IV-i-9
in the water cycle
 The Sun
- Importance of the Sun  demonstrates understanding  describe the effects of the S4ES-IV-j-10
- Harmful Eeffects of Sun on of beneficial and harmful Sun
living things overexposure effects of the Sunthe Sun as
to the Sun the main source of heat and
- Safety precautions light on Earth
K to 12
K to 12 Science
Grade 5 – Matter
Properties The Learners demonstrate The Learner… The Learner…
understanding of…
The Learner…  use the properties of S5MT-I-a-b-1
 Properties used to minimize  use local, recyclable solid materials whether they are
wasteUseful and harmful  demonstrates understanding of and/or liquid materials in useful or harmful
materials properties of materials to making useful products
determine whether they areir practices segregation
useful or harmful techniques in order to create
useful and valuable products
from recyclable materials
 investigate changes that S5MT-I-c-d-2
happen in materials under the
 Changes that Materials  materials undergo changes following conditions:
Undergo due to oxygen and - presence or lack of oxygen
heataesthetic and economic - application of heat
uses
 recognize the importance of S5MT-I-e-g-3
recycle, reduce, reuse,
recover and repair in waste
management
 design a product out of S5MT-I-h-i-4

local , recyclable solid and/
or liquid materials in making
useful products
applies the 5Rs (recycle,

reduce, reuse, recover and
repair) in waste
management
communicates the
K to 12
K to 12 Science
importance of the 5Rs

relative to aesthetic and
economic values
 Changes that Materials  demonstrates understanding  practice ways that prevent investigates changes that
Undergo that materials undergo changes which may have happen in materials under
Evidence of Change changes at certain conditions harmful effects on the the following conditions:
resulting to a new product immediate environment and presence or lack of oxygen
living organisms application of heat

Parts and Functions The Learners demonstrate The Learners should be able The Learners should be able
understanding of… to… to…
 Humans The Learner…
BEAM – Grade 5
 The reproductive system  reports on proper ways of S5LT-II-a-1 – Unit 1 –
 demonstrates understanding taking care of the Reproductive
Development of secondary of the parts that make up the reproductive organs  describeidentifies the parts of System (Science
sex characteristics reproductive system and their the reproductive system and S5LT-II-b- 5 – DLP 1)
functions their functions of the 2
Menstrual cycle  demonstrates understanding reproductive system BEAM – Grade 5
of the development of  describes the functions of the S5LT-II-c-3 – Unit 1 -
secondary sex characteristics parts of the reproductive Menstrual Cycle
during puberty system S5LT-II-d- (Science 5 – DLP
 demonstrates understanding  describes the changes that 4 4)
of the events in the menstrual occur during puberty such as
cyclehow the parts of the the development of secondary
human reproductive system sex characteristics
work  explains the menstrual cycle
 give ways of taking care of the
reproductive organs
and how it indicates readiness

for reproduction
 Animals makes a poster comparing the
K to 12
K to 12 Science
- reproductive system of advantages and disadvantages  identifies the parts of the S5LT-II-e-5
animals  demonstrates understanding of reproductive strategies of reproductive system of
- Parts and functions of the of how animals reproduce to animals such as few offspring representative animals using
reproductive system ensure their survival with parental care and large posters describe the different
- modes of reproduction in number of offspring with modes of reproduction in
animalsModes of minimal or no parental care animals such as butterflies,
reproduction mosquitoes, frogs, cats and
dogs
 describes the functions of the
parts of the reproductive
system
 describes the different modes
of reproduction of animals
compares the number of
offspring of representative
animals (e.g., carabao, fish,
butterfly, spider)
examines how animals ensure
the survival of their young
 describe the reproductive parts S5LT-II-f-6

 Plants in plants and their functions
- reproductive parts in plants  demonstrates understanding of makes a flyer on how plants can  describe the different modes of S5LT-II-g-
- modes of reproduction in how plants reproduce to ensure be propagated vegetatively reproduction in flowering and 7
plants their survival non-flowering plants such as
Flowering plants (rice/corn, writes an essay on how best to moss, fern, mongo and others
pechay, mongo) propagate certain kinds of 
Non-flowering plants plants
(conebearing, ferns,  identifies the parts of flowering
liverworts) and non-flowering plants used
for reproduction
 describes the modes of
reproduction in plants
examines how the modes of

reproduction of certain kinds of
crops may be used to increase
yield
K to 12
K to 12 Science
BEAM – Grade 3
Ecosystems – Unit 3 –Plants
 Interactions Among Living writes a report on how estuaries (DLP-Science 3
Things benefit nearby communities and on DLP 37)
- in Estuaries  the demonstrates how these communities protect and  describes the physical S5LT-II-h-
- and Intertidal Zones understanding of the more conserve the estuaries conditions of estuaries and 8 BEAM-Grade 3-
complex interactions for intertidal zones Unit 3 – plants
survival among living and  create a hypothetical community  discussillustrates the S5LT-I-i-j- (DLP-Science 3
Physical conditions of non-nliving things that take to show how organisms interactions among living things 10 DLP39)
estuaries and intertidal place inin larger habitats interact and reproduce to and non-living things and their
zones like estuaries and intertidal survive environment in estuaries and Learning Guide
zones intertidal zones in Science and
Plants and animals living in  Health: Seed
these ecosystems (where land and water Making parts of a
ecosystems overlap)  explain the need to protect flower
Feeding relationships in and conserve estuaries and
these ecosystems intertidal zonesvaluates the Learning Guide
importance of protecting and in Science and
Protecting and conserving conserving these ecosystems to a Health Parts of a
estuaries fishing community Seed
 Learning Guide
in Science and
Health: Growing
Plants without
Seeds
(Print-BEE)
The Learners demonstrate The Learners should be able … The Learners should be able to…
understanding of…
Motion The Learner… practices time management in  describees the motion of an S5FM-III-a-1
road travels object by tracing and
 Measuring time and distance  demonstrates understanding measuring its change in
using standard units of motion in terms of distance position (distance travelled)
and time over a period of time S5FM-III-b-2
 uses appropriate measuring
tools and expresses
K to 12
K to 12 Science
measurements using correct

standard units
 Light and Sound, Heat and  how different objects interact applies one’s knowledge on  discusses why some materials S5FM-III-c-3
Electricity with light and sound, heat and the effects of heat, electricity, are good conductors of heat
electricity light and sound in daily life and electricity
- Effects on People  infers how black and colored S5FM-III-d-4
- Conductors of Heat and color objects of an object affect
ElectricityConductors of  demonstrates understanding s the its ability to absorb heat
heat and electricity of the effects of heat and  relates the ability of the material S5FM-III-e-5
- Effects of light and sound, electricity, light and sound on to block, absorb or transmit light
heat and electricity people and objects to its use
Preventing harm investigates the effects of tension,
length and thickness of the string on
the pitch of the sound produced by
a stringed musical instrument
describes effects of noise and
harmonious sound on people
 Electricity and Magnetism

