Академический Документы
Профессиональный Документы
Культура Документы
Geology - Learners will describe what makes up their environment, beginning with the landforms and bodies of water
found in their community.
Domain Meteorology - Learners will describe the different types of local weather.
Astronomy - Learners will describe the natural objects that they see in the sky.
The learners should be able to…
Performance Standard 1. express their concerns about their surroundings through teacher-guided and self –directed activities;
2. express ideas about safety measures during different weather conditions creatively (through artwork, poem, song); and
3. list down activities which affect their daily activities.
The learners demonstrate understanding of...
1. people, animals, plants, lakes, rivers, streams, hills, mountains, and other landforms and their importance;
Content Standard 2. types and effects
of weather as they relate to daily activities, health and safety; 3.
natural objects in the sky affect one's daily activities.
1. Earth and Space 1. Describe the things found in the surroundings. S3ES-IVa-b-1
1.1 The surroundings 1.1. Describe one's environment being made up of land and water. S3ES-IVa-b-1.1
1.2. Identify and describe the different landforms such as hills, mountains and
other landforms. S3ES-IVa-b-1.2
1.3. Identify and describe the different bodies of water such as lakes, rivers,
streams and other bodies of water. S3ES-IVa-b-1.3
1.4. List down things found in some places such as garden, park and others. S3ES-IVa-b-1.4
1.5. Enumerate things found in pond, river and others. S3ES-IVa-b-1.5
1.6. Describe living thing and non-living thing. S3ES-IVa-b-1.6
1.7. Classify things as to living and non-living things. S3ES-IVa-b-1.7
2. Relate the importance of surroundings to people and other living things. S3ES-IVc-2
2.1.
2.2. Describe
Describe the
the importance
importance ofof landforms to people
bodies of water and other
to people livingliving
and other things. S3ES-IVc-2.1
things. S3ES-IVc-2.2
2.3.
2.4. Realize thatimportance
Relate the certain things live in
of clean land and water.
surroundings to people and other living S3ES-IVc-2.3
things. S3ES-IVc-2.4
Suggested Performance Task: Describe an ideal community through drawing,
collage, poster, essay and others.
Summative Assessment for Competencies S3ES-IVa-c-1-2
2. Earth and Space 3. Describe the changes in the weather over a period of time. S3ES-IVd-e-3
2.1 Weather 3.1. Identify the different types of weather. S3ES-IVd-e-3.1
3.2. Describe the weather on sunny days. S3ES-IVd-e-3.2
3.3. Describe the weather on cloudy days. S3ES-IVd-e-3.3
3.4. Describe the weather on windy days. S3ES-IVd-e-3.4
3.5. Describe the weather on rainy days. S3ES-IVd-e-3.5
3.6. Describe the weather on stormy days. S3ES-IVd-e-3.6
3.7. Compare weather of different places. S3ES-IVd-e-3.7
3.8. Compare weather in different times of the year. S3ES-IVd-e-3.8
3.9. Realize that weather changes over period of time. S3ES-IVd-e-3.9
4. Communicate how different types of weather affect activities in the
S3ES-IVf-4
community.
4.1. Describe the activities of people during a sunny weather S3ES-IVf-4.1
4.2. Describe the activities of people during a cloudy weather S3ES-IVf-4.2
4.3. Describe the activities of people during a windy weather S3ES-IVf-4.3
4.4. Describe the activities of people during a rainy weather S3ES-IVf-4.4
4.5. Describe
4.6. Make the activities
a collage showing of different
people during a stormy
activities duringweather
different types of S3ES-IVf-4.5
weather. S3ES-IVf-4.6
5. Enumerate and practice safety precautionary measures in dealing with S3ES-IVg-5
different types of weather.
5.1. Enumerate safety measures in dealing with different types of weather. S3ES-IVg-5.1
5.2. Demonstrate safety precautionary measures in dealing with different types S3ES-IVg-5.2
of weather.
Suggested Performance Task: Express ideas about safety measures during
different weather conditions creatively (through artwork, poem or song).
Summative Assessment for Competencies S3ES-Ivd-g-3-5
6. Describe the natural objects that are found in the sky during daytime
S3ES-IVh-6
3. Earth and Space and night time.
3.1 Natural objects in the sky 6.1. Identify the natural objects seen in the sky during daytime and nighttime. S3ES-IVh-6.1
6.2. Describe the sun. S3ES-IVh-6.2
6.3. Describe the moon. S3ES-IVh-6.3
6.4. Describe the stars. S3ES-IVh-6.4
6.5. Infer that Sun can be seen during daytime while stars and moon can be seen
S3ES-IVh-6.5
during night time.
