K to 12 BASIC EDUCATION

CURRICULUM MAP IN SCIENCE

(MELCS-BASED)
CORE LEARNING AREA STANDARD
The learners demonstrate understanding of basic science concepts and application of science inquiry skills. They exhibit scientific attitudes and
values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and
wellness of people, make informed decisions and engaged in discussions of relevant issues that involve science, technology and environment.

GRADE/LEVEL Grade-Level Standards

Grade 7 At the end of Grade 7, learners can distinguish mixtures from substances through semi-guided investigations. They realize the
importance of fair testing when conducting investigations. After studying how organ systems work together in plants and animals in the
lower grade levels, learners can use a microscope when observing very small organisms and structures. 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 non-living things in ecosystems. 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 mediums. 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 can explain why seasons
change and demonstrate how eclipses occur.
Grade 8 At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can
differentiate the concept of work as used in science and in layman‘s language. They know the factors that affect the transfer of energy,
such as temperature difference, and the type (solid, liquid, or gas) of the medium. 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. Learners
can explain the behaviour 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 delved deeper into the process of digestion as 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.
Grade 9 At the end of Grade 9, learners have gained aa deeper understanding of the digestive, respiratory, and circulatory systems to promote
overall health. They have become familiar with some technologies that introduce desired traits in economically important plants and
animals. Learners can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful
compounds may arise from such rearrangements. 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.
Grade 10 At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same places in the world and that these are
related to plate boundaries. They can demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and
volcanic eruptions. Learners can explain the factors affecting the balance and stability of an object to help them practice appropriate
 positions and movements to achieve efficiency and safety such as in sports and dancing. They can analyze situations in which energy is
harnessed for human use whereby heat is released, affecting the physical and biological components of the environment. Learners will
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 can explain the importance of controlling the conditions under which a
chemical reaction occurs. They recognize that cells and tissues of the human body are made up of water, a few kinds of ions, and
biomolecules. These biomolecules may also be found in the food they eat.

Grade 8

TOPIC/ CONTENT PERFORMANC FORMATION MOST ASSESSMENT ACTIVITIES WEEK/

LESSON STANDARDS E STANDARDS STANDARDS ESSENTIAL TIME FRAME
(INSTITUTIONA LEARNING ONSITE DL
L CORE COMPETENCIE
VALUES) S

FIRST QUARTER

The learners The learners The learners are

demonstrate should be able expected to
ACQUISITION
understanding to: demonstrate:
of:

Moving on with newton’s three develop a wisdom on A1. Infer that Activity 1: Tell Activity 1: Tell Week/s
Newton laws of motion written plan and traffic rules and when a body Pre-Assessment Me What You Me What You 1-7
and uniform implement a regulations at exerts a force : Admit slips: Know Know
motion; “Newton’s the same time on another, an Diagnostic quiz
Olympics”; respect and equal amount of Activity 2: Watch Activity 2: Watch
obedience to the force is exerted and Tell - and Tell -
Work, Energy, work using discuss laws back on it https://www.yout https://www.yout
and Power constant force, phenomena (S8FE-Ia-16) ube.com/watch? ube.com/watch?
power, such as blue v=LIwqZQOnMK v=LIwqZQOnMK
gravitational sky, rainbow, c c
potential energy, and red sunset
kinetic energy, using the Activity 3: Activity 3:
and elastic concept of Weight check! - Weight check!
potential energy; wavelength and https://www.yout -
frequency of ube.com/watch? https://www.yout
Light, Sounds... the propagation visible light v=rFdbY_V7vIo ube.com/watch?
Action! of sound v=rFdbY_V7vIo
 through solid,
liquid, and gas;

some properties
and
characteristics
of visible light;

Beat the Heat heat and

temperature,
and the effects
of heat on the
body;
At home with
electricity current-
voltage-resistan
ce relationship,
electric power,
electric energy,
and home
circuitry
A2. Infer the Pre-Assessment Activity 8: Read Activity 8: Read
relationship : Admit slips: the comic strip - the comic strip -
between current Diagnostic quiz https://www.furaf https://www.fur
and voltage finity.net/view/19 affinity.net/view
55703/
/1955703/
A3. Pre-Assessment Activity 13: 3 Activity 13: 3
Differentiate : Admit slips: PICS! 1 PICS! 1
between heat Diagnostic quiz LEARNING LEARNING
and temperature
at the molecular Activity 14: Activity 14:
level TMX155 - TMX155 -
(S8FE-Ig-29) Hotter, The Hotter, The
Faster! Faster!