- Circuits  demonstrates understanding of  propose an unusual tool or  constructs a simple circuit to S5FM-III-f-6
- Electromagnets a simple DC circuit and the device using electromagnet light up a bulb
relationship between electricity that is useful for home  infers the conditions necessary S5FM-III-g-7
and magnetism in school or community to make a bulb light up
electromagnets assembles simple electrical  determine the effects of
circuits with caution investigates how changing the
number or type of components S5FM-III-h-8 BEAM-Grade 5 –
like battery or bulbs, in a circuit Unit 5-
 can make bulbs brighter or S5FM-III-i-j-9 Energy(Electro
dimmer Magnets-
 infers that electricity can be Learning Guide
used to produce magnets Powered
 given a set of materials, design Attraction)
s an experiment to determine
the factors that affect the
strength of the electromagnet

K to 12
K to 12 Science

Processes that Shape Earth’s The Learners demonstrate The Learners should be able to… The Learners should be able to…
Surface understanding of… BEAM – Grade
The Learner…  describes how rocks turn into S5FM-IV-a-1 4-Unit 7 –
 Weathering and  make a simple map of the soil Earth(Learning
 Soil Erosion  demonstrates understanding of community showing areas  investigates extent of soil S5FM-IV-b-2 Guide Soil
weathering and soil erosion prone to soil erosion erosion in the community and Erosion)
processes (weathering and soil  participate s in projects that its effects on living things and
erosion) that sshape the Earth’s reduce soil erosion in the the environment Learning Guide
surface and affect living things community  communicates the data S5FM-IV-c-3 in Science and
and the environment collected in the investigation on Health: Rocks
soil erosion Around us
 their effects on living things and
the environment Learning Guide
in Science and
Health: Causes
and Effect of Soil
Erosion
Learning Guide
in Science and
Health: Let’s
Prevent Soil
Erosion
Beam –Grade 4-
Unit 7-Earth
(DLP-Science 4
DLP 51-52)
 Weather Disturbances  demonstrates understanding of  makes an emergency plan  observes the changes in the
- Types of weather weather disturbances and their using weather forecasts and weather before, during and after S5FM-IV-d-4
disturbances effects on the environment prepares an emergency kit to be a typhoon
- Effects of weather used in school and at
 describes the effects of a
disturbances on living homeprepares individual S5FM-IV-e-5
typhoon in the community
things and the environment emergency kit
 explains the meaning of storm
warning signals describe the S5FM-IV-f-6
effects of the winds, given a
certain storm warning signal
 The Moon  demonstrates understanding of  debug local myths and folklore  infers the pattern in the changes
K to 12
K to 12 Science
- Phases of the Moon the phases of the Moon and about the Moon and the Stars in the appearance of the Moon S5FM-IV-g-h-7
- Beliefs and practices the beliefs and practices by presenting pieces of  relates the cyclical pattern to the
evidence to convince the length of a month
associated with it
community folksconducts a
survey on the beliefs and
practices of the community in
relation to the phases of the
moon
 The Stars  demonstrates recognition of the identifies any two constellations  identifyies star patterns that can
- Patterns of stars constellations and the and relates them to compass be seen at particular times of S5FM-IV-i-j-1
(constellation) information derived from their directions the year
location in the sky
Grade 6 – Matter
Properties The Learners demonstrate The Learners should be able… The Learners should be able…
understanding of…
 Mixture and their The Learner…  prepares beneficial and useful  investigates the characteristics S6MT-I-a-c-1
Characteristics mixtures such as drinks, food, and classifications of mixtures
- Homogenous and  demonstrates understanding of and herbal medicines (homogeneous, heterogeneous
Heterogeneous mixturess the characteristics and and suspension)describe the
- Colloids classifications of appearance and uses uniform
mixturedifferent types and their and non-uniform mixtures
characteristicss (solutions,  communicates the uses of
colloids and suspensions) different mixtures
 explains the importance of
colloids in daily life
 Separating Mixtures  demonstrates understanding of  separates desired materials  enumerate techniques in S6MT-I-d-f-2
different techniques ways to from common and local separating mixtures such as
separate mixtures products decantation, evaporation,
filtering, sieving and using
magnet,
 tellinvestigates ways of S6MT-I-g-j-3
separating mixtures into their
individual components
 reports on the benefits of
separating mixtures from from
local and common products in
K to 12
K to 12 Science
daily activitiescommunity
Parts and Functions The Learners demonstrate The Learners should be able to… The Learners should be able to… BEAM – Grade
understanding of… 4- Unit 1-
The Learner… Human(Skeletal
 Human Body Systems  explains how the organs of S6LT-II-a-b-1 – Learning)
 makes a chart showing each organ system work
- Musculoskeletal how the major organs of the healthful habits that promote together BEAM – Grade
- Integumentary System human body work together to proper functioning of the  explain how the different organ S6LT-II-c-d-2 4 Unit 1 –
- Digestive System form organ systems musculoskeletal, systems work together Human
- Respiratory System integumentary, digestive,  parts of the musculoskeletal, Muscular – DLP
- Circulatory System demonstrates understanding circulatory, excretory, integumentary, digestive, 5
- Nervous System of how the organs of the respiratory, and nervous circulatory, excretory,
- human body work together to systems respiratory, and nervous Learning Guide
form organ systems such as systems work together in Science and
the musculoskeletal, Health: The
integumentary, digestive, reports on the importance of Kidneys and the
circulatory, excretory, maintaining proper body functioning Bladder
respiratory, and nervous of these systems
systems Learning Guide
in Science and
Health: The
Circulatory
System
Learning Guide
in Science and
Health: Bones in
the Body
 Animal  the different characteristics  makes an inventory of  determine the distinguishing Learning Guide
of vertebrates and vertebrates and invertebrates characteristics of vertebrates in Science: Two
 Vertebrates and invertebrates that are commonly seen in the and invertebrates S6MT-II-e-f-3 Major Groups of
Invertebrates s demonstrates understanding of community  examines characteristics that Animals
the characteristics,  practices ways of caring and distinguish one group of
classifications, importance, protecting animals vertebrates from other groups (Print-BEE)
- Characteristics of protection and conservation of and which serve as a basis for
vertebrates and animals their classification Learning Guide
invertebrates  compares the structures that in Science and
Economic importance of vertebrates and invertebrates
K to 12
K to 12 Science
vertebrates and use to perform a certain

invertebrates in the function (e.g., vertebrates use Health: Group of
community their musculoskeletal system - Invertebrates
Rare animals in the coordinated by the nervous
community system - to move; invertebrates (Print – BEE)
Protecting and caring for use an exoskeleton to perform
animals the same function)
observes rare animals found in the

community and their importance
 Plants  how non-flowering plants  makes a multimedia
- Reproduction of Non- reproduce presentation on how parts of
flowering plantsParts of the reproductive system of  compares distinguish how S6MT-II-g-h-4
spore-bearing and cone- demonstrates understanding spore-bearing and cone- parts of spore-bearing and
bearing plants of the parts of spore-bearing bearing plants ensure their plants with cone-bearing
- Life cycles of ferns and and cone-bearing plants and survival plants reproduce
mosses the life cycles of ferns and  makes a flyer on how plants
- Vegetative plant mosses can be propagated vegetatively describes the life cycles of ferns
propagation and mosses
that new plants may be grown communicates propagation
from other plant parts or new techniques that can be used for
techniques growing plants
Ecosystems
Interactions Among Living

