Claret School of Zamboanga City

LEVEL II PAASCU ACCREDITED SCHOOL

Ruste Drive, San Jose Road, Zamboanga City
High School Unit
S.Y. 2016-2017
COURSE OUTLINE IN GRADE 8 SCIENCE
Time
Learning Content
Frame
First Quarter
UNIT I. Force, Motion and Energy
The learner demonstrates
an understanding of:
Newtons Three laws of
motion and uniform
circular motion.
Week 1
Day 1 Newtons first law of motion:
Inertia

Day2

Newtons second law of

motion: Acceleration

Learning Outcomes
(Learning Competencies and Success Indicators)

Extended Classroom
Activity

Reference/s

The learner shall be able to:

develop a written plan and implement aNewtons
Olympics.
At the end of the week, the students CAN
1. investigate the relationship of the amount of force
applied and the mass of the object to the amount of
change in the objects motion.
1.1 gather data showing the relationship of the
amount of force applied and the mass of the
object to the amount of change in the objects
motion;
1.2 translate data into visuals; and
1.3 formulate general statement.
2. demonstrate how a body responds to changes in
motion.
2.1 state how a body responds to changes in
motion;
2.2 illustrate how a body responds to the
change in motion; and
2.3 compute or the acceleration of the

Reference 1
Alumaga et al. (2013). Science and
Technology Kto12.
Philippines:Vibal
Publishing House, Inc.
(pp7-9)
Law of Inertia. Retrieved from
http://www.hkphy.org/contextual/m
echanics/mom/momen01_e.html
http://www.buildingspeed.org/blog/
category/materials/asphalt/
Law of Acceleration. Retrieved
from
http://www.dsusd.k12.ca.us/users/p
healy/physics/Ebook/htm/_cp9e.ht
m

Remarks

Day 3

Day 4
Week 2
Day 1

Day 2

Day 3

Day 4
Week 3
Day 1

body in responds to the changes in motion.

Newtons third law of motion: 3. infer that when a body exerts a force on another an
Interaction
equal amount of force is exerted back on it.
3.1 indicate certain situations where a
body exerts force on another and an equal
amount of force is exerted back on it; and
3.2 draw conclusion out of real life situations
where the third law of motion is applied.
Investigating Inertia (Lab. 1) 4. demonstrate Newtons first law of motion.
At the end of the week, the students CAN:
Uniform circular motion: Law 1. relate the law of inertia to bodies in uniform
circular motion.
of Inertia
1.1 illustrate how acceleration is related to
bodies in uniform circular motion; and
1.2 solve problems involving law of
acceleration and bodies in uniform circular
motion.
Uniform circular motion: Law 2. relate the law of acceleration to bodies in uniform
of Acceleration
circular motion.
2.1 illustrate how acceleration is related to
bodies in uniform circular motion; and
2.2 solve problems involving law of
acceleration and bodies in uniform circular
motion.
Uniform circular motion: Law 3. relate the law of interaction to bodies in uniform
of Interaction
circular motion.
3.1 illustrate how interaction is related to
bodies in uniform circular motion; and
3.2 solve problems involving law of
interaction and bodies in uniform circular
motion.

Law of Interaction. Retrieved from

http://www.education.com/referenc
e/article/newton-law-motion3/

Getting Started with My

Investigatory Project:
The Problem

Chapter 1: Introduction
1. Think of five sciencerelated phenomena or
problems that you want to
consider of your
investigatory project.
2. Trim down your
choices in number 1.
Choose the best topic and
consider the following:
- Has the topic/problem
investigated before?

