Holy Cross of Davao College

Sta. Ana Avenue, Davao City

SYLLABUS

I. Grade level: Grade 9

II. Subject: Science

III. Course Description: Honors Biology or Biology for grade 9 is an introduction to chemistry with the integration of Biology as it will be dealing with the life’s chemical processes like functions
of the parts of the body systems, basic concepts on modern genetics, basic anatomy and physiology.
IV. Objectives:

A. Institutional Objectives:

HCDC aims to help students develop themselves in well-integrated Christ-like Filipino leaders, embodying the Filipino socio-cultural and spiritual heritage. During their
stay in the school, the human relationships, subject content, classroom atmosphere, in-campus off-campus activities shall have nourished and nurtured their body and soul, mind
and heart, will and imagination, so that their words and actions will consistently live the teaching and example of Jesus Christ. Thus, as they become whole persons, they shall be
leaders whose service contributes to the improvement of life, especially of the less fortunate, both when they hold positions of authority and when they do responsibility in the tasks
of members in a group community.

B. Course Objectives:

b.1 Cognitive (Creed) – explain concepts of chemical bonding

- demonstrate an understanding on how parts of the circulatory and respiratory system function
- impart knowledge about genetic formations and inheritance
b.2 Affective (Moral) - values biodiversity and flow of energy and matter in the ecosystem
- aware of the changes in the environment which may affect species extinction.
b.3 Psychomotor (Skills) – assemble a model on chemical bonding and structures of matter
- imitate helpful activities that can help circulatory and nervous system function well
- modify a material about respiration and photosynthesis
 TIME CONTENT INSTRUCTIONAL ACTIVITIES/ VALUES DESIRED RESOURCES EVALUATION REFERENCE
FAME OBJECTIVES STRATEGIES
(HOURS)
Chemical Bonding  explains properties of metals in terms of  Chemistry
their structure Module 14 :
 Metallic  recognizes different types of compounds The
Bonding (ionic or covalent) from their properties Chemical
 Ionic and such as melting point, hardness, polarity, Bonds
Covalent and electrical and thermal conductivity Lesson 1
1ST  recognizes different types of elements
that combine to form specific types of  Module 3
G compounds (combination of metals and Metallic Link
non-metals)
R  writes chemical formulas of ionic and  Chemistry
covalent compounds formed by the first Module 14 :
A 20 elements The
 explains the formation of ionic Chemical
D compounds and covalent compounds in Bonds
terms of ionization energy and electron Lesson 1
I affinity
 Infers trends in ionization energy and
N electron affinity.
 explains chemical changes in terms of
G the breaking of bonds and the
 rearrangement of atoms to form new
PERIOD

 Describes how the structure of carbon

The Variety of atom affects the type of bonds it forms.
Carbon  Recognizes the general classes of
organic compounds and their uses.

Mole Concept  Uses the mole concept to express mass Chemistry

of substances. Module 16:
 Determines the mass of a given number Stoichiometry
of moles of a substance.
 Determines the number of moles of a
substance, given its mass.
 Determines the percentage of
composition of a compound given its
chemical formula and vice versa
 TIME CONTENT INSTRUCTIONAL ACTIVITIES/ VALUES DESIRED RESOURCES EVALUATION REFERENCE
FAME OBJECTIVES STRATEGIES
(HOURS)
Respiratory and  describes the parts and functions  Second Year:
Circulatory Systems of the Biology
Working with the circulatory system Organ
Other Organ Systems System -
 explains the mechanism on how Circulatory
the System
2ND circulatory system transports nutrients,  Biology M11
gases, and other molecules to and Energy
G Producing &
from the different parts of the body
Distributing
R Systems
 explains how harmful substances
affect Lessons 2 &
A 3
the respiratory and circulatory systems
D

N Heredity: Inheritance  explains how fertilization produces  2nd Year –

and Variation a diploid zygote out of haploid Your Genetic
G gametes Book of Life
 Haploid number of  describes the location of genes in  Unit 6 genetic
PERIOD chromosomes in chromosomes Lesson 3:
gametes  explains how genes are The Structure
 Location of genes responsible for specific traits of DNA
in Chromosomes  identifies phenotypes as the  Biology
 Restoration of the expression Module 14
diploid number of of inherited characteristics Lesson 3
chromosomes in
the offspring
through
fertilization
 Expression of the
genetic
information as
physical traits in
the offspring
 TIME CONTENT INSTRUCTIONAL ACTIVITIES/ VALUES DESIRED RESOURCES EVALUATION REFERENCE
FAME OBJECTIVES STRATEGIES
(HOURS)
Life Energy  associates photosynthesis and 
respiration with appropriate cell
 From Light Energy to structures
Chemical Energy of  provides evidence that plants
Food can manufacture their own food
- Structure and function of  differentiates basic features of
2ND plant parts and organelles photosynthesis and respiration
involved in photosynthesis  explains the importance of
G photosynthesis to other
- Photosynthesis organisms
R
- Light-dependent
A
reactions
D
- Light-independent
I reactions and synthesis of
glucose
N
 Generation of
G chemical
energy (ATP) through
PERIOD respiration