A4. Identify and Pre-Assessment Activity 17: You Activity 17:

explain the : Admit slips: complete me Complete me
factors that Diagnostic quiz
affect potential Activity 18: Who Activity 18: Who
and kinetic am I? am I?
energy
Activity 19: Fact Activity 19: Fact
or Bluff Activity or Bluff
 22: Let’s go Activity 22: Let’s
hunting go hunting

MAKE MEANING

M1. Explain the Formative Activity 4: Share Activity 4: Share

nature of forces Assessment: me your me your
and its Oral Recitation Secrets! Secrets!
relationship to and Journal
the change in writing Activity 5: Clip Activity 5: Clip
object’s motion analysis - analysis -

Activity 6: Oral Activity 6: Oral

Recitation Recitation

Activity 7: Make Activity 7: Make

me complete me complete
from a-z! from a-z!

Activity 9: How Activity 9: How

potential Am I? potential Am I?

Activity 10: Kick Activity 10: Kick

there! Kick here! there! Kick here!
Kinetic Kinetic
everywhere! everywhere!
Activity 11:
Activity 11: Jacky and
Jacky and Hailey!
Hailey!
M2.

M3. Explain the Formative Activity 21: Activity 21:

hierarchy of Assessments: Lights camera Lights camera
colors in relation Test yourself, compare! compare!
to the energy of Oral Recitation
visible light and Journal Activity 25: Activity 25:
(S8FE-If-27) writing Going Phase Going Phase
Change Change
M4. Explain the Formative Activity 26: The Activity 26: The
advantages and Assessments: Brighter, The Brighter, The
disadvantages Test yourself, Better! Better!
of series and Oral Recitation
parallel and Journal
connections in writing
homes
(S8FE-li-31)

M4. Explain the Formative Activity 28: Activity 28:

functions of Assessments: Connect pa Connect pa
circuit breakers, Test yourself, more! more
fuses, earthing, Oral Recitation
double and Journal
insulation, and writing
other safety
devices in the
home
(S8FE-li-33)

TRANSFER

T1. Investigate Summative Scaffold 1: Scaffold 1:

the relationship Assessment: Experiment Experiment
between the Quarterly exams Time na! Time na!
amount of force
applied and the Performance Activity 12: P.E Activity 12: P.E
mass of the task: Newton’s and K.E are and K.E are
object to the Olympic Game problematic! problematic!
amount of
change in the Activity 15: Activity 15:
object’s motion Solve for the Solve for the
(S8FE-Ia-15) BIG V! BIG V!

Activity 20: Activity 20:

There’s a There’s a
rainbow after rainbow after
the rain. the rain.

Activity 24: Activity 24:

Graph it down! Graph it down

Activity 27: Oh, Activity 27: Oh,

My Ohm’s Law My Ohm’s Law

Activity 29: Activity 29:

Computation in Computation in
Connection Connection
 Activity 30: Activity 30:
Ignite your best Ignite your best
option option
T2. Investigates Activity 16: Activity 16:
the effect of Relationship Relationship
temperature to GOALS! (Hot or GOALS! (Hot or
the speed of Cold) Cold)
sound

SECOND QUARTER

The learners The learners The learners are

demonstrate should be able expected to
ACQUISITION
understanding to: demonstrate:
of:

The Faults on relationship participate in commitment on A1. Differentiate Pre-Assessment Activity 1: Activity 1: WEEKS 1-7
Earth’s surface between decision loving and the epicenter of : Admit slips: What’s in? What’s in?
earthquakes making on protecting the an earthquake Diagnostic quiz
and faults where to build creation of God from its focus Activity 5: Count Activity 5: Count
structures based on Earth. (S8ES-IIa-15) Formative me in me in
Alarming formation of on knowledge of Assessment:
Typhoons typhoons and the location of Journal writing Activity 6: Activity 6:
their movement active faults in and Oral I-“Quizizz muna I-“Quizizz muna
within the PAR the community Recitation yan” yan”
and
Space Rocks characteristics Summative Activity 8: Watch Activity 8: Watch
of comets, make an Assessment: and tell: and tell:
meteors, and emergency Test yourself, https://www.yout https://www.yout
asteroids plan and Quarterly exams ube.com/watch? ube.com/watch?
prepare an and v=eSxN7e6uCb v=eSxN7e6uCb
emergency kit Performance o o
for use at home task
and in school Activity 9: Tell Activity 9: Tell
me more about me more about
demonstrate COMET-ments COMET-ments
precautionary
measures Activity 10: Activity 10:
before, during, Discovery time: Discovery time:
and after a Epic journey to Epic journey to
typhoon, the Edge of the the Edge of the
including Universe: Universe:
following https://www.yout https://www.yout
advisories, ube.com/watch? ube.com/watch?
storm v=H14TSlXuzcQ v=H14TSlXuzcQ
signals, and
calls for
evacuation
given by
government
agencies in
charge