Reference 1, pp7-9
Reference 1, pp16-19.
Uniform Circular Motion.
Retrieved from
http://whs.wsd.wednet.edu/faculty/
busse/mathhomepage/busseclasses/
apphysics/studyguides/chapter3_20
08/chapter3studyguide2008.html
Reference 1, pp16-19.
Uniform Circular Motion.
Retrieved from
http://whs.wsd.wednet.edu/faculty/
busse/mathhomepage/busseclasses/
apphysics/studyguides/chapter3_20
08/chapter3studyguide2008.html
Reference 1, pp. 16-19.
Uniform Circular Motion.
Retrieved from
http://whs.wsd.wednet.edu/faculty/
busse/mathhomepage/busseclasses/
apphysics/studyguides/chapter3_20
08/chapter3studyguide2008.html

Chapter Test/ Long Quiz 1

Laymans definition of work

At the end of the week the students CAN:

1. differentiate laymans definition of work from

- Does the topic have

relevance or practical

Reference 1, pp 24-25
Work. Retrieved from
http://www.bse.ph/index.php/learni

vs. mechanical work

Day 2

Situations where work is done

and where work is not done

Day 3

Kinetic Energy vs. Potential

Energy

Day 4
Week 4
Day 1
Day 2

Is There Work Done?(Lab. 3)

Day 3

Chapter Test/ Long Quiz 2

Propagation of Sound through
solid

Propagation of Sound through

liquids and gases

mechanical work.
1.1 identify laymans definition of work and
mechanical work;
1.2 contrast laymans definition of work and
mechanical work; and
1.3 distinguish relevant differences between
laymans definition of work and mechanical
work.
2. describe how work is related to power and energy.
2.1 indicate the relationship of work and
power.
2.2 indicate the relationship of work and
energy.
3. differentiate potential and kinetic energy.
3.1 identify potential energy and kinetic
energy;
3.2 contrast potential and kinetic energy; and
3.3 select differences between potential energy
and kinetic energy.
1. explain if work is done in situations represented.

value?
- Do you find the topic
interesting?
- Can the topic of the
research be completed in
due time?

ng-modules.html
http://mrsgillumscience.com/Physic
s/work%20energy%20machine
%2005%20TH/Work%20energy
%20TH%2005.html

- Will the research be

completed in due time?
- Will the research itself
require your group to
spend a lot of money?
- Are there any ethical
concerns that should be
considered in doing the
research?

Reference 2
Allas, Ian Mark F. et.al. (2013)
Discover Science 8.Diwa
Learning System Inc.
(p.23)
Reference 1, pp. 31-33.

At the end of the week the students CAN:

2. infer how the movement of particles of an object
affects the speed of sound through solids.
2.1 define speed of sound;
2.2 describe the movement of particles
through solids; and
2.3 predict the speed of sound based on
the movement of particles through solids.
3. infer how the movement of particles of an object
affects the speed of sound through liquids.
3.1 describe the movement of particles
through liquids and gases; and

3. Finalize your research

topics. State your reason/s
for choosing the topic and
consult your teacher for
approval.

Reference 2, p.23

Speed of Sound. Retrieved from

http://www.ndted.org/EducationRes
ources/CommunityCollege/
Ultrasonics/Physics/modepropagati
on.htm
Reference 1, pp. 39-43.

4. Make a timetable and

plan the budget for your
project.

Speed of Sound. Retrieved from

http://www.ndted.org/EducationRes
ources/CommunityCollege/
Ultrasonics/Physics/modepropagati
on.htm

3.2 predict the speed of sound based on the

movement of particles through liquids and
gases.
Day 4
Week 5
Day 1
Day 2

Day 3

Day 4
Week 6
Day 1

Day 2

Reference 1, pp. 39-43.

Chapter Test/ Long Quiz 3

Summative
Product-Based Performance
LIGHT: Properties of Visible
Light

LIGHT: Hierarchy of Colors

At the end of the week the students CAN:

2. demonstrate the existence of the color components
of visible light using prism or diffraction grating.
2.1 identify the different color
components of visible light;
2.2 explain using prism or diffraction
grating the existence of color components; and
2.3 illustrate the existence of color
components of visible light.
3. explain the hierarchy of colors in relation to energy.
3.1 list the hierarchy of colors; and
3.2 interpret the energy level of each color in
the hierarchy.

Reference 1, pp. 38-41.

The Visible Lights. Retrieved from
http://www.library.thinkquest.org.
http://www.en.wikipedia.org.

