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JUNIOR HIGH SCHOOL

CURRICULUM MAP GRADE 8

SCIENCE 1st QUARTER


TOPIC COMPETENCIES RECOMMENDED TIME FRAME
STRATEGIES
Force , Motion ,and  investigate the relationship between the amount of  Using a graphic organizer, gather 2 weeks
Energy force applied and the mass of the object to the amount
student’s ideas on the word motion.
of change in the object’s motion;
Laws of Motion  infer that when a body exerts a force on another, an  Demonstration and Group
-Law of Inertia equal amount of force is exerted back on it;
Worksheet activity .
-Law of Acceleration  demonstrate how a body responds to changes in
-Law of Interaction motion;  Reporting
 relate the laws of motion to bodies in uniform circular
 Experimentation (laboratory activity)
motion;
 infer that circular motion requires the application of  Picture Analysis
constant force directed toward the center of the circle;
 Push your fingers against the table.
 Relate the 3rd law of motion in playing a
tug-of-war game.
 Concrete experiences

Work ,Power and  identify situations in which work is done and in which  Display 10 pictures on the board. Let 2 weeks
Energy no work is done; them identify if there is work done by
 describe how work is related to power and energy; placing each picture on a “work and non-
 differentiate potential and kinetic energy; work” column.
 relate speed and position of object to the amount of  Demonstration and Group
energy possessed by a body;
Worksheet activity .
 Reporting

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JUNIOR HIGH SCHOOL
CURRICULUM MAP GRADE 8

 Experimentation (laboratory activity)


 Concrete experiences
 Picture Analysis
 Let’s play a bowling game!
 Situational Analysis: Let the students
analyze the given situation.A person
who’s running up the stairs and the
person who is walking up the stairs.
 Writing a reflection paper.
 Assess student’s prior knowledge or
ideas on thermal energy

 Sound  infer how the movement of particles of an object  Let student answer a word search. 1 week
affects the speed of sound through it;  Demonstration and Individual/Group
 investigates the effect of temperature to speed of
Worksheet activity .
sound through fair testing;
 Reporting
 Experimentation (laboratory activity)
 Picture Analysis
 Concrete experiences

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JUNIOR HIGH SCHOOL
CURRICULUM MAP GRADE 8

 Light  demonstrate the existence of the color components  Demonstration and Individual/Group 1 week
of visible light using a prism or diffraction grating;
Worksheet activity .
 explain the hierarchy of colors in relation to energy;
 explain that red is the least bent and violet the most  Reporting
bent according to their wavelengths or frequencies;
 Experimentation (laboratory activity)

 Picture Analysis
 Concrete experiences

Heat and  differentiate between heat and temperature at the  Let students describe the words 1 week
Temperature molecular level; expansion, phases of matter, and heat
capacity

 Assess student’s prior knowledge or


ideas on thermal energy

 Demonstration and Individual/Group


Worksheet activity .
 Reporting
 Experimentation (laboratory activity)
 Picture Analysis

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JUNIOR HIGH SCHOOL
CURRICULUM MAP GRADE 8

Electricity  infer the relationship between current and charge;  Show video clip on basic electricity. 1 week
 explain the advantages and disadvantages of series and Gather student’s response about the
parallel connections in homes; video.
 differentiate electrical power and electrical energy; and  Tell the student to imagine their lives
 explain the functions of circuit breakers, fuses, earthing, without electricity. Gather responses.
double insulation, and other safety devices in the home.  Demonstration and Group
Worksheet activity .
 Reporting
 Experimentation (laboratory activity)
 Picture Analysis
 Concrete experiences

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JUNIOR HIGH SCHOOL
CURRICULUM MAP GRADE 8

SCIENCE 2nd QUARTER


TOPIC COMPETENCIES RECOMMENDED STRATEGIES TIME FRAME
 Earthquakes and Faults
 Active and inactive faults How
movements along faults generate  Earthquake Drill
earthquakes
 How earthquakes generate tsunamis  Using models or illustrations, explain  Demonstration and Group/Individual
 Earthquake focus and epicenter how movements along faults Worksheet activity .
generate earthquakes;
 Earthquake intensity and magnitude
 Differentiate the 2.1 epicenter of an  Reporting
 Earthquake preparedness
earthquake from its focus; 2.2
 How earthquake waves provide  Picture Analysis
intensity of an earthquake from its
information about the interior of the magnitude; 2.3 active and inactive  Concrete experiences 3 weeks
Earth faults;
 Demonstrate how underwater  Socratic method
earthquakes generate tsunamis;  Oral Recitation
 Explain how earthquake waves
provide information about the interior  Role Playing/Tableau
of the earth
 Video Presentation
 News Casting

 Understanding Typhoons  Think-Pair-Share


 How typhoons develop  Demonstration and Group/Individual
 Why the Philippines is prone to typhoons  Explain how typhoons develop; Worksheet activity . 3 weeks
 Infer why the Philippines is prone to
typhoons;  Reporting

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JUNIOR HIGH SCHOOL
CURRICULUM MAP GRADE 8