participate in
activities that
lessen the
risks brought by
typhoons

discuss whether
or not
beliefs and
practices
about comets
and
meteors have
scientific
basis
A2. Intensity of
an earthquake
from its
magnitude
A3. Define
active and
inactive fault

MAKE MEANING

M1. Explain how Activity 2: Activity 2:

earthquake Generation E Generation E
waves provide (Demonstration (Demonstration
information analysis) analysis
about the
interior of the Activity 3: Activity 3:
earth Tectonic on its Tectonic on its
(S8ES-IIc-17) way way
 Activity 4: Activity 4:
Earthquake Earthquake
Lights (Fill in the Lights (Fill in the
Christmas lights Christmas lights
with information with information
on earthquake) on earthquake)

Activity 7: Activity 7:
Typhoon Vs. Typhoon Vs.
Hurricane Hurricane
(Compare and (Compare and
contrast) contrast)

Activity 11: Lets Activity 11: Lets

Know more Know more
About Space About Space
Rocks Rocks
M2. Explain how
movements
along faults
generate
earthquakes
(S8ES-IIa-14)
M3. Explain how
typhoon
develops and
how it is
affected by
landmasses and
bodies of water
M4. Compare
and contrast
comets,
meteors, and
asteroids
(S8ES-IIg-22)

TRANSFER

T1. Trace the Scaffold 1: Scaffold 1:

path of typhoons E-model (Create E-model (Create
that enter the a miniature a miniature
Philippine Area
 of Responsibility earthquake earthquake
(PAR) using a model) model)
map and
tracking data Scaffold 2: Plot Scaffold 2: Plot
(S8ES-IIf-21) me with PAR me with PAR
(Plot different (Plot different
coordinates on coordinates on
the map) the map)

THIRD QUARTER

The learners The learners The learners are

demonstrate should be able expected to ACQUISITION
understanding to: demonstrate:
of:

What’s the particle nature present how self-confidence A1. Determine Pre-Assessment Activity 1: Clip Activity 1: Clip WEEKS 1-7
Matter? of water in becoming the number of : Admit slips: Analysis: Analysis:
matter as basis behaves in its who they are in protons, Diagnostic quiz https://www.yout https://www.yout
for different terms of being neutrons, and ube.com/watch? ube.com/watch?
explaining states within the different from electrons in a Formative v=4SQEJJa1uD v=4SQEJJa1uD
properties, water others like particular Assessment: c (Watch and c (Watch and
physical cycle elements and all atom Journal writing take notes of the take notes of the
changes, and matters having (S8MT-IIIe-f-10) and Oral important terms) important terms)
structure of their own Recitation
substances and characteristics.
mixtures Summative Activity 2: Match Activity 2: Match
Assessment: Me (Label the Me (Label the
Discovering the identity of a Test yourself, parts of an parts of an
Atom substance Quarterly exams atom) atom)
according to its and
Looking Inside atomic Performance Activity 3: Fill Activity 3: Fill
the Atom structure task Me (Using a Me (Using a
table, describe table, describe
Organizing the periodic table of proton, electron, proton, electron,
Elements elements as an and neutron) and neutron)
organizing
Trends in the tool to
Periodic Table determine the
chemical
properties of
elements

MAKE MEANING
M1. Explain the Activity 4: Activity 4:
properties of Observation Observation
solids, liquids, time: time:
and gases https://www.yout https://www.yout
based on the ube.com/watch? ube.com/watch?
particle nature v=MrTxRn9MN v=MrTxRn9MN
of WM (Watch and WM (Watch and
Matter take notes of the take notes of the
(S8MT-IIIa-b-8) important terms) important terms)

Activity 5: Activity 5:
Journal Writing Journal Writing
(In your (In your
notebook; using notebook; using
your prior your prior
knowledge, list knowledge, list
down the down the
characteristics characteristics
of solids, liquids, of solids, liquids,
and gases) and gases)