Things in
Tropical  discuss the interactions among S6MT-II-i-j-5 Learning Guide
 Tropical living things and non-living Science and
Rainforestsrainforests  forms discussion groups to things in tropical rainforests, Health: There is
- , Coral Reefsreefs tackle issues involving coral reefs and mangrove no Place Like
- , and Mangrove demonstrates understanding of protection and conservation of swamps Home
Swampsswamps interactions among components of ecosystems that serve as  explain the need to protect (Print – BEE)
habitats with the highest species nurseries, breeding places, and conserve tropical S6MT-II-k-l-6
Physical conditions of tropical diversity such as tropical and habitats for economically rainforests, coral reefs and
rainforests, coral reefs and rainforests, coral reefs, and important plants and animals mangrove swamps
mangrove swamps mangrove swamps
 Plants and animals living in
these ecosystems
 the interactions for survival
 Feeding relationships in these
among living and non-living
K to 12
K to 12 Science
ecosystems
 Protecting and conserving things that take place in
tropical forest ecosystems tropical rainforests, coral reefs
and mangrove swamps
describes the physical conditions of

tropical forests, coral reefs, and
mangrove swamps
communicates the importance of
feeding relationships among living
things in the ecosystem
Grade 6 – Force, Motion and Energy
Gravitation and Frictional Forces The Learners demonstrate The Learner s …should be able The Learners…
understanding of… to…
Observable effects of gravitational The Learner…  infer how friction and gravity S6FM-III-a-b-1
and frictional force  produce an advertisement to affect movements of different
Overcoming gravity and friction  demonstrates understanding of show road safety objects
Gravity and Friction the observable effects of devices ways on how to infers that friction and gravity
gravitational and frictional forces overcome the effects of friction affect how people and objects
on people and objectsgravity and gravity in performing tasks / move
and friction affect movement of daily activities
objects
 Energy manipulates simple machines to do

 how demonstrates certain tasks in daily life activities  demonstrate how sound, heat S6FM-III-c-d-2
- Energy forms and understanding of energy is  create a marketing strategy for a ,light and electricity can be
transformation formstransformed and new product on electrical or light
transformed
- Simple machines transformations, kinds of simple efficiency S6FM-III-e-f-1 Learning Guide in
 infers that energy like sound,
Energy transformation in simple machines and their importance practices safety in handling tools Science and
machines or simple machines found in heat, light and electricity can be
in daily life activitiesin simple Health: Safety
machines school, at home and in the transformed from one form to S6FM-III-a-1
community with Machines
another
 manipulates simple machines to (Print – BEE)
K to 12
K to 12 Science
describe their characteristics

and uses
 demonstrates practical and safe
use of simple machines
identifies electrical devices at
home and school that converts
electrical energy to light, heat,
sound and motion
Content Content Standards Performance Standards Learning Competencies Code
Earthquakes and Volcanic The Learners demonstrate The Learners should be The Learner…
Eruptions understanding of…The Learner… … Learning Guide
Forces that affect changes on the  describes the changes in on S6ES-IV-a-1 in Science and
earth’s surface  the effects of earthquakes and  design an emergency and the Earth’s surface as a result Health: Active or
volcanic eruptions preparedness plan and kit of earthquakes and volcanic Inactive
- Earthquakes demonstrates understanding of  makes an emergency plan and eruptions (Print –BEE)
- Volcanic Eruption natural disasters and knowledge of prepares an emergency kit for  enumerate what to do before,
emergency preparedness use at home and in school during and after earthquake S6ES-IV-b-2
Changes on Earth’s surface during these disasters and volcanic eruptions
as a result of earthquakes
and/or volcanic eruptions
Warning signs describes warning signs that a
Disaster preparedness volcano is about to erupt
makes informed decisions on what
to do during and after earthquakes
and volcanic eruptions
 Weather Patterns in the  demonstrates understanding of chooses activities appropriate to the  collects, reports and interprets
Philippines weather patterns, and seasons changing seasons and find ways to data on the weather in a span of S6ES-IV-c-3
- Weather patterns and and effects of seasons on reduce risks a school year
Seasons in the Philippine livelihood and health of people  describe s the seasons in the
Seasons in the communityin the Philippines and their effects on S6ES-IV-d-4
Effects of seasons on Philippines livelihood and health of the
livelihood and health of people in the community
people in the community
 discuss appropriate activities for
specific seasons of the
Philippines

K to 12
K to 12 Science
 Motions of the Earth  uses models to demonstrate BEAM – Grade 4

- Rotation and revolution  of the earth’s rotation and rotation and revolution of the  relates the rotation and – Unit 9 – Earth,
Revolution revolution Earth to explain natural revolution of Earth to the Moon and Sun
Effects of Earth’s motions demonstrates understanding of phenomena occurrence of day and night, S6ES-IV-e-f-5 (DLP – Science 4
the motions of the Earth and its apparent movement of Sun, DLP 60)
effects Moon and stars, and the lengths
of a day and a yeardemonstrate
rotation and revolution of the
Earth using a globe to explain
day and night and the
occurrence of seasons
 The Solar System  demonstrates understanding of discusses the characteristics of  compare s the eight planets of BEAM-Grade 4 –
- Planets (e.g., surface the physical characteristics of Earth that support life our the solar system S6ES-IV-g-h-6 Unit 9 – Earth,
features, size and relative planets in the solar system  constructs models of the solar Moon and Sun
distance from the Sun) based on their relative sizes (DLP – Science 4
- Model of the solar system S6ES-IV-i-j-7 – DLP59)
and distance from the sun
system that show the relative BEAM –Grade 4
sizes of each planet and the Unit 9 – Earth,
relative distances between the Moon and Sun
planets (DLP –Science 4
DLP 60)
K to 12
K to 12 Science
Grade 7 – Matter
Content Content Standards Performance Standards Learning Competencies
Doing Scientific Investigations The Learners demonstrate The Learners… The Learners…
understanding of…
 Ways of acquiring knowledge The Learner…  conducts simple investigations  describes what is meant by
and solving problems through the inquiry approach fair test
 demonstrates understanding of using local available
 describes the components of
scientific ways of acquiring materialsperform in groups
an a scientific investigation such
knowledge and solving guided investigations involving
as research problem,
community-based problems
problems hypothesis, method for testing
using locally available materials
 hypothesis and conclusions
 based on evidence
prepares different 
concentrations of mixtures
 Diversity of Materials in the according to uses and
Environment availability of materials
investigates the properties of
- Solutions mixtures of varying  investigate properties of
 demonstrates understanding of concentrations using available unsaturated or saturated
some important properties of materials in the community for solutions
solutions specific purposes  express concentrations of
makes a chart, poster, or solutions quantitatively by
multimedia presentation of preparing different
common elements showing their concentrations of mixtures
names, symbols and uses according to uses and
deleted performance standards availability of materials
can be used in the TG interprets
properly product labels of acidic  investigates properties of
and basic mixture and practices unsaturated or saturated
safe ways of handling acids and solutions
bases using protective clothing investigates how fast solids
and safety gears dissolve in water
- Substances and Mixtures  demonstrates understanding of  distinguish mixtures from  

the properties of substances substances based on a set of
which distinguish them from properties recognizes that a
mixtures substance has a unique set of
properties
K to 12
K to 12 Science
- Elements and Compounds  demonstrates understanding of  recognizes that substances are  

classifying substances as classified into elements and
elements or compounds compounds

