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496
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497, , Grade Level: Grade 3, Subject: Science, Quarter Content, Standard, , 1st, , 2nd, , Performance, Standard, , The learners, demonstrate, understanding, of..., ways of sorting, materials and, describing them, as solid, liquid, or gas based on, observable, properties, , The learners, should be able, to..., , parts, and, functions of the, sense organs of, the human, body;, parts and, functions of, animals and, importance to, humans, , practice healthful, habits in taking, care of the sense, organs;, , group common, objects found at, home and in, school according, to solids, liquids, and gas, , enumerate ways, of grouping, animals based on, their structure, and importance, , Most Essential Learning, Competencies, , Duration, , Classify objects and, materials as solid, liquid,, and gas based on some, observable characteristics;, Describe changes in, materials based on the, effect of temperature:, 1 solid to liquid, 2 liquid to solid, 3 liquid to gas, 4 solid to gas, Describe the functions of, the sense organs of the, human body, , Week 12, , Describe animals in their, immediate surroundings, Identify the external parts, and functions of animals, Classify animals according, to body parts and use, , K to 12, CG Code, , Week 35, , S3MT-Ihj-4, , Week 1, , S3LT-IIab-1, , Week 2, , S3LT-IIcd-3, S3LT-IIcd-4, S3LT-IIcd-5, , Week 2, Week 3
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498, , external parts, of plants and, their functions,, and importance, to humans, characteristics, of living and, nonliving things, , basic needs of, plants, animals, and humans, , 3rd, , motion of, objects, , demonstrate the, proper ways of, handling plants, , illustrates the, difference, between living, and non-living, things, , State the importance of, animals to humans, Describe the parts of, different kinds of plants, State the importance of, plants to humans, , Compare living with, nonliving things, Identify observable, characteristics that are, passed on from parents to, offspring (e.g., humans,, animals, plants), list down activities Identify the basic needs of, which they can, humans, plants and, perform at home, animals such as air, food,, in school, or in, water, and shelter, their, Explain how living things, neighborhood to, depend on the, keep the, environment to meet their, environment, basic needs, clean, Recognize that there is a, need to protect and, conserve the environment, observe, describe, Describe the position of a, and investigate, person or an object in, the position and, relation to a reference, movement of, point such as chair, door,, things around, another person, them, , Week 3, Week 4, Week 4, , Week 5, Week 5, , S3LT-IIcd-6, S3LT-IIef-8, S3LT-IIef-9, S3LT-IIef-11, S3LT-IIgh13, , Week 6, , S3LT-IIij-14, , Week 6, , S3LT-IIij-15, , Week 7, , S3LT-IIij-16, , Week 13, , S3FEIIIa-b-1
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499, , sources and, uses of light,, sound, heat and, electricity, , 4th, , apply the, knowledge of the, sources and uses, of light, sound,, heat, and, electricity, people, animals, express their, plants, lakes,, concerns about, rivers, streams, their surroundings, hills,, through teachermountains, and guided and self –, directed activities, other, landforms, and, their, importance, types and, express ideas, effects of, about safety, weather as they measures during, relate to daily, different weather, activities, health conditions, and safety, creatively, (through artwork,, poem, song, natural objects, list down activities, in the sky affect which affect their, one’s daily, daily activities, activities, , Describe the different, uses of light, sound, heat, and electricity in everyday, life, , Week 45, , Relate the importance of, surroundings to people, and other living things, , Week 12, , S3ESIVc-d-2, , Describe the changes in, the weather over a period, of time, , Week 34, , S3ESIVe-f-3, , Week 5, , S3ESIVg-h-5, , Week 6, , S3ESIVg-h-6, , Enumerate and practice, safety and precautionary, measures in dealing with, different types of weather, Describe the natural, objects that are found in, the sky during daytime, and nighttime
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500, , Grade Level: Grade 4, Subject: Science, Quarter Content, Standard, , 1st, , Performance, Standard, , The learners, demonstrate, understanding, of..., grouping, different, materials based, on their, properties, , The learners, should be able, to..., , changes that, materials, undergo when, exposed to, certain, conditions., , evaluate whether, changes in, materials are, useful or harmful, to one’s, environment, , Recognize and, practice proper, handling of, products, , Most Essential Learning, Competencies, , Duratio, n, , Week 1, , S4MT-Ia1, , Week 2, -3, , S4MT-Ief-5, , Week 4, -5, , S4MT-Igh-6, , Week, 6- 7, , S4MT-Iij-7, , Classify materials based, on the ability to absorb, water, float, sink, undergo, decay;, Describe changes in solid, materials when they are, bent, pressed, hammered,, or cut;, Describe changes in, properties of materials, when exposed to certain, conditions such as, temperature or when, mixed with other, materials, Identify changes in, materials whether useful, or harmful to one’s, environment., , K to 12, CG Code