7. The learners should be able to communicate how the natural objects in
S3ES-IVi-7
the sky affect daily activities.
7.1 Identify activities that can be done during daytime and nigth time. S3ES-IVi-7.1
7.2 Compare activities that can be done during daytime and night time S3ES-IVi-7.2
Suggested Performance Task: List down daily activities affected by the natural
objects in the sky in a journal.
8. Enumerate safety measures to avoid the harmful effects of too much
S3ES-IVi-8
sun's heat and light.
8.1 Identify the harmful effects of too much sun's heat and light. S3ES-IVi-8.1
8.2 Analyze what will happen to people, animals and plants when exposed to too S3ES-IVi-8.2
much sun's heat and light.
8.3 Enumerate safety measures to avoid the harmful effects of too much sun's
heat and light to people, animals and plants S3ES-IVi-8.3
ties;
work, poem, song); and
mportance;
2. types and effects
3.
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46
Grade
Science Discipline/Component
Grade Level Standard
Domain
Performance Standard
Content Standard
CONTENT
1. Soil
3. Weather
At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed w
materials or when force is applied on them. They can identify materials that do not decay and use this knowledge
minimize waste at home, school, and in the community.
Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain
health. They can classify plants and animals according to where they live and observe interactions among living th
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 da
activities. They learned about what makes up weather and apply their knowledge of weather conditions in m
decisions for the day. They can infer the importance of the Sun to life on Earth.
Geology - After familiarizing themselves with the general landscape, learners will investigate two components of
physical environment in more detail: soil and water. They will classify soils in their community using simple crite
will identify the different sources of water in their community. They will infer the importance of water in daily ac
and describe ways of using water wisely.
Meteorology - After making simple descriptions about the weather in the previous grade, learners will now measu
components of weather using simple instruments. They will also identify trends in a simple weather chart.
Astronomy - After describing the natural objects that are seen in the sky, learners will now focus on the main sou
heat and light on Earth: the Sun, its role in plant growth and development, and its effect on the activities of human
other animals.
The learners should be able to practice precautionary measures in planning activities.
The learners demonstrate understanding of...
1. the different types of soil;
2. the different sources of water suitable for human consumption;
3. components of weather using simple instruments; and
4. the Sun as the main source of heat and light on Earth.
1.1. Identify the different types of soil based on their physical characteristics. S4ES-IVa-1.1
1.2. Compare and contrast the characteristics of the different types of soil as to
S4ES-IVa-1.2
their particle size, texture, color and water absorbability.
8.1. Identify safety precautions during sunny and rainy days. S4ES-IVg-8.1
8.2. Identify safety precautions during stormy days. S4ES-IVg-8.2
Suggested Performance Task: Demonstrate safety precautions in planning
activities during different weather conditions through a calendar of activities for
a year.
Summative Assessment for Competencies S4ES-IVe-g
9.1. Describe the importance of the sun as a source of heat and light. S4ES-IVh-9.1
9.2. Realize that shadows are formed when light form the sun is blocked by an
S4ES-IVh-9.2
object.
9.4 Relate the position of the Sun with the length of shadows. S4ES-IVh-9.4
10. Describe the role of the Sun in the water cycle. S4ES-IVi-10
10.1 Discuss the importance of sun in each of the processes involved in the
S4ES-IVi-10.1
water cycle.
10.2 Describe the role of the sun in the water cycle. S4ES-IVi-10.2
10.3 Infer what will happen in the water cycle in the absence of sun. S4ES-IVi-10.3
11.1. Identify the beneficial effects of the Sun to living things. S4ES-IVj-11.1
11.2. Discuss the role of Sun in plant growth and development. S4ES-IVj-11.2
11.3. Describe the effects of Sun on the activities of humans and other animals. S4ES-IVj-11.3
11.4. Identify the harmful effects of the Sun to living things. S4ES-IVj-11.4
11.5. Practice safety precautions to prevent the harmful effects of the Sun. S4ES-IVj-11.5
NO. OF DAYS
TAUGHT
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46
Grade GRADE 5
Science Discipline/Component Earth and Space
At the end of Grade 5, learners can decide whether materials are safe and useful by investigating about some of their pro
new materials may form when there are changes in properties due to certain conditions.