- Acids and Bases  demonstrates understanding of  investigates properties of acidic  

common properties of acidic and basic mixtures using natural
and basic mixtures indicators
- Metals and Non-metals  demonstrates understanding makes a chart, poster, or  describes some properties of  
properties of metals and multimedia presentation of metals and nonmetals such as
nonmetals metals and nonmetals luster, malleability, ductility, and
commonly used at home and conductivity
industry
Parts and Functions The Learners demonstrate The Learners… The Learners…
understanding of……
   employs appropriate techniques 

 Microscopy using the compound standard
  parts and functions of the tools or equipment microscope
 Levels of Biological Organization compound microscope to gather data about very small
 demonstrates understanding of objects  identify parts of the microscope
the different levels of biological  makes a multimedia and their functions
Microscopy organization in an organism presentation showing how  focus specimens using the
organ systems interact with compound microscope
each other to carry out  differentiates organ systems,
essential processes of the body organs, tissues, cells from each
 Animal and plant cells  demonstrates understanding otherdifferentiate organ
 Fungi, protists, and bacteria that aside from plants and systems, organs, tissues, cells
animals, there are other much from each other
smaller organisms that can only  identifyies common diseases
be seen through the that affect the major organs of
microscope many of which the body and their treatment
consist of only one cell  identifies parts of the
K to 12
K to 12 Science
 demonstrates understanding of microscope and their functions

the levels of organization  differentiates plant and animal
beyond the organism such as cells according to presence or
populations, communities, and absence of certain organelles
ecosystems  describes the structures of
microorganisms using a
microscope
 identifyies beneficial and
harmful microorganisms
 explains why the cell is
considered the basic structural
and functional unit of all
organisms
Heredity: Inheritance and

Variation
 demonstrates understanding  conducts an interview with  compares asexual and sexual
 Asexual reproduction that reproduction can be farmers on the kinds of plants reproduction
- Offspring that result from asexual or sexual that are best propagated  describes the process of
asexual reproduction are asexually fertilization
genetically identical to the  differentiates offspring resulting
parents from asexual reproduction with
 Sexual reproduction that from sexual reproduction in
- Union of egg cell and sperm terms of similarities to parents
cell during fertilization
- Offspring that result from
sexual reproduction are
similar to the parents but not
identical
Ecosystems
 Components of an ecosystem:  demonstrates understanding  initiates and/or participates in  identifies which of the things
biotic and abiotic that organisms interact with activities that protect and found in the environment are
 Ecological relationships each other and with their preserve ecosystems in the biotic or abiotic
environment to survive locality  describes the different
- Producers and consumers ecological relationships found in
- Symbiotic relationships: an ecosystem
parasitism, mutualism  describes how energy is
- Non-symbiotic relationships: transformed through the feeding
K to 12
K to 12 Science
competition, predation relationships

- Transfer of energy through  predicts the effect of changes in
trophic levels one population on other
populations in the ecosystem
 predicts the effect of changes in
abiotic factors on the ecosystem
individual and collective actions
on protecting and preserving
ecosystems
Motion in One Dimension The Learners demonstrate The Learner… The Learner…
understanding of…
 Motions of Objects in terms The Learner…  advocates road safety focusing  describes the motion of an
of displacement, speed or on the dangers of object in terms of distance or
velocity and acceleration  demonstrates understanding of overspeeding, sudden stopping displacement, speed or velocity,
 Motion Detectors motion in one- dimension and tailgating and acceleration
 differentiates quantities (in
 discusses how motion detectors terms of magnitude and
are used in detecting direction) using the concepts of
overspeeding vehicles distance vs displacement and
speed vs velocity
 creates and interprets visual
representation of the motion of
objects such as tape charts and
motion graphs
 Waves  infers that energy, like light and  

- Transverse vs. Longitudinal  demonstrates understanding of  develop awareness of the sound, travels in the form of
Waves waves as a carriers of energy potential risks brought about by waves
- Mechanical vs. big waves like tsunamis  explains how waves carry
electromagnetic waves energy from one place to
- Characteristics of waves another
 distinguishes between
transverse and longitudinal
waves and mechanical and
electromagnetic waves
 use a model to demonstrate
K to 12
K to 12 Science
the relationship among

frequency, amplitude,
wavelength, and wave velocity
 Sound
- Characteristics of sound  demonstrates understanding of  creates harmonious music  uses the concepts of
the characteristics of sound using indigenous products wavelength, velocity, and
such as pitch and loudness amplitude to describe
characteristics of sound such
as pitch, loudness and quality
 demonstrates changes in pitch
and loudness using real or
improvised musical instrument
through fair testing
 explains sound production in
the human voice box and how
pitch, loudness and quality of
sound vary from one person to
another
 describes how organisms
produce, transmit and receive
sound of various frequencies
(infrasonic, audible and
ultrasonic sound)
 Light  demonstrates understanding of  chooses proper lighting in  relates characteristics of light  

- Characteristics of Light the characteristics of light: doing various activities like such as color and intensity to
intensity or brightness and reading and road travel frequency and wavelength
color  designs and implements an
experiment that shows that
light travels in a straight line
 investigates the relationship
between light intensity and the
distance from a light source
 Heat  demonstrates understanding of  chooses right materials for a  infers the conditions necessary  
- Heat Transfer the different modes of heat particular purpose for cooking, for heat transfer to occur
transfer: conduction, food storage, and building  explains different modes of
convection, radiation homes heat transfer in terms of the
K to 12
K to 12 Science
movement of particles
 identifies good and poor
conductors of heat and
describe their specific uses
 Electricity  demonstrates understanding of  protects oneself during  differentiates the three types of  
- Charges charges and the different thunderstorm charges
- Charging processes charging processes  demonstrates the different types
of charging processes
earthing or grounding
 describes how a lightning rod
works

The Philippine Environment The Learner… The Learner… The Learner…
 Location of the Philippines  demonstrates understanding of  practices conservation and  demonstrates how places on
using a coordinate system the characteristics of the protection of resources (soil, Earth may be located using a
 Location of the Philippines Philippine environment and its water, rocks and minerals, fossil coordinate system
with respect to landmasses natural resources, including the fuels) in the community  describes the location of the
and bodies of water ways by which these resources Philippines with respect to the
 Protection and conservation are conserved and protected continents and oceans of the
of natural resources world
 recognizes that soil, water,
rocks, coal, and other fossil
fuels are Earth materials
 recognizes that Earth materials
provide many of our resources
 describes ways of using Earth's
resources wisely
 Interactions in the  demonstrates understanding of  plans for extreme weather  describes the different layers  
Atmosphere the different phenomena that conditions such as torrential of the atmosphere
- Greenhouse effect and occur in the atmosphere and rains during monsoons  illustrates how some human
/global warming how they affect human  participate in projects that will activities affect the atmosphere
- Land and sea breezes activities reduce buildup of greenhouses  explains how energy from the
K to 12
K to 12 Science
- Monsoons gases sun enters the atmosphere