At the end of the week the students CAN:

1. differentiate between heat and temperature at the
molecular level.
1.1 define heat and temperature;
1.2 contrast heat and temperature at
molecular level; and
1.3 select relevant differences between heat
and temperature at molecular level.
2. investigate the relationship of the amount of heat
transferred between bodies of varying heat capacity
using fair testing.
2.1 indicate the relationship of the amount of
heat transferred between bodies with varying
heat capacity

Reference 1, pp. 48-51.

Heat and Temperature. Retrieved
from
http://www.physicsclassroom.com
http://www.coolcosmos.ipac.caltec
h.edu

Reference 1, pp. 39-43.

The Hierarchy of Colors. Retrieved
from
http://www.library.thinkquest.org.

Chapter Test/ Long Quiz 4

HEAT and TEMPERATURE

HEAT and TEMPERATURE:

Heat transfer

Heat Transfer. Retrieved from

http://www.physicsclassroom.com
http://www.ehow.com

Day 3

Heat Transfer (Lab.4)

Day 4

ELECTRICITY: Current and

Charge

Week 7
Day 1

Electrical Charge

Day 2

Voltage

Day 3

Power

Day 4

Resistance

Week 8
Day 1

Day 2

Series Circuits

Parallel Circuits

3. investigate the relationship of the amount of heat

transferred between bodies of varying temperature to
temperature difference, heat capacity and mass using
fair testing.
4. infer the relationship between current and charge.
4.1 recognize the relationship between
current and charge.
At the end of the week the students CAN:
1. create models or cite analogies for electrical charge.
1.1 plan and produce models or cite analogies
for electrical charge.
2. create models or cite analogies for voltage.
2.1 plan and produce models or cite analogies
for voltage
3. create models or cites analogies for power.
3.1 plan and produce models or cite analogies
for power.
4. create models or cite analogies for resistance.
4.1 plan and produce models or cite analogies
for resistance.
At the end of the week the students CAN:
1. investigate the effect of using one or two way
batteries to various ways of connecting two light bulbs
(Series).
1.1 identify various ways of connecting
two light bulbs (Series);
1.2 explain the effect of using one/ two
way batter batteries to various ways of
connecting two light bulbs (Series); and
1.3 manipulate the use of one or two
way batteries to various ways of
connecting two light bulbs (Series).
2. investigate the effect of using one or two way
batteries to various ways of connecting two light bulbs
(Parallel).

Reference 1, pp. 56-59.

Reference 1, pp71-72

Reference 1, pp71-72

Reference 1, pp71-72

Reference 1, pp79-81

Reference 1, pp71-72

Reference 1, pp75-76

Reference 1, pp75-76

Day 3

Electrical Power and

Electrical Energy

Day 4

Home Circuitry

2.1 identify various ways of connecting

two light bulbs (Parallel);
2.2 explain the effect of using one/ two
way batter batteries to various ways of
connecting two light bulbs (Parallel); and
2.3 manipulate the use of one or two way
batteries to various ways of connecting
two light bulbs (Parallel).
3. differentiate electrical power and electrical energy.
3.1 define electrical power and electrical
energy;
3.2 map out the differences between electrical
power and electrical energy; and
3.3 distinguish the relevant differences
between electrical power and electrical
energy.
At the end of the week the students CAN:
4. explain the functions of circuit breakers, fuses,
earthing and double insulation at home.
4.1 name the functions of circuit breakers,
fuses, earthing and double insulation; and
4.2 construct model showing the functions of
circuit breakers, fuses, earthing and double
insulation

Reference 1, pp79-81

Reference 1, pp75-76

Requirements:
Written Work (40%) Short & Long quizzes, Reflection paper, Journal, Laboratory Output
Performance (40%) - Hands-on activity, OP, Portfolio
Quarterly Assessment (20%) Mid & Quarter Examinations

Prepared by:

Checked by:
Mr. James B. Malicay
Grade 8 Science Teacher

Approved by:
Ms. Jessibel F. Carullo
Science Department Head

Mrs. Daisy B. Natividad

High School Principal

Mr. Lowieson S. Falcasantos

Grade 8 Science Teacher