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes tha
can compare different modes of reproduction among plant and animal groups and conduct an investigation on pollinatio
the importance of estuaries and intertidal zones and help in their preservation.
Grade Level Standard Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that different
heat, light, and sound. They can relate these abilities of materials to their specific uses.
Learners can describe the changes that earth materials undergo. They can make emergency plans with their fam
typhoons. They can observe patterns in the natural events by observing the appearance of the Moon.
Geology - In this grade level, learners will learn that our surroundings do not stay the same forever. For example, rocks
carried away by erosion. Learners will infer that the surface of the Earth changes with the passage of time.
Meteorology - Learners will learn that the weather does not stay the same the whole year round. Weather disturbances s
Domain Learners will describe the effects of typhoons on the community and the changes in the weather before, during, and afte
Astronomy - After learning about the Sun, learners will now familiarize themselves with the Moon and the stars. They
appearance of the Moon and discover that the changes are cyclical, and that the cycle is related to the length of a month.
patterns that can be seen during certain times of the year
The learners should be able to:
1. participate in projects that reduce soil erosion in the commun
2. prepares individual e
Performance Standard
3. debug local myths and folklore about the Moon and the Stars by presenting pieces of evidence to convince the comm
S5FE-IVb-2
S5ES-IVb-2.1 1
S5ES-IVb-2.2.1
1
S5ES-IVb-2.2.2
S5ES-IVb-2.2.3
1
S5ES-IVb-2.2.4
S5ES-IVb-2.3 1
S5ES-IVb-2.4 1
S5ES-IVc-3
S5ES-IVc-3.1 1
S5ES-IVc-3.2 1
S5ES-IVc-3.3 1
1
1
S5ES-IVd-4
S5ES-IVd-4.1 1
S5ESIVd-4.2 1
S5ESIVd-4.3 1
S5ES-IVd-4.4 1
1
S5ES-IVe-5
S5ES-IVe-5.1 1
S5ES-IVe-5.2 1
S5ES-IVe-5.3 1
S5ES-IVf-6
S5ES-IVf-6.1 1
S5ES-IVf-6.2 1
S5ES-IVf-6.3 1
1
S5ES-IVg-h-7
S5ES-IVg-h-7.1 1
S5ES-IVg-h-7.2 1
S5ES-IVg-h-7.3 1
S5ES-IVg-h-7.4 1
S5ES-IVg-h-7.5 1
S5ES-IVg-h-7.6 1
S5ES-IVg-h-8
S5ES-IVg-h-8.1
1
S5ES-IVg-h-8.2
S5ES-IVg-h-8.3 1
S5ES-IVg-h-8.4 1
1
S5ES-IVi-j-9
S5ES-IVi-j-9.1 1
S5ES-IVi-j-9.2
1
S5ES-IVi-j-9.3
S5ES-IVi-j-9.4 1
S5ES-IVi-j-9.5 1
S5ES-IVi-j-9.6 1
1
1
SUBTOTAL 46
Grade GRADE 6
Science Discipline/Component Earth and Space
At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these mater
may be recovered using different separation techniques. They can prepare useful mixtures such as food, drinks and her
medicines.
Learners understand how the different organ systems of the human body work together. They can classify plants based
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
Grade Level Standard swamps.
Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, so
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 w
they occur. They can infer that the weather follows a pattern in the course of a year. They have learned about th
solar system, with emphasis on the motions of the Earth as prerequisite to the study of seasons in another grade
level.
Geology - Learners will learn that aside from weathering and erosion, there are other processes that may alter the surfa
the Earth: earthquakes and volcanic eruptions. Only the effects of earthquakes and volcanic eruptions are taken up in th
grade level, not their causes (which will be tackled in Grades 8 and 9). Learners will also gather and report data on
earthquakes and volcanic eruptions in their community or region.
Domain Meteorology - After learning how to measure the different components of weather in Grades 4 and 5, learners will now
collect weather data within the span of the school year. Learners will interpret the data and identify the weather pattern
their community.
Astronomy - In Grade 6, learners will turn their attention to Earth as another natural object in space (in addition to the
Moon, and stars). Learners will learn about the motions of the Earth: rotation and revolution. Learners will also comp
the different members that make up the Solar System and construct models to help them visualize their relative sizes an
distances.