- Intertropical convergence  accounts for the occurrence of
zone land and sea breezes, and
monsoons
 explains the occurrence of the
intertropical convergence zone
(ITCZ)
 describes the effects of certain
weather systems in the
Philippines
 Seasons in the Philippines  demonstrates understanding of  plans activities appropriate to  using models, relates:  
- Relation of seasons to the the relationship of the seasons the seasons in the Philippines - the tilt of the Earth to the
position of the Sun in the and the position of the Sun in length of daytime
sky the sky - the length of daytime to the
- Causes of seasons in the amount of energy received
Philippines - the position of the Earth in its
orbit to the height of the Sun
in the sky
- the height of the Sun in the
sky to the amount of energy
received
- the latitude of an area to the
amount of energy the area
receives
 shows what causes the
seasons in the Philippines to
change using models
 Eclipses  demonstrates understanding of  discusses whether or not  communicates how solar and  
- Solar eclipse the occurrence of eclipses beliefs and practices about lunar eclipses occur
- Lunar Eclipse eclipses have scientific basis  collects, records and reports
data on the beliefs and practices
of the community in relation to
eclipses

The Learner… The Learner… The Learner…
K to 12
K to 12 Science
 Laws of Motion  Demonstrates understanding of  develops a written plan and  investigates the relationship of
- Law of Inertia the Newton’s three laws of implement a ―Newton’s the amount of force applied
- Law of Acceleration motion and uniform circular Olympics and the mass of the object to
- Law of Interaction motion the amount of change in the
object’s motion
 infers that when a body exerts
a force on another an equal
amount of force is exerted
back on it
 demonstrates how a body
responds to changes in motion
 relates the laws of motion to
bodies in uniform circular
motion
 infers that circular motion
requires the application of
constant force directed toward
the center of the circle
 Work Power and Energy  demonstrates understanding of  proposes ways to increase the  differentiates layman’s  
- Layman’s definition of work work using constant force, amount of work done in a definition of work from
vs. mechanical work power, gravitational potential certain period mechanical work
- Situations where work is energy, kinetic energy, and  describes how work is related
done and where work is not elastic potential energy to power and energy
done  differentiates potential and
kinetic energy
 relates speed and position of
object to the amount of energy
possessed by a body
 Sound  demonstrates understanding of  discusses technologies that  compares the speed of sound  
the propagation of sound make use of sound waves through solids, liquids and
through solid, liquid, and gas (e.g. sonar) gases
 infers how the movement of
particles of an object affects
the speed of sound through it
 investigates the effect of
temperature to speed of sound
K to 12
K to 12 Science
 Light  demonstrates understanding of  discusses about phenomena  demonstrates the existence of  

some properties and such as blue sky, rainbow, red the color components of visible
characteristics of visible light sunset using the concept of light using a prism or diffraction
wavelength and frequency of grating
visible light  explains the hierarchy of colors
in relation to energy
 explains that red is bent the
least and violet is bent the
most according to their
wavelengths or frequencies
 Heat  demonstrates understanding of  constructs a model to  differentiates between heat  
heat and temperature and demonstrate the high heat and temperature at the
the effects of heat to a body capacity of water ( e.g. molecular level
balloons filled with water do  cites examples in real life and
not burn easily when placed industries that apply expansion
over the flame) of materials (e.g. expansion
 discusses the importance of slots of bridges)
water as a cooling agent  investigates the relationship of
because of its high specific the amount of heat transferred
heat capacity between bodies of varying
temperature to temperature
difference, heat capacity and
mass using fair testing
 Electricity  demonstrates understanding of  practices safety in handling  infers the relationship between  
current- voltage-resistance electrical devices current and charge
relationship, electric power,  creates models or cites
electric energy, and home analogies for electrical charge,
circuitry current, voltage, power and
resistance
 investigates the effect of using
one or two batteries to various
ways of connecting two light
bulbs (series and parallel
connections)
 explains the advantage of
parallel wiring in homes
 differentiates electrical power
and electrical energy
K to 12
K to 12 Science
 compares power rating and

energy consumption of various
electrical appliances
 explains the functions of circuit
breakers, fuses, earthing,
double insulation and other
safety devices in the home
SECOND QUARTER/ SECOND GRADING PERIOD
 Earthquakes and Faults  demonstrates understanding of  participates in making decisions  describes what a fault is
- Active and inactive faults the relationship between faults on where to build structures  using models or illustrations,
- How movements along and earthquakes based on knowledge of the explains how movements along
faults generate location of active faults in the faults generate earthquakes
earthquakes community  differentiates the epicenter of an
- How earthquakes generate  makes an emergency plan and earthquake from its focus
tsunamis prepares an emergency kit for  differentiates the intensity of an
- Earthquake focus and use at home and in school earthquake from its magnitude
epicenter  identifies faults in the
- Earthquake intensity and community
magnitude  differentiates between active
- Earthquake preparedness and inactive faults
- How earthquake waves  demonstrates how underwater
provide information earthquakes generate tsunamis
about the interior of the
 explains how earthquake
Earth
waves provide information
about the interior of the earth
 Understanding Typhoons  demonstrates understanding of  demonstrates precautionary  explains how typhoons develop  
- How typhoons develop formation of typhoons and their measures before, during, and  infers why the Philippines is
- Why the Philippines is prone movement within the Philippine after a typhoon, including prone to typhoons
to typhoons Area of Responsibility following advisories, storm  explains how landforms and
- How landforms and bodies signals, and calls for bodies of water affect typhoons
of water affect typhoons evacuation given by  traces the path of typhoons that
- Philippine Area of responsible government enter the Philippine Area of
Responsibility agencies Responsibility (PAR) using a
 participates in activities that map and tracking data
lessen the risks brought by  explains the meaning of storm
K to 12
K to 12 Science
typhoons warning signals
 Other members of the Solar  demonstrates understanding of  discusses whether or not  compares and contrasts  
System the characteristics of comets, beliefs and practices about comets, meteors, and asteroids
- Comets meteors and asteroids comets and meteors have  predicts the appearance of
- Meteors scientific basis comets based on recorded data
- Asteroids of previous appearances
 explains the regular occurrence
of meteor showers
Grade 8 – Matter
 Particle Nature of Matter  demonstrates understanding of  makes a chart, poster, or  explains the properties of
the particle nature of matter as multimedia presentation of solids, liquids and gases based
- Elements, Compounds and basis for explaining properties, elements and compounds that on the particle nature of matter
Mixtures physical changes, and are essential to living  explains physical changes in
- Atoms and Molecules structure of substances and organisms terms of the arrangement and
mixtures  traces how water behaves in motion of atoms and molecules
its different states based on
the arrangement of its particles
 Atomic Structure
 demonstrates understanding of  makes a chart, timeline, or  determines the number of
- Protons the identity of a substance multimedia presentation of protons, neutrons and
- Neutrons according to its atomic how the different models have electrons in a particular atom
- Electrons structure evolved
 Periodic Table (PT) of  demonstrates understanding of  creates a poster on the  traces the development of the  
Elements the periodic table of element essential elements needed by periodic table from observations
as an organizing tool to the human body indicating based on similarities in
-Development of the PT determine the chemical their sources, roles and properties of elements
-Arrangement of elements properties of elements functions, required levels on a  uses the periodic table to predict
-Reactive and non-reactive daily basis, and the effects the chemical behavior of an
metals when taken in excess element
FOURTH QUARTER/ FOURTH GRADING PERIOD
Structures and Functions: Focus The Learner… The Learner… The Learner…
K to 12
K to 12 Science
on the Digestive System