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501, , 2nd, , how the major, internal organs, such as the, brain, heart,, lungs, liver,, stomach,, intestines,, kidneys, bones,, and muscles, keep the body, healthy, animals have, body parts that, make them, adapt to land or, plants have body, parts that make, them adapt to, land or water, different, organisms go, through life cycle, which can be, affected by their, environment, beneficial and, harmful, interactions, occur among, living things and, their, environment as, , construct a, prototype model, of organism that, has body parts, which can survive, in a given, environment, , Describe the main, function of the major, organs, , Week 1, , S4LT-IIab-1, , Week 1, , S4LT-IIab-2, , Week 2, , S4LT-IIab-4, , Week 3, , S4LT-IIef-9, , Week 4, , S4LT-IIgh-13, , Week 5, , S4LT-IIgh-14, , Communicate that the, major organs work, together to make the, body function properly, , Infer that body structures, help animals adapt and, survive in their particular, habitat, Identify the specialized, structures of terrestrial, and aquatic plants, , Compare the stages in the, life cycle of organisms, , Describe the effect of the, environment on the life, cycle of organisms, Describe some types of, beneficial and harmful, interactions among living, things, , Week 6
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502, , they obtain basic, needs, , 3rd, , 4th, , force that can, change the, shape, size or, movement of, objects., how light, heat, and sound travel, using various, objects, , Describe the effects of, interactions among, organism in their, environment, Explain the effects of, force when applied to an, object, Characterize magnetic, force, demonstrate, conceptual, understanding of, properties/charact, eristics of light,, heat and sound, , the different, types of soil, the different, sources of water, suitable for, human, consumption, , components of, weather using, simple, instruments, , practice, precautionary, measures in, planning activities, , Describe how light, sound, and heat travel, Investigate properties and, characteristics of light and, sound, Compare and contrast the, characteristics of different, types of soil, Explain the use of water, from different sources in, the context of daily, activities, Trace and describe the, importance of the water, cycle, Use weather instruments, and describe the different, weather components in a, weather chart, Identify safety precautions, during different weather, conditions, , Week 7, , S4LT-IIij-18, , Week, 1-2, , S4FEIIIa-1, , Week 3, Week, 4-5, , S4FEIIId-e-3, S4FE-IIIfg-4, , Week, 6-7, , S4FEIIIh-5, , Week 1, , S4ESIVa-1, , Week 2, , S4ESIVb-2, , Week 3, , Week 4, , Week 5, , S4ESIVg-8
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503, , the Sun as the, main source of, heat and light on, Earth, , Describe the changes in, the position and length of, shadows in the, surroundings as the, position of the Sun, changes, Describe the effects of, the Sun to human, activities, , Week 6, , Most Essential Learning, Competencies, , Duration, , S4ESIVh-9, , Week 6, , Grade Level: Grade 5, Subject: Science, Quarter Content, Standard, , 1st, , The learners, demonstrate, understanding, of..., properties of, materials to, determine, whether they, are useful or, harmful, materials, undergo, changes due to, , Performance, Standard, , K to 12, CG Code, , The learners should, be able to..., , uses local,, recyclable solid, and/or liquid, materials in, making useful, products, , Use the properties of, materials whether they, are useful or harmful, , Week 12, , Investigate changes that, Week 3happen in materials under 4, the following conditions:, , S5MTIa-b-1
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504, , oxygen and, heat, , 2nd, , 1 presence or lack of, oxygen, 2 application of heat, , how the parts, of the human, reproductive, system work, , Practice proper, hygiene to care of, the reproductive, organs, , how animals, reproduce, , create a, hypothetical, community to, show how, organisms interact, , Design a product out of, local, recyclable solid and/, or liquid materials in, making useful products., Describe the parts of the, reproductive system and, their functions, Explain the menstrual, cycle, Describe the different, modes of reproduction in, animals such as, butterflies, mosquitoes,, frogs, cats and dogs, , S5MTIc-d-2, , Week 56, , S5MTIh-i-4, , Week 1, , S5LT-IIa1, , Week 2, , S5LT-IIc3, S5LT-IIe5, , Week 3