The learners should design an emergency and
Performance Standard preparedness plan and kit
The learners demonstrate understanding of the effects of earthquakes and volcanic eruptions; weather patterns and seas
Content Standard
in the Philippines; Earth's rotation and revolution; and characteristics of planets in the solar system.
2. Weather Patterns in the Philippines 3. Describe the different seasons in the Philippines S6ES-IVc-3
3.1. Analyze the weather data in each month of the year. S6ES-IVc-3.1
3.2. Infer on the season through weather patterns in the Philippines using
S6ES-IVc-3.2
weather data.
3.3. Describe the different seasons in the Philippines. S6ES-IVc-3.3
3.4. Determine the occurrence of dry season in the Philippines using a graph. S6ES-IVc-3.4
3.5 Determine the occurrence of wet season in the Philippines using a graph. S6ES-IVc-3.5
3.6. Explain the importance of knowing the weather patterns and seasons in the
S6ES-IVc-3.6
Philippines.
4. Discuss appropriate activities for specific seasons in the Philippines. S6ES-Ivd-4
2.1 Weather patterns and seasons in the
Philippines 4.1. Discuss appropriate activities appropriate for dry season in the Philippines. S6ES-Ivd-4.1
4.2. Discuss appropriate activities for wet season in the Philippines. S6ES-Ivd-4.2
4.3. Show through role playing the activities appropriate for each season in the
Philippines. S6ES-Ivd-4.3
Suggested Performance Task: Draw a picture depicting how family has coped
with changes in seasons of the community they live in./Make a brochure or info
ad on the activities for specific seasons in the Philippines.
Summative Assessment for Competencies c-d.
5. Demonstrate rotation and revolution of the Earth using a globe to
3. Motions of the Earth S6ES-IVe-f-5
explain day and night and the sequence of seasons.
5.1. Construct a model of Sun-Earth-Moon to demonstrate the rotation and
S6ES-IVe-f-5.1
revolution of the Earth.
5.2. Describe the movement of the Earth. S6ES-IVe-f-5.2
5.3 Using a model, demonstrate rotation and revolution of the Earth. S6ES-IVe-f-5.3
5.4. Explain the occurrence of day and night in relation to rotation using a
S6ES-IVe-f-5.4
model/globe.
3.1 Rotation and revolution 5.5. Illustrate the revolution of the Earth. S6ES-IVe-f-5.5
3.1 Rotation and revolution
5.6. Infer that seasons change due to earth's revolution. S6ES-IVe-f-5.6
5.7. Explain the sequence of seasons in relation to revolution. S6ES-IVe-f-5.7
Suggested Performance Task: Demonstrate the revolution of the Earth in its
orbit around the Sun through simulation or role playing.
4. The Solar System 6. Compare planets of the solar system. S6ES-IVg-h -6
6.1. Identify the planets in the solar system. S6ES-IVg-h-6.1
6.2. Decribe the planets according to their composition. S6ES-IVg-h-6.2
6.3. Compare the Earth with other planets which make it livable. S6ES-IVg-h-6.3
6.4. Decribe the planets according to their movements in the solar system. S6ES-IVg-h-6.4
6.5. Compare the sizes of the planets in the solar system. S6ES-IVg-h-6.5
6.6. Compare the relative distances of the planets from the sun and other planets. S6ES-IVg-h-6.6
4.1 Planets 6.7. Illustrate the planets of the solar system focusing on their colors, sizes and
S6ES-IVg-h-6.7
distances from the Sun.
7. Construct a model of the solar system showing the relative sizes of the
S6ES-IVi-j-7
planets and their relative distances from the sun.
7.1. Construct a model of the solar system showing the relative sizes of the
S6ES-IVi-j-7.1
planets and their relative distances from the sun.
Suggested Performance Task: Make a videoclip/info ad/commercial of the Solar
System showing the characteristics of the planets in the solar system.
Summative Assessment for Competencies e-j.
Quarterly Summative Test
SUBTOTAL
new ones thus these materials
uch as food, drinks and herbal
NO. OF DAYS
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46
Grade GRADE 7
Science Discipline/Component At the end
Earth and of Grade 7, learners can distinguish mixtures from substances through semi-guided investigations. They
Space
realize the importance of fair testing when conducting investigations.