 demonstrates understanding of  conducts an interview with the  describes the coordinated
 Organs of the digestive system the organs of the digestive school nurse or the local health functions of the organs of the
and their interaction with organs system and their functions in workers on practices that digestive system
of the respiratory and circulatory ingestion, absorption, promote proper care for the  traces the path of food as it is
systems assimilation, and excretion organs of the digestive system being digested
 Changes in food as it undergoes  demonstrates understanding of  explains how enzymes help in
physical and chemical digestion
the interaction among organs digesting food
 Diseases resulting from nutrient
of the digestive, circulatory,  explains how digested food is
deficiency and ingestion of
harmful substances and respiratory systems in absorbed through the villi and is
 Prevention, detection, and providing the body with carried through the bloodstream
treatment of diseases of the nutrients for energy to the liver
digestive system  demonstrates understanding of  explains how dissolved wastes
 Contemporary health issues that how dissolved wastes and and solid wastes are eliminated
promote proper nutrition and solid wastes are eliminated through the excretory system
overall wellness through the excretory system  illustrates how diseases of the
 demonstrates understanding of digestive system are detected,
diseases that result from prevented, or treated
nutrient deficiency and  identifies healthful practices that
ingestion of harmful affect the digestive system
substances and their  discusses contemporary health
prevention and treatment issues that promote proper
nutrition and overall wellness
Heredity: Inheritance and  demonstrates understanding  reports on the importance of  identifies organelles that are
Variation of Traits that cells divide to produce variation in plant and animal involved in cell division
new cells breeding  describes and compares the
 Organelles of the cell  demonstrates understanding processes of mitosis and
involved in cell division that Mendel’s laws can be meiosis, and their role in the
 Stages of mitosis used in explaining the role of cell division cycle
 Stages of meiosis meiosis in producing genetic  compares the number of
 Mendelian Genetics variation chromosomes of the daughter
cells resulting from mitosis
and meiosis
 differentiates oogenesis and
K to 12
K to 12 Science
spermatogenesis
 explains the significance of
meiosis in maintaining the
chromosome number
 describes how the union of
egg and sperm cells results in
variation
 identifies phenotypes as the
expression of inherited
characteristics
Biodiversity  demonstrates understanding of  reports (e.g., through a  explains the concept of  

 Species diversity the concept of a species as a travelogue) on the activities that species as a reproductively
 Hierarchical taxonomic reproductively distinct group of communities engage in to distinct group of organisms
system of species organisms protect and conserve  classifies organisms using the
 Protection and conservation  demonstrates understanding endangered and economically hierarchical taxonomic system
of endangered and that species are further important species (domain, kingdom, phylum,
economically important classified into a hierarchical class, order, family, genus,
species taxonomic system (domain, species) based on structure
kingdom, phylum, class, order, and function
family, genus, species)  explains the advantage of high
biodiversity over low
biodiversity in maintaining the
stability of an ecosystem
K to 12
K to 12 Science
Ecosystems  demonstrates understanding of  makes a poster comparing food  describes the transfer of
the one way flow of energy choices based on the trophic energy through the trophic
 Transfer of Energy in Trophic and the cycling of materials in levels levels
Levels an ecosystem  analyzes the roles of
 Cycling of materials in the organisms in the cycling of
ecosystem materials
 explains how materials cycle
- Water cycle in an ecosystem
- Oxygen-carbon cycle  suggests ways to minimize
- Nitrogen cycle human impact on the
environment
 Impact of human activities in  describe changes caused by
an ecosystem organisms in their
environment

FIRST QUARTER/ FIRST GRADING PERIOD
Respiratory and Circulatory The Learner… The Learner… The Learner…
Systems Working with the other
Organ Systems  demonstrates understanding of  conducts an interview with the  describes the parts and
how the different structures of school nurse or the local health functions of the circulatory
the circulatory and respiratory workers on practices that system
systems work together to promote proper care for the  explains the mechanism on how
transport oxygen-rich blood and organs of the circulatory and the circulatory system
nutrients to the different parts of respiratory systems transports nutrients, gases, and
the body other molecules to and from the
 demonstrates understanding of different parts of the body
the prevention, detection, and  explains how harmful
treatment of diseases affecting substances affect the
the circulatory and respiratory respiratory and circulatory
systems systems
 explains how lifestyle (e.g.,
regular exercise, smoking)
affects the functioning of the
circulatory system

K to 12
K to 12 Science

 makes a chart of diseases
affecting the circulatory system
and their prevention, detection,
and treatment
Heredity: Inheritance and  demonstrates understanding  illustrates how traits of  explains how fertilization  
Variation that genetic information is economically important plants produces a diploid zygote out of
 Haploid number of organized in genes on and animals are improved haploid gametes
chromosomes in gametes chromosomes through breeding  describes the location of genes in
 Location of genes in  demonstrates understanding chromosomes
chromosomes that traits of an organism are  explains how genes are
 Restoration of the diploid transmitted to the offspring
responsible for specific traits
number of chromosomes in through the genes found in
the offspring through chromosomes
fertilization
Biodiversity and Evolution

 causes of species extinction
- natural  demonstrates understanding  makes a multimedia  identifies causes of species
- anthropogenic that most species that have presentation of a timeline of extinction
once existed are now extinct extinction of representative  relates species extinction to the
 demonstrates understanding microorganisms, plants, and failure of populations of
that species become extinct animals organisms to adapt to abrupt
when the environment changes changes in the environment
and they fail to adapt
Ecosystems
Flow of Energy and Matter in
Ecosystems
 Photosynthesis
- Structure and function of  demonstrates understanding of  shows through a poster how  describes how specific cell
plant parts and organelles photosynthesis and respiration photosynthesis and respiration structures carry out
involved in photosynthesis as life energy processes are related to each other in photosynthesis and respiration
terms of the feeding  provides evidence that plants
 Respiration relationships and the transfer of can manufacture their own food
- Structure and function of energy through trophic levels  differentiates basic features of
mitochondrion as the main  reports on farming practices that photosynthesis and respiration
organelle involved in cellular relate knowledge of  explains the importance of
respiration photosynthesis that may result photosynthesis to other
K to 12
K to 12 Science
to increased yield organisms
Grade 9 – Matter
 Chemical Bonding  demonstrates understanding of  conducts a survey of organic  explains properties of metals in
- Metallic Bonding the forces that hold metals and inorganic compounds found terms of their structure
together as natural resources in the  recognizes different types of
Philippines compounds (ionic or covalent)
 demonstrates understanding of  presents data in poster, chart or based on their properties such
- Ionic and Covalent Bonding how atoms form bonds with other
atoms by transfer or sharing multimedia the uses of as melting point, hardness,
electrons compounds based on their polarity, and electrical and
properties thermal conductivity
 explains how ions are formed
 recognizes the importance of
ions when humans obtain
nutrients from food
 explains the formation of ionic
and covalent bonds
 explains chemical changes in
terms of the breaking of bonds
and the rearrangement of atoms
to form new substances
 The Variety of Carbon  demonstrates understanding of  creates a database of the  explains how the structure of  
Compounds the type of bond that carbon organic compounds surveyed, carbon atom affects the type of
- Carbon Atoms forms resulting to the diversity of indicating their structure, bonds it forms
- Organic Compounds carbon compounds properties and uses  recognizes the general classes
of organic compounds and their
uses
 Mole Concept  demonstrates understanding that  designs an educational game  uses the mole concept to  
matter consists of an extremely involving mole concepts express mass of substances
- Mass large number of very small  determines the percentage
- Moles particles which can be composition of a compound
- Percentage Composition of quantitatively measured by the given its chemical formula and
K to 12
K to 12 Science
a Compound unit, mole vice versa