 How landforms and bodies of water  Explain how landmasses and bodies  Picture Analysis
affect typhoons within the Philippine of water affect typhoons;
Area of Responsibility (PAR)  Trace the path of typhoons that enter  Concrete experiences
the Philippine Area of Responsibility  Socratic method
(PAR) using a map and tracking data;
 Oral Recitation
 Role Playing/Tableau
 Video Presentation
 News Casting
 Turn and Talk
Tests/Quizzes with common preconceptions as
distractors
 Other members of the Solar System
 Comets  Think-Pair-Share
 Meteors  Turn and Talk
 Asteroids  Demonstration and Group/Individual
 Compare and contrast comets, Worksheet activity .
meteors, and asteroids;
 Predict the appearance of comets  Reporting
based on recorded data of previous  Picture Analysis 3 weeks
appearances; and
 Explain the regular occurrence of  Concrete experiences
meteor showers
 Oral Recitation
 Role Playing/Tableau
 Video Presentation

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JUNIOR HIGH SCHOOL
CURRICULUM MAP GRADE 8

 Tests/Quizzes with common


preconceptions as distractors
 Socratic method

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JUNIOR HIGH SCHOOL
CURRICULUM MAP GRADE 8

SCIENCE 3rd QUARTER


TOPIC COMPETENCIES RECOMMENDED STRATEGIES TIME FRAME
The Particle  Explain the properties of solids, liquids, and gases  Demonstration and Group Worksheet
Nature of Matter based on the particle nature of matter;
activity .
Elements,  Explain physical changes in terms of the
Compounds, and arrangement and motion of atoms and molecules;  Reporting
Mixtures
Atoms and  Experimentation (laboratory activity)
Molecules  Concrete experiences
 Picture Analysis 3 weeks
 Writing a reflection paper.
 Assess student’s prior knowledge or ideas
on the particle nature of matter.

Atomic Structure  Using a graphic organizer


Protons  Determine the number of protons, neutrons, and
Neutrons electrons in a particular atom;  Demonstration and Group Worksheet
Electrons activity .
3 weeks
 Reporting
 Experimentation (laboratory activity)
 Picture Analysis

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JUNIOR HIGH SCHOOL
CURRICULUM MAP GRADE 8

 Concrete experiences
Periodic Table (PT)  Trace the development of the periodic table from  Demonstration and Group Worksheet
of Elements observations based on similarities in properties of
activity .
Development of the elements; and
PT  Use the periodic table to predict the chemical  Reporting
Arrangement of behaviour of an element.
elements  Experimentation (laboratory activity)
Reactive and  Concrete experiences
nonreactive metals
 Picture Analysis 3 weeks
 Writing a reflection paper.
 Assess student’s prior knowledge or ideas
on Periodic table.

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JUNIOR HIGH SCHOOL
CURRICULUM MAP GRADE 8

SCIENCE 4th QUARTER


TOPIC COMPETENCIES RECOMMENDED STRATEGIES TIME FRAME
Structures and  Explain ingestion, absorption, assimilation, and
Functions: Focus excretion;
on the Digestive
 Think-Pair-Share
System  Explain how diseases of the digestive system are
Organs of the  Demonstration and Group/Individual
prevented, detected, and treated;
digestive system  Identify healthful practices that affect the digestive Worksheet activity .
and their interaction system;
with organs of the  Reporting
respiratory,  Picture Analysis
circulatory, and
excretory systems  Concrete experiences
Changes in food as
 Socratic method
it undergoes 3 weeks
physical and  Oral Recitation
chemical digestion
Diseases resulting  Role Playing/Tableau
from nutrient  Video Presentation
deficiency and
ingestion of harmful  News Casting
substances
Prevention,  Turn and Talk
detection, and Tests/Quizzes with common preconceptions as
distractors
treatment of
diseases of the
digestive system

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JUNIOR HIGH SCHOOL
CURRICULUM MAP GRADE 8

Heredity:  Compare mitosis and meiosis, and their role in the  Demonstration and Group Worksheet
Inheritance and cell-division cycle;
activity .
Variation of Traits  Explain the significance of meiosis in maintaining
Stages of mitosis the chromosome number;  Reporting
Stages of meiosis  Predict phenotypic expressions of traits following
Mendelian Genetics  Experimentation (laboratory activity)
simple patterns of inheritance;
 Concrete experiences
 Picture Analysis 3 weeks

 Writing a reflection paper.


 Assess student’s prior knowledge or ideas
on Mendelian genetics.

 Explain the concept of a species;  Demonstration and Group Worksheet


Biodiversity  Classify organisms using the hierarchical taxonomic
activity .
system;
Species diversity  Explain the advantage of high biodiversity in  Reporting
Hierarchical maintaining the stability of an ecosystem;
taxonomic system  Experimentation (laboratory activity)
of classification  Concrete experiences
Protection and 2 weeks
conservation of  Picture Analysis
endangered and
 Writing a reflection paper.
economically
important species  Assess student’s prior knowledge or ideas
on Biodiversity
 Make Slogan
 Sample Specimen

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JUNIOR HIGH SCHOOL
CURRICULUM MAP GRADE 8

Ecosystems  Describe the transfer of energy through the trophic  Think-Pair-Share


Transfer of Energy levels;  Turn and Talk
in Trophic Levels  Analyze the roles of organisms in the cycling of  Demonstration and Group/Individual
Cycling of materials;
Worksheet activity .
materials in the  Explain how materials cycle in an ecosystem; and
ecosystem  Suggest ways to minimize human impact on the  Reporting
Water cycle environment.
Oxygen-carbon  Picture Analysis
cycle  Concrete experiences
Nitrogen cycle 2 weeks
Impact of human  Discussion
activities in an
ecosystem  Oral Recitation
 Role Playing/Tableau
 Video Presentation
 Slogan

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JUNIOR HIGH SCHOOL
CURRICULUM MAP GRADE 8

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