Meteorology - Learners will explain the occurrence of atmospheric phenomena (breezes, monsoons, and ITCZ)
Domain that are commonly experienced in the country as a result of the Philippines’ location with respect to the equator,
and surrounding bodies of water and landmasses.
Astronomy - Learners will explain the occurrence of the seasons and eclipses as a result of the motions of the
Earth and the Moon. Using models, learners will explain that because the Earth revolves around the Sun, the
seasons change, and because the Moon revolves around the Earth, eclipses sometimes occur.
The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate,
Performance Standard
weather, and seasons.
The learners demonstrate an understanding of:
1. the relation of geographical location of the Philippines to its environment;
2. the different phenomena that occur in the atmosphere;
Content Standard
3. the relationship of the seasons and the position of the Sun in the sky; and
NO. OF
CONTENT LEARNING COMPETENCIES CODE DAYS
TAUGHT
1.The Philippine Environment 1. Demonstrate how places on Earth may be located using a coordinate
1.1 Location of the S7ES-IVa-1
system.
Philippines using a coordinate 1.1. Identify important imaginary lines in the globe/map used in locating places. S7ES-IVa-1.1 1
system
1.2. Location of the Philippines 1.2. Describe the lines of latitude and lines of longitude. S7ES-IVa-1.2 1
with respect to landmasses and 1.3. Demonstrate how places on Earth may be located using a coordinate system. S7ES-IVa-1.3 1
bodies of water 2. Describe the location of the Philippines with respect to the continents and
1.3. S7ES-IVa-2
oceans of the world.
Protection and conservation of
natural resources 2.1. Identify the major bodies of water and the different landmasses that surrounds
S7ES-IVa-2.1 1
the Philippines.
2.2. Describe the location of the Philippines with respect to the continents and
S7ES-IVa-2.2 1
oceans of the world.
2.3. Infer the importance of the location of Philippines with respect to the
S7ES-IVa-2.3 1
continents and oceans of the world.
3. Recognize that soil, water, rocks, coal, and other fossil fuels are Earth
S7ES-IVb3
materials that people use as resources.
3.1. Discuss the layers of soil and their importance. S7ES-IVb3.1 1
3.2. Identify the mineral deposits and their location across the country. S7ES-IVb3.2 1
3.3. Identify the provinces in the Philippines with mineral and non-mineral
S7ES-IVb3.3 1
deposits.
3.4. Describe processes on how minerals are mined from rocks. S7ES-IVb3.4 1
3.5. Discuss the importance of some minerals found in the Philippines. S7ES-IVb3.5 1
3.6. Relate the location of trenches, volcanoes and faults in the Philippines with the S7ES-IVb3.6 1
location of mineral deposits.
4. Describe ways of using Earth’s resources sustainably. S7ES-IVc-4
4.1. Describe the use of the different Earth's resources. S7ES-IVc-4.1 1
4.2. Explain ways on how to sustain Earth's resources. S7ES-IVc-4.2 1
4.3. Identify the human activities that affect the natural resources and describe their
S7ES-IVc-4.3 1
effects.
4.4. Suggest ways to reduce the effects of human activities on natural resources. S7ES-IVc-4.4 1
Suggested Performance Task: Create a brochure or comics strip that shows the
1
beauty of Philippines with respect to its resources.
Summative Assessment for Competencies S7ESIVa-c 1
2.Interactions in the Atmosphere 5. Discuss how energy from the Sun interacts with the layers of the
2.1. Greenhouse effect and global atmosphere. S7ES-IVd5
warming
5.1. Describe the different layers of the Earth’s atmosphere. S7ES-IVd5.1 1
2.3. Land and sea breezes
2.4. Monsoons 5.2. Discuss how energy from the Sun interacts with the layers of the atmosphere. S7ES-IVd5.2 1
2.5. 5.3. Relate temperature and altitude in each layer of the atmosphere. S7ES-IVd5.3 1
Intertropical convergence zone
5.4. Explain what happens to the air in the surroundings as warm air rises. S7ES-IVd5.4 1
6. Explain how some human activities affect the atmosphere. S7ES-IVe-6
6.1. Identify some greenhouse gases and their effects to the Earth's atmosphere. S7ES-IVe-6.1 1
6.2. Explain how some human activities affect the atmosphere. S7ES-IVe-6.2 1
7. Account for the occurrence of land and sea breezes, monsoons, and
S7ES-IVf-7
intertropical convergence zone (ITCZ).