 Volcanoes and the Interior of  demonstrates understanding of  participates in making informed  identifies the volcanoes in the
the Earth the interior of the Earth using decisions based on identified community or region
- Active and inactive information from volcanoes permanent danger zones  differentiates between active
volcanoes around active volcanoes and inactive volcanoes
- Different types of volcanoes  shows emergency  describes the different types of
- What happens when preparedness before, during volcanoes
volcanoes erupt and after a volcanic eruption  using models or illustrations,
- Energy from volcanoes including following advisories explains what happens when
- How volcanoes provide regarding alert levels and calls volcanoes erupt
information about the for evacuation given by  using diagrams, illustrates how
interior of the Earth responsible government energy from volcanoes may be
agencies tapped for human use
 explains how volcanoes
provide information about
the interior of the Earth
 Climate  demonstrates understanding of  participates in activities that  explains how different factors  
- Factors that affect climate the factors that affect climate, reduce risks and lessen effects affect the climate of an area
- Global climate phenomenon the effects of changing climate, of climate change  describes certain climatic
and how to adapt to them phenomena that occur on a
global level
 Constellations  demonstrates understanding of  discusses whether or not beliefs  infers the characteristics of stars  
- Characteristics of stars the relationship between the and practices about based on the characteristics of
- Arrangement of stars in a visible constellations in the sky constellations and astrology the Sun
group and Earth’s position along its have scientific basis  infers that the arrangement of
- Changing position of orbit stars in a group (constellation)
constellations during the does not change
night and at different times  observes that the position of a
of the year constellation changes in the
- Beliefs and practices about course of a night
constellations and astrology  using models, shows which
constellations may be observed
K to 12
K to 12 Science
at different times of the year

 Motion in Two Dimensions  demonstrates understanding of  advocates road safety through  describes the horizontal and
projectile motion, impulse and various media focusing on vertical motions of a projectile
- Projectile Motion momentum, and conservation vehicular collisions  investigates the relationship
of linear momentum between the angle of release
 proposes ways to enhance and the height and range of the
 Conservation of Linear sports related to projectile projectile
Momentum motion  relates impulse and momentum
to collisions of objects (e.g.
vehicular collision)
 infers that the total momentum
before and after collision is
equal
 examines effects and predict
causes of collision-related
damages/injuries
 Work Power and Energy  demonstrates understanding of  practices safety in amusement  explains energy transformation
conservation of mechanical rides in various activities/events (e.g.
- Changes in form of energy waterfalls, archery, amusement
mechanical energy rides)
- Conservation of energy  perform activities to
demonstrate conservation of
mechanical energy
 infer that the total mechanical
energy remains the same
during any process
 Heat, Work, and Efficiency  demonstrates understanding of  practices wise choice of  constructs a model to  
the relationship among heat, electrical appliances based on demonstrate that heat can do
work, and efficiency its energy efficiency work
 infers that heat transfer can be
K to 12
K to 12 Science
used to do work and that work

involves the release of heat
 explains why machines are
never 100% efficient
 explains how heat transfer and
energy transformation make
heat engines like geothermal
plants work
 Electricity and magnetism  demonstrates understanding  communicates how electricity  explains generation and  
- Power generation and of power generation, from powerplants reaches transmission of electricity
energy losses transmission, and distribution one’s home through power stations
- Transmission and  explains the importance of a
distribution of electrical national grid system
energy from power plants to  enumerates various ways of
homes generating electricity in the
Philippines and state the
transformation of energy for
each (e.g. hydroelectric,
geothermal or wind power plant)
 describes energy loss in
transmission cables and explain
how these can be prevented

 Plate Tectonics  demonstrates understanding of  demonstrates ways to ensure  explains the presence of active
- Volcanoes, earthquake the relationship among the disaster preparedness during volcanoes, earthquake
epicenters and mountain locations of volcanoes, earthquakes, tsunamis and epicenters and mountain ranges
ranges earthquake epicenters and volcanic eruptions along plate boundaries
- Their relationship to the mountain ranges  suggests ways by which he/she
plate boundaries can contribute to government
efforts in reducing damage due
to earthquakes, tsunamis, and
volcanic eruptions
K to 12
K to 12 Science

Balance and Stability
Center of Mass and Equilibrium  demonstrates understanding of  practices appropriate positions  applies Newton’s laws of motion
balance and stability or movements to achieve to discuss translational
Characteristics of Fluids and  demonstrates understanding of efficiency and safety in equilibrium
Solids the differences between fluids performing sports activities such  relates center of mass with
and solids in terms of its as basketball, soccer, tennis, balance and stability
molecular structure, and swimming  differentiates fluids from solids
compressibility and density in terms of molecular structure,
compressibility and density
 use Pascal’s principle to
explain the principle behind
hydraulic systems and pressure
 explains the relationship
between fluid pressure and
depth and cite real life
examples
 Electromagnetic Waves  demonstrates understanding of  protects oneself from the  compares the relative  
the different regions of the dangers brought about by wavelengths of different forms of
electromagnetic waves different regions/forms of electromagnetic waves
electromagnetic radiation  cites examples that show
practical applications of the
different regions of EM waves
such as the use of radio waves
in telecommunications
 explains the effects of EM
radiation to living things and the
environment
 Light  demonstrates understanding of  makes informed choices on  predicts the qualitative  

the images formed by the selecting the right type of characteristics (orientation, type
different types of mirrors and mirrors or lenses for specific and magnification) of
lenses purposes images formed by plane and
curved mirrors
K to 12
K to 12 Science
 applies ray diagramming

techniques in describing the
characteristics and positions of
images formed by lenses
 identifies ways in which the
properties of mirrors and lenses
determine their use in optical
instruments (e.g. camera,
binoculars)
 Electricity and Magnetism  demonstrates understanding of  demonstrates the generation of  