- Structure and function of

mitochondrion as the main
organelle involved cellular
respiration

 Aerobic respiration
 Anaerobic Respiration

Interactions  designs and conduct an

 Decomposition
 Nutrient cycling
Population
growth & carrying capacity
experiment using yeast or other
suitable organisms to evaluate
the relationship between
population growth and carrying
capacity
 TIME CONTENT INSTRUCTIONAL ACTIVITIES/ VALUES DESIRED RESOURCES EVALUATION REFERENCE
FAME OBJECTIVES STRATEGIES
(HOURS)
Projectile Motion  Describes motion in two  Physics Unit 3
 Motion in two dimensions. Chapter 1 LP 4
dimension Falling Bodies
 Identifies any projectile is  Learning Guide
 Impulse and
moving under the influence of Physics – 4th
Momentum year energy in
3RD  Elastic and gravity.
Transportation
inelastic collision  Explains why projectiles travel Put it Into Motion
G with two independent motions.  Physic Unit 3
Chapter 1
R  Computes for unknown variables Momentum
using equations for horizontal and
A angled projectiles.
D  Proposes ways to enhance sports
related to projectile motion.
I
 Explains the dangers of
N celebratory firing.
 Relates impulse and momentum
G
to cause and effect.
PERIOD  Analyses factors required to
produce a change in momentum.
 Analyses one-dimensional elastic
and inelastic collision and recoil
situations.
 Examines effects and predict
causes of collision-related
damages/injuries.
 TIME CONTENT INSTRUCTIONAL ACTIVITIES/ VALUES DESIRED RESOURCES EVALUATION REFERENCE
FAME OBJECTIVES STRATEGIES
(HOURS)
Work Power and Energy  explains how different types Physics Unit 3
 Changes in form of of mechanical energy change Chapter 1 – 12
mechanical energy its form. Law of
Conservation of
 Conservation of energy  uses the equation for Energy
conservation of energy in
3rd solving for unknowns.
 explains energy
G transformation in various
activities/events (e.g. waterfalls,
R
archery, amusement rides).
A  creates ball launchers that
can project a ball to a great
D distance.

I Sound  creates a model to explain

 Resonance natural frequency of matter.
N
 Interferences  explains how resonance
G  Waves and building causes sound production in
designs musical instruments.
PERIOD  investigates the conditions
required for resonance to occur
in various media.
 creates models to illustrate
constructive and destructive
interferences.
 cites advantages and
disadvantages and applications
of interference
 explains how knowledge of
properties of waves is applied
in building designs.
 identifies sources of noise in
different environment and
explain how noise can be
reduced to acceptable levels.
 TIME CONTENT INSTRUCTIONAL ACTIVITIES/ VALUES DESIRED RESOURCES EVALUATION REFERENCE
FAME OBJECTIVES STRATEGIES
(HOURS)
Light  demonstrates the straight line motion of light
 Motion of light  realizes that opaque materials cast shadows
 Transparent,  investigates the varying size and shape of
translucent or shadows due to movement of light source
opaque materials
 classifies materials as transparent, translucent
3rd or opaque
 investigates the effect light incident to a
G material
R

D
Heat  cites examples of natural heat transfer  Physics Unit
I  Natural heat  evaluates natural and man-made designs that 3 Chapter 2
transfer prevent or promote heat loss through conduction, Heat
N Engines
 Heat loss convection or radiation
through  explains why wasted energy cannot be
G
conduction, prevented
PERIOD convection or  identifies relevant design home/building
radiation designs related to heat transfer
 investigates the effectiveness of indigenous
 Preventing heat
materials in promoting or preventing heat transfer
transfer