7.1. Describe the effect of difference in temperature and pressure to movement of
air. S7ES-IVf-7.1 1
7.2. Using a map, determine direction of wind movement during different seasons
S7ES-IVf-7.2 1
in the Philippines.
7.3. Infer the occurrence of weather systems experienced in the country as a result S7ES-IVf-7.3 1
of Philippine's location.
8. Describe the effects of certain weather systems in the Philippines. S7ES-IVg8
8.1. Describe the effects of certain weather systems such as ITCZ to monsoon
1
winds in the Philippines. S7ES-IVg8.1
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 Level Standard Learners can explain th
behaviour of matter in terms of the particles it is made of. They recognize that ingredients in food and medical product
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. The
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 fo
Geology - As a result of being located along the Ring of Fire, the Philippines is prone to earthquakes. Using models,
learners will explain how quakes are generated by faults. They will try to identify faults in the community and differen
active faults from inactive ones.
Meteorology - Being located beside the Pacific Ocean, the Philippines is prone to typhoons. In Grade 5, the effects of
Domain typhoons were tackled. Here, learners will explain how typhoons develop, how typhoons are affected by landforms and
bodies of water, and why typhoons follow certain paths as they move within the Philippine Area of Responsibility.
Astronomy - Learners will complete their survey of the Solar System by describing the characteristics of asteroids, co
and other members of the Solar System.
The learners shall be able to:
1. participate in decision making on where to build
structures based on knowledge of the location of active faults in the community;
Performance Standard 2. make an emergency plan and prepare an emergency kit for use at home and in school;
3. demonstrate precautionary measures before, during, and after a typhoon, inclu
following advisories, storm signals, and calls for evacuation given by government agencies in charge; and
4. discuss wheth
not beliefs and practices about comets and meteors have scientific basis .
The learners demonstrate an understanding of the:
1. relationship between faults and earthquakes;
Content Standard 2. formation
typhoons and their movement within the PAR;
3. characteristics of comets, meteors, and asteroids.
1. Earthquakes and Faults 1. Using models or illustrations, explain how movements along faults
S8ES-IIa14
generate earthquakes
1.1 Active and inactive faults
1.1. Define fault. S8ES-IIa14 .1.1
1.2 How movements along faults generate
1.2. Explain how faults are formed. S8ES-IIa14 .1.2
earthquakes
1.3 How earthquakes generate tsunamis
1.4 Earthquake focus and epicenter 1.3. Costruct fault models. S8ES-IIa14 .1.3
1.5
1.6 Earthquake intensity and magnitude
preparedness 1.4. Differentiate the three types of faults. S8ES-IIa14 .1.4
1.5. Relate the types of stress associated with each type of fault. S8ES-IIa14.1.5
1.6. Describe the effects of bending of rocks along faults. S8ES-IIa14.1 .6
1.7 How earthquake waves provide
S8ES-IIa14.1.7
information about the interior of the Earth 1.7. Simulate how movements along faults generate earthquakes using models.
2. Differentiate the:
2.1 epicenter of an earthquake from its
focus; 2.2 intensity S8ES-IIa15
of an earthquake from its magnitude;
2.3 active and inactive faults;
2.1. Differentiate epicenter from focus. S8ES-IIa15.2.1
2.2. Distinguish between magnitude and intensity. S8ES-IIa15.2.2
2.3. Identify the effects of earthquake to humans and properties. S8ES-IIa15.2.3
2.4. Discuss the scale adapted in the Philippines to describe the intesity and
S8ES-IIa15.2.4
magnitude of an earthquake.
2.5. Differentiate active and inactive faults. S8ES-IIa15.2.5
2.6. Using Performance
Suggested a map, locate Task:
activeUsing
and inactive faults in the
the PHIVOLCS app,Philippines.
determine whether S8ES-IIa15.2.6
there are nearby faults in their area and share their findings in the class through
presentation.
3. Demonstrate how underwater earthquakes generate tsunamis S8ES-IIb16
3.1. Define tsunami. S8ES-IIb16.3.1
3.2. Discuss how tsunamis are generated. S8ES-IIb16.3.2
3.3. Simulate the occurrence of tsunami. S8ES-IIb16.3.3
3.4. Infer why tsunami does not always occur when there is an earthquake. S8ES-IIb16.3.4
3.5. Describe the impacts of tsunami to humans, infrastructure and livestock. S8ES-IIb16.3.5
3.6. Locate places in the Philippines prone to tsunami. S8ES-IIb16.3.6
3.7. Use the map of the Philippines to locate the trenches, volcanoes and faults S8ES-IIb16.3.7
in the Philippines.