the relationship between  troubleshoots problems related electricity by movement of a
- Electromagnetic effects electricity and magnetism in to electrical devices involving magnet through a coil
electric motors and generators motors like electric fan  makes a model on how a
magnetic field exerts a force on
a wire
 explains the operation of a
simple electric motor and
generator
Coordinated Functions of the
Reproductive, Endocrine and  demonstrates understanding  conducts an interview with the  describes the parts of the
Nervous Systems that organisms have feedback school nurse or the local health reproductive system and their
mechanisms which are workers on practices that functions
coordinated by the nervous and promote proper care for the  explains the roles of hormones
endocrine systems organs of the reproductive, involved in the female and male
 demonstrates understanding endocrine, and nervous reproductive systems
that these feedback systems  describes the feedback
mechanisms help the organism mechanisms involved in
maintain homeostasis to regulating processes in the
reproduce and survive female reproductive system
(e.g., menstrual cycle)
 explains the process of
fertilization and the development
of the embryo
 summarizes the process of
reproduction using a concept
K to 12
K to 12 Science
map
 describes how the nervous
system coordinates and
regulates these feedback
mechanisms to maintain
homeostasis
Heredity: Inheritance and  demonstrates understanding  makes a concept map  describes the structure of the  
Variation that the information passed from summarizing how heritable DNA molecule
parents to offspring is coded in characteristics can be observed  explains the process of DNA
DNA molecules in an organism’s phenotype replication
 demonstrates understanding of (molecular or organism level)  explains the process of protein
the process of DNA replication synthesis
 demonstrates understanding  explains how mutations may
that genetic information stored in cause changes to the structure
DNA is used to direct the and function of a protein
synthesis of proteins
 demonstrates understanding of
the process of protein synthesis
 demonstrates understanding
how mutations in a gene
influence the structure or
functions of proteins
 demonstrates understanding
that mutations that occur in sex
cells can be passed on to the
offspring
Biodiversity and Evolution  demonstrates understanding  writes an essay on the  explains the theory of natural  
that evolution explains diversity importance of adaptation as a selection
of species and their descent mechanism for the survival of a  explains how natural selection
from a common ancestor species can result in speciation and
 demonstrates understanding of extinction
the Theory of Natural Selection  explains how fossil records,
 demonstrates understanding of comparative anatomy and
the scientific evidence of natural genetic information provide
selection evidence for evolution
K to 12
K to 12 Science
Ecosystems
Flow of Energy and Matter in
Ecosystems  demonstrates understanding  designs and conduct an  suggests ways to minimize
that an ecosystem can only experiment using yeast or other human impact on the
 Biological Diversity, support a limited number of suitable organisms to evaluate environment
Adaptation, and Survival organisms the relationship between  describes changes caused by
 Population Growth and  demonstrates understanding population growth and carrying organisms in their environment
Carrying Capacity that biodiversity influences the capacity  explains how species diversity
stability of ecosystems increases the probability of
adaptation and survival of
organisms in changing
environments
Grade 10 – Matter
 Gas Laws  demonstrates understanding of  applies the kinetic molecular  investigates the relationship
- Kinetic Molecular Theory how gases behave based on theory in explaining everyday between:
- Volume, pressure and the motion and relative situations involving gases - volume and pressure at
temperature relationship distances between gas constant temperature of a
- Ideal gas law particles gas
 demonstrates understanding of - volume and temperature at
the relationships between constant pressure of a gas
volume, temperature and - explains these relationships
pressure based on the kinetic using the kinetic molecular
molecular theory theory
 solve problems using the

different gas laws
 Biomolecules  demonstrates understanding of  interprets food labels in terms  recognizes the major  
- Elements present in the structure of biomolecules, of percentage composition in categories of biomolecules
biomolecules which are made mostly of a relation to the required daily such as carbohydrates, lipids,
- Carbohydrates, lipids, limited number of elements, intake of carbohydrates/sugars, proteins, and nucleic acids
proteins, and nucleic acids such as carbon, hydrogen, proteins, and fats
o Food Labels oxygen and nitrogen
 Chemical reactions  demonstrates understanding of  using any form of media,  applies the principles of  
chemical reactions associated presents the effects of conservation of mass to
K to 12
K to 12 Science
with biological and industrial chemical reactions on chemical reactions

processes affecting life and the biological and industrial  balances equations, given the
environment processes affecting life and the formulas for reactants and
environment products
 recognizes that all chemical
reactions are accompanied by
energy change
 describes chemical reactions
involved in plant growth, food
digestion and spoilage, and
processes affecting life and the
environment
 enumerates and explains the
factors affecting rates of
chemical reactions
 explains how the factors
affecting rates of chemical
reactions are applied in food
preservation and materials
production, control of fire,
pollution, and corrosion
 recognizes the importance of
controlling rates of reactions in
technology
K to 12

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K to 12 Science

Republic of the Philippines

April 25, 2013

Remove Assessment and

The Conceptual Framework of Science Education

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

K–3 4–6 7 – 10 11-12

The learners demonstrate understanding of

Grade/Level Grade Level Standards

Grade/Level Grade Level Standards

Grade/Level Grade Level Standards

Grade/Level Grade Level Standards

Grade 11 To be finalized by the designated TWG for Grades 11 and 12

Grade 12 To be finalized by the designated TWG for Grades 11 and 12

PROPOSED Sequence of Domain/Strands per Quarter

Grade 3 Grade 4 Grade 5 Grade 6

HEREDITY: INHERITANCE AND VARIATION

BIODIVERSITY AND EVOLUTION

Grade 3 Grade 4 Grade 5 Grade 6

Spiraling of Concepts about Force, Motion, and Energy Grade 3 - Grade 6

Grade 7 Grade 8 Grade 9 Grade 10

Grade 3 Grade 4 Grade 5 Grade 6

Spiraling of Concepts about Earth and Space Grade 7 - Grade 10

Grade 3 – Living Things and Their Environment

healthful habits practices to

 didentifies and describe s S3LT-IIc-d3 BEAM-Grade 3-

Grade 3 – Force and Motion

describes the properties of

Grade 4 – Living Things and Their Environment

Heredity: Inheritance and

and rainfall are adequate  describes the effects of

Grade 4 – Force and Motion

oneself from exposure to

Grade 4 – Earth and Space

 Weather  demonstrates the  uses weather instruments to S4ES-IV-e-5 Learning Guide

 design a product out of S5MT-I-h-i-4

applies the 5Rs (recycle,

importance of the 5Rs

Grade 5 – Living Things and Their Environment

and how it indicates readiness

 Animals makes a poster comparing the

 describe the reproductive parts S5LT-II-f-6

examines how the modes of

measurements using correct

 Electricity and Magnetism

Grade 5 – Earth and Space

Content Content Standards Performance Standards Learning Competencies Code LM

vertebrates and use to perform a certain

observes rare animals found in the

Interactions Among Living

describes the physical conditions of

 Energy manipulates simple machines to do

describe their characteristics

 Motions of the Earth  uses models to demonstrate BEAM – Grade 4

- Substances and Mixtures  demonstrates understanding of  distinguish mixtures from  

- Elements and Compounds  demonstrates understanding of  recognizes that substances are  

- Acids and Bases  demonstrates understanding of  investigates properties of acidic  

   employs appropriate techniques 

 demonstrates understanding of microscope and their functions