Electricity and  sketches magnetic fields  Learning

magnetism  demonstrates the generation of electricity by Guide Year
 Electromagnetic movement of a magnet through a coil 4 Science
Electrical
effects  investigates factors that affect strength of energy
magnetic field of an electromagnet Generation,
 makes a model on how a magnetic field exerts transmission
a force on a wire and Use
 constructs a simple galvanometer using a
compass and wire and explain its function
 interprets the operation of a simple generator
 describes the design of a simple electric motor
 constructs a simple doorbell or burglar alarm
 TIME CONTENT INSTRUCTIONAL ACTIVITIES/ VALUES DESIRED RESOURCES EVALUATION REFERENCE
FAME OBJECTIVES STRATEGIES
(HOURS)
Volcanoes and the  identifies the volcanoes in the community  Integrated
Interior of the Earth (or in the region) Science 1
 Active and  differentiates between active and inactive Module 12
Inside the
inactive volcanoes volcanoes
Solid Earth
 Different types of  describes the different types of volcanoes
4TH volcanoes  using models or illustrations, explains what
 What happens happens when volcanoes erupt
G when volcanoes  using diagrams, illustrates how energy from
erupt volcanoes may be tapped for human use
R
 Energy form  explains how volcanoes provide
A volcanoes information about the interior of the Earth
 How volcanoes
D provide information
about the interior of
I the Earth.

N Climate  explains how different factors affect the  Integrated

 Factors that affect climate of an area Science 1
G climate  describes certain climatic phenomena that Module 12
Inside the
 Global climate occur on a global level (global warming and
PERIOD Solid Earth
phenomenon El Niño are included here)

Constellations  infers the characteristics of stars based on  Integrated

 Characteristics of the characteristics of the Sun Science 1
stars  infers that the arrangement of stars in a Module 18
 Arrangement of group (constellation) does not change
stars in a group  observes that the position of a constellation
 Changing position changes in the course of a night
of constellations  using models, shows which constellations
doing the night and may be observed at different times of the
at different times of year
the year
 Beliefs and
practices about
constellations and
astrology
Course Requirements:

Learning Activities Suggested Requirements

*Individuals and Group discussion *Four Examinations (Prelim, Midterm, Pre-Final, Final)
*Writing Reflections on planning and making a laboratory activity *Quizzes
*Oral Reports on designing and planning an improvised instrument

Required Entries *Oral Presentation

*Laboratory Entries

* Portfolio in each laboratory activities *Group Presentation

*Attendance

VII. Grading System:

Midterm Grade

Quizzes, Recitation, Assignment etc.. 50%

Prelim Exam 25%
Midterm Exam 25%

100%

Pre-Final Grade

Quizzes, Recitation, Assignment etc.. 50%

Pre-Final Exam 25%
Final Exam 25%

100%

Final Grade : MG+PG/2

 VI. REFERENCES:
A. BIBLIOGRAPHY

Ref 1: McComas, W.E (1997, spring). The nature of the laboratory experience: a guide for describing, classifying and enhancing hands-on activities. CSTA Journal 6-9.
“Learning Science Through Computer Games and Simulations,” Honey M., A. and Hilton, M., L. (Eds.), National Research Council, Washington DC: National Academies Press (2011)

Ref 2: Aina, KJ ( 2013) Instructional Materials and Improvisation in Physics Class: Implications for Teaching and Learning

Ref 3: SileshiYitbarek (2012)LOW-COST APPARATUS FROM LOCALLY AVAILABLE MATERIALS FOR TEACHING-LEARNING SCIENCE. Retrived at file:///C:/Users/april/Downloads/82438-
198063-1-PB.pdf

Ref 4: National Science Teaching Instrumentation Center (DepEd-NSTIC)

B. WEBLIOGRAGHY

Ref 5:http://www.kennedyacademy.org/ourpages/auto/2013/4/30/46057707/scientific%20method%202.pdf

Ref 6: file:///C:/Users/april/Downloads/designing-and-planning-laboratories%20(1).pdf

Ref 7:http://books.google.com.ph/books?id=xCfeUdolvM4C&pg=PA280&lpg=PA280&dq=improvised+apparatus+in+physical+science&source=bl&ots=gs3tN8U9oB&sig=3mHWwkRlfm

Ref 8:
https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=13&cad=rja&uact=8&ved=0CF8QFjAM&url=http%3A%2F%2Fijedict.dec.uwi.edu%2Finclude%2Fgetdoc.php%3Fid%3D43
12%26&ei=FG26U_asBMz08QWYsoDoBw&usg=AFQjCNGoSkAVGWZSsJEomABst0-88z-IQA&bvm=bv.70138588,d.dGc