4. Explain how earthquake waves provide information about the interior of S8ES-IIc17
the earth.
4.1. Identify the layers of the Earth and their characteristics. S8ES-IIc17.4.1
4.2. Describe the behavior of seismic waves. S8ES-IIc17.4.2
4.3. Compare and contrast P wave and S wave in terms of their speed and
S8ES-IIc17.4.3
behavior.
4.4. Explain how seismic waves are used to describe the interior of the Earth. S8ES-IIc17.4.4
Suggested Performance Task: Design an emergency plan and prepare an
emergency kit for use at home and in school.
Summative Assessment for Competencies a-c
5. Explain how typhoons develop S8ES-IId18
5.1. Characterize a typhoon. S8ES-IId18.5.1
5.2. Differentiate a typhoon, cyclone and hurricane. S8ES-IId18.5.2
5.3. Classify tropical cyclones according to their wind speed. S8ES-IId18.5.3
5.4. Construct a model of tropical cyclone. S8ES-IId18.5.4
6. Infer why the Philippines is prone to typhoons. S8ES-IId19
6.1. Define Philippine Area of Responsibility (PAR). S8ES-IId19.6.1
2. Understanding Typhoons 6.2. Plot the PAR in a map. S8ES-IId19.6.2
3.1 Comets
3.2 Meteors
3. Other members of the Solar System 10. Predict the appearance of comets based on recorded data of previous
S8ES-IIh23
appearances.
10.1. Name some comets that were once visible on Earth. S8ES-IIh23.10.1
3.1 Comets 10.2. Identify and describe the parts of a comet. S8ES-IIh23.10.2
3.2 Meteors
10.3. Predict the next possible appearance of comets based on recorded dates of
S8ES-IIh23.10.3
3.3 Asteroids their previous appearances.
11. Explain the regular occurrence of meteor showers. S8ES-IIi-j24
11.1. Describe the changes that happens to a fragment from a comet or asteroid
S8ES-IIi-j24.11.1
as it enters the Earth’s atmosphere.
11.2. Differentiate meteoroid, meteor and meteorite. S8ES-IIi-j24.11.2
11.3. Represent the relationship among meteoroid, meteor and meteorite using a
S8ES-IIi-j24.11.3
diagram.
Suggested Performance Task: Provide scientific evidences to support one’s stand
on a debate about superstitions on comets, asteroids and meteors.
Summative Assessment for Competencies g-j
Quarterly Summative Test
SUBTOTAL
ased on the Laws of Motion.
ey know the factors that affect
he medium.
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Grade GRADE 9
Science Discipline/Component Earth and Space
At the end of Grade 9, learners have gained a deeper understanding of the digestive, respiratory, and circulatory system
promote overall health. They have become familiar with some technologies that introduce desired traits in economicall
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.
Grade Level Standard 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 globa
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 energ
momentum.
Geology - Being located along the Ring of Fire, the Philippines is home to many volcanoes. Using models, learners wi
explain what happens when volcanoes erupt. They will describe the different types of volcanoes and differentiate activ
volcanoes from inactive ones. They will also explain how energy from volcanoes may be tapped for human use.
Meteorology - In this grade level, learners will distinguish between weather and climate. They will explain how differ
Domain factors affect the climate of an area. They will also be introduced to climatic phenomena that occur over a wide area (e
El Niño and global warming).
Astronomy - Learners will now leave the Solar System and learn about the stars beyond. They will infer the characteri
of stars based on the characteristics of the Sun. Using models, learners will show that constellations move in the course
night because of Earth’s rotation, while different constellations are observed in the course of a year because of the Eart
revolution.
The learners shall be able to:
1. participate in activities that reduce risks and lessen effects of climate change.