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505, , how plants, reproduce, , the interactions, for survival, among living, and non-living, things that take, place in, estuaries and, intertidal zones, 3rd, , motion in terms, of distance and, time, , how different, objects interact, with light and, sound, heat ;, , and reproduce to, survive, , Describe the reproductive, parts in plants and their, functions, Describe the different, modes of reproduction in, flowering and nonflowering plants such as, moss, fern, mongo and, others, Discuss the interactions, among living things and, non-living things in, estuaries and intertidal, zones, Explain the need to, protect and conserve, estuaries and intertidal, zones, Describe the motion of an, object by tracing and, measuring its change in, position (distance, travelled) over a period of, time, Discuss why some, materials are good, conductors of heat and, electricity, , Week 4, , S5LT-IIf6, , Week 5, , S5LT-IIg7, , Week 6, , S5LTIIh-8, , Week 7, , S5LT-Iij-10, , Week 1, , S5FEIIIa-1, , Week 2, S5FEIIIc-3, Week 3, , the effects of, heat and, electricity, light, and sound on, , Relate the ability of the, material to block, absorb, or transmit light to its use, , S5FEIIIe-5
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506, , people and, objects, , a simple DC, circuit and the, relationship, between, electricity and, magnetism in, electromagnets, , 4th, , propose, device using, electromagnet that, is useful for home, school or, community, , weathering and, soil erosion, shape the, Earth’s surface, and affect living, things and the, environment, , participate in, projects that, reduce soil erosion, in the community, , weather, disturbances, and their effects, on the, environment., the phases of, the Moon and, the beliefs and, practices, , prepares individual, emergency kit., , debug local myths, and folklore about, the Moon and the, Stars by presenting, , Infer the conditions, necessary to make a bulb, light up, Determine the effects of, changing the number or, type of components in a, circuit, Design an experiment to, determine the factors that, affect the strength of the, electromagnet, Describe how rocks turn, into soil, Investigate extent of soil, erosion in the community, and its effects on living, things and the, environment, Characterize weather, disturbances in the, Philippines and describe, their effects to daily life, Infer the pattern in the, changes in the appearance, of the Moon, , Week 4, , S5FEIIIf-6, , Week 5, , S5FEIIIg-7, , Week 6, , S5FEIIIi-j-9, , Week 1, , S5FEIVa-1, , Week 2, , S5FEIVb-2, , Week 3, , Week 4, , S5FEIVg-h-7
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507, , associated with, it, constellations, and the, information, derived from, their location in, the sky., , pieces of evidence, to convince the, community folks, , Week 5, Identify star patterns that, can be seen at particular, times of the year, , S5FEIVi-j-9
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508, , Grade Level: Grade 6, Subject: Science, Quarter Content, Standard, , 1st, , The learners, demonstrate, understanding, of..., different types, of mixtures and, their, characteristics, different, techniques to, separate, mixtures, , 2nd, , how the major, organs of the, human body, work together, to form organ, systems, , Performance, Standard, , Most Essential Learning, Competencies, , Duration, K to 12, CG Code, , The learners should, be able to..., , prepare beneficial, and useful, mixtures such as, drinks, food, and, herbal medicines., separate desired, materials from, common and local, products., make a chart, showing healthful, habits that, promote proper, functioning of the, musculo-skeletal,, integumentary,, digestive,, circulatory,, excretory,, respiratory, and, nervous systems, , Describe the appearance, and uses of homogeneous, and heterogenous, mixtures, Describe techniques in, separating mixtures such, as decantation,, evaporation, filtering,, sieving and using magnet, Explain how the organs of, each organ system work, together, , Explain how the different, organ systems work, together, , Week 13, , Week 46, , Week 12, , S6LT-IIab-1, , Week 3, , S6LT-IIcd-2
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509, , the different, characteristics, of vertebrates, and, invertebrates, , the interactions, for survival, among living, and non-living, things that take, place in tropical, rainforests,, coral reefs, and, mangrove, swamps, , 3rd, , gravity and, friction affect, movement of, objects, how energy is, transformed in, simple, machines, , 1. make an, inventory of, vertebrates and, invertebrates that, are commonly, seen in the, community, 2. practice ways of, caring and, protecting animals, form discussion, groups to tackle, issues involving, protection and, conservation of, ecosystems that, serve as nurseries,, breeding places,, and habitats for, economically, important plants, and animals, produce an, advertisement, demonstrates