Activity 6: Activity 6:
Atomizing Minds Atomizing Minds
(Illustrate the (Illustrate the
structure of structure of
solid, liquid and solid, liquid and
gas) gas)
M2. Explain
physical
changes in
terms of the
arrangement
and motion of
atoms and
molecules
(S8MT-IIIc-d-9)

TRANSFER
 T1. Use the Scaffold 1: Be Scaffold 1: Be
periodic table to an atom builder an atom builder
predict the (Make a simple (Make a simple
chemical model of an model of an
behavior of an element in a element in a
element periodic table) periodic table)
(S8MT-IIIi-j-12)
Scaffold 2: Scaffold 2:
Guess what am Guess what am
I? (Using the I? (Using the
periodic table of periodic table of
elements, tell elements, tell
me what me what
element it is) element it is)

FOURTH QUARTER

The learners The learners The learners are

demonstrate should be able expected to ACQUISITION
understanding to: demonstrate:
of:

When Tummy digestive system present an care for other’s A1. Explain Pre-Assessment Activity 1: Video Activity 1: Video WEEKS 1-7
Gets Busy and analysis of well-being and ingestion, : Admit slips: Documentation Documentation
its interaction the data to the absorption, Diagnostic quiz Viewing: Viewing:
with the gathered on environment to assimilation, https://www.yout https://www.yout
circulatory, diseases contribute in the and excretion Formative ube.com/watch? ube.com/watch?
respiratory, and resulting from development (S8LT-IVa-13) Assessment: v=X3TAROotFf v=X3TAROotFf
excretory nutrient and growth of Journal writing M (Watch and M (Watch and
systems in deficiency everyone in the and Oral take notes of the take notes of the
providing the planet earth. Recitation important terms) important terms)
body with report on the
nutrients for importance of Summative Activity 2: Put Activity 2 Put
energy variation Assessment: me a Label me a Label
in plant and Test yourself, (Complete the (Complete the
diseases that animal Quarterly exams parts of the parts of the
result from breeding and Digestive Digestive
nutrient Performance System) System)
deficiency and report (e.g., task
ingestion of through a Activity 3: Its Activity 3: Its
harmful travelogue) on Fishbone time Fishbone time
the (Describe the (Describe the
activities that
 substances, and communities processes processes
their prevention engage in ingestion, ingestion,
Divide and and treatment to protect and absorption, absorption,
Conquer conserve assimilation and assimilation and
how cells divide endangered and excretion excretion
to economically successively) successively)
produce new important
Life Begets Life cells species

meiosis as one make a poster

of the comparing food
processes choices
producing based on the
genetic trophic
variations of the levels’
Mendelian
Pattern of
Inheritance

Harmony in the concept of a

Diversity species as
being
further classified
into a
hierarchical
taxonomic
system
Planet Earth:
Extreme Beauty the one-way
in Extreme flow of energy
Danger and the cycling
of materials
in an ecosystem
A2. Describe
the transfer of
energy through
the trophic
levels
(S8LT-IVi-22)

MAKE MEANING

M1. Activity 4: Fill it Activity 4: Fill it

Hypothesize up (Complete up (Complete
how ingestion, the flow chart) the flow chart)
absorption,
assimilation, Activity 5: Draw Activity 5: Draw
and excretion me in a web: me in a web:
works in the https://www.yout https://www.yout
human body ube.com/watch? ube.com/watch?
v=0glkXIj1DgE v=0glkXIj1DgE
(Draw a food (Draw a food
web) web)

Activity 6: Activity 6:
I-Venn Diagram I-Venn Diagram
mo ako (Mitosis mo ako (Mitosis
vs. Meiosis) vs. Meiosis)

M2. Compare
mitosis and
meiosis, and
their role in the
cell-division
cycle
(S8LT-IVd-16)
M3. Explain the
significance of
meiosis in
maintaining the
chromosome
number
(S8LT-IVe-17)

TRANSFER

T1. Predict Scaffold 1: Cell Scaffold 1: Cell

phenotypic model making model making
expressions of (Mitosis or (Mitosis or
traits Meiosis) Meiosis)
following simple
patterns of Scaffold 2: Scaffold 2:
inheritance Clean and Clean and
(S8LT-IVf-18) Green Project Green Project
(Make a Banner (Make a Banner
or poster about or poster about
 environment environment
saving-activities) saving-activities)
T2. Suggest
ways to
minimize human
impact
on the
environment
(S8LT-IVj-25)