Performance Standard
2. discuss whether or not popular beliefs and practices with regard to constellations and astrology
have scientific basis
The learners demonstrate an understanding of:
1. volcanoes found in the Philippines;
Content Standard 2. factors that affect climate, and the effects of changing climate and how to adapt accordingly;
3. relationship between the visible constellations in the sky and Earth’s position along
orbit
CONTENT LEARNING COMPETRENCIES CODE
ow to adapt accordingly;
and Earth’s position along its
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Grade GRADE 10
Science Discipline/Component Earth and Space
At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same places in the world a
that these are related to plate boundaries. They can demonstrate ways to ensure safety and reduce damage duri
earthquakes, tsunamis, and volcanic eruptions. Learners can explain the factors affecting the balance and stability o
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 th
Grade Level Standard physical and biological components of the environment. Learners will have completed the study of the entire organism
their deeper study of the excretory and reproductive systems. They can explain in greater detail how genetic informatio
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 reac
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.
Using maps, learners will discover that volcanoes, earthquake epicenters, and mountain ranges are not randomly scatte
Domain in different places but are located in the same areas. This will lead to an appreciation of plate tectonics—a theory that b
many geologic processes such as volcanism and earthquakes.
The learners shall be able to:
1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions
Performance Standard
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunam
and volcanic eruptions
The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake epicenters
Content Standard
mountain ranges
S10ES –Iaj-36.3.5
3.5. Identify the landforms associated with oceanic plate convergence
S10ES –Iaj-36.3.6
3.6. Explain what happens when two continental plate boundaries collide
S10ES –Iaj-36.3.7
3.7. Identify the landforms associated with continental plate convergence
3.8. Explain the processes that occur along divergent boundaries S10ES –Iaj-36.3.8
S10ES –Iaj-36.3.9
3.9. Identify the landforms associated with divergent plate boundaries
3.10. Explain the processes that occur along transform fault boundaries S10ES –Iaj-36.3.10
S10ES –Iaj-36.3.11
3.11. Identify the landforms associated with transform plate boundaries
3.12. Explain the different geologic processes along plate boundaries S10ES –Iaj-36.3.12
Suggested Performance Task: Prepare an emergency kit and plan for the family
during disasters such as earthquakes, volcanic eruptions and tsunamis.
1.4 Internal structure of the Earth 4. Describe the internal structure of the Earth; S10ES –Ia-j-36.4
4.1 Recall the types of seismic waves S10ES –Ia-j-36.4.1
4.2. Characterize, P, S and surface waves S10ES –Ia-j-36.4.2
4.3. Differentiate P-waves from S-waves in terms of their behavior in earth’s
S10ES –Ia-j-36.4.3
interior
4.4. Explain the importance of seismic waves in the study of the earth's interior S10ES –Ia-j-36.4.4
4.5. Describe the properties and composition of crust, mantle and core S10ES –Ia-j-36.4.5
4.6. Explain how plasticity of the earth's mantle influences the movement of the S10ES –Ia-j-36.4.6
lithospheric plates
4.7. Cite proofs that the Earth's core is made up of nickel and iron S10ES –Ia-j-36.4.7
Summative Assessment for Competencies S10 ES - I a-j - 36.4
1.5 Mechanism (possible causes of
5. Describe the possible causes of plate movement; S10ES –Iaj-36.5
movement)
5.1. Describe and reconstruct Pangaea S10ES –Iaj-36.5.1
5.2. State Wegener's continental drift theory S10ES –Iaj-36.5.2
5.3. Describe and simulate seafloor spreading S10ES –Iaj-36.5.3
5.4. Relate the mportance of seafloor spreading theory to continental drift theory S10ES –Iaj-36.5.4
5.5. State the plate tectonic theory S10ES –Iaj-36.5.5
5.6. Explain that plate tectonic theory as a unifying theory S10ES –Iaj-36.5.6
5.7. Explain the convection current within the mantle that could possibly affect S10ES –Iaj-36.5.7
plate movement
1.6 Evidence of plate movement 6. Enumerate the lines of evidence that support plate movement. S10ES –Ia-j-36.6
6.1. Trace the existence of fossils of plants and animals as evidences found in S10ES –Ia-j-36.6.1
the present continents that supprots the fitting of drifted continents
6.2. Cite other proofs of continental drift theory S10ES –Ia-j-36.6.2
6.3. Explain how magnetic stripping on the seafloor provides evidence for
seafloor spreading. S10ES –Ia-j-36.6.3
6.4. Describe how plates move with regard to each other S10ES –Ia-j-36.6.4
6.5 Explain the cause of movement of tectonic plates S10ES –Ia-j-36.6.5
6.6. Cite other proofs of plate movement S10ES –Ia-j-36.6.6
6.7. Describe how evidences of plate movement were collected S10ES –Ia-j-36.6.7
anic eruptions
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