road, safety, create a marketing, strategy for a new, product on, electrical or light, efficiency, , Week 45, , S6MTIIe-f-3, , Week 6, , S6MTIIi-j-5, , Week 7, , S6MTIIi-j-6, , Determine the, distinguishing, characteristics of, vertebrates and, invertebrates, , Discuss the interactions, among living things and, non-living things in, tropical rainforests, coral, reefs and mangrove, swamps, Explain the need to, protect and conserve, tropical rainforests, coral, reefs and mangrove, swamps, , Week 12, , S6FEIIIa-c-1, , Demonstrate how sound,, heat, light and electricity, can be transformed, , Week 35, , S6FEIIId-f-2, , Manipulate simple, machines to describe their, characteristics and uses, , Week 67, , S6FEIIIg-i-3, , Infer how friction and, gravity affect movements, of different objects
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510, , 4th, , the effects of, earthquakes, and volcanic, eruptions, , weather, patterns and, seasons in the, Philippines:, the earth’s, rotation and, revolution, characteristics, of planets in the, solar system, , design an, emergency and, preparedness plan, and kit, , Describe the changes on, the Earth’s surface as a, result of earthquakes and, volcanic eruptions, Enumerate what to do, before, during and after, earthquake and volcanic, eruptions, , Week 1, , S6ESIVa-1, , Week 2, , S6ESIVb-2, , Week 3, , S6ESIVc-3, , Describe the different, seasons in the Philippines, Differentiate between, rotation and revolution, and describe the effects, of the Earth’s motions, , Week 56, , Week 7Compare the planets of the 8, solar system, , S6ESIVg-h-6, , Construct a model of the, solar system showing the, relative sizes of the planets, and their relative distances, from the Sun, , S6ESIVi-j-7, , Week 8
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511, , Grade Level: Grade 7, Subject: Science, Quarter Content, Standard, , 1st, , The learners, demonstrate, understanding, of..., scientific ways, of acquiring, knowledge and, solving, problems, , classifying, substances as, elements or, compounds, , the properties, of substances, that distinguish, them from, mixtures, , Performance, Standard, , Most Essential Learning, Competencies, , Duration, K to 12, CG Code, , The learners should, be able to..., , perform in groups, in guided, investigations, involving, community- based, problems using, locally available, materials, make a chart,, poster, or, multimedia, presentation of, common elements, showing their, names, symbols,, and uses, investigate the, properties of, mixtures of varying, concentrations, using available, materials in the, , Week 1, , Describe the components, of a scientific investigation, , S7MTIa-1, , Week 23, Recognize that substances, are classified into, elements and compounds, , Distinguish mixtures from, substances based on a set, of properties, , S7MTIg-h-5, , Week 45, S7MTIe-f-4
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512, , some important, properties of, solutions, , 2nd, , the parts and, functions of the, compound, microscope, the different, levels of, biological, organization, the difference, between animal, and plant cells, , reproduction, being both, , community for, specific purposes, prepare different, concentrations of, mixtures according, to uses and, availability of, materials, , employ, appropriate, techniques using, the compound, microscope to, gather data about, very small objects, , Investigate properties of, unsaturated or saturated, solutions, Express concentrations of, solutions quantitatively by, preparing different, concentrations of, mixtures according to, uses and availability of, materials, Identify parts of the, microscope and their, functions, Focus specimens using the, compound microscope, Describe the different, levels of biological, organization from cell to, biosphere, Differentiate plant and, animal cells according to, presence or absence of, certain organelles, Explain why the cell is, considered the basic, structural and functional, unit of all organisms, Differentiate asexual from, sexual reproduction in, terms of:, , Week 6, , Week 7, S7MTId-3, , Week 1, , S7LT-IIa1, , Week 2, Week 3, , S7LT-IIc3, , Week 4, , S7LT-IIc3, , Week 4, , S7LT-IIe5, , Week 5, , S7LT-IIg7
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513, , asexual or, sexual, , organisms, interacting with, each other and, with their, environment to, survive, , 3rd, , motion in one, dimension, , conduct a forum, on mitigation and, disaster risk, reduction, , waves as a, carriers of, energy, , the, characteristics, of light, , suggest proper, lighting in various, activities, , 1 Number of, individuals involved;, 2 Similarities of, offspring to parents, Differentiate biotic from, abiotic components of an, ecosystem, Describe the different, ecological relationships, found in an ecosystem, Predict the effect of, changes in abiotic factors, on the ecosystem, Describe the motion of an, object in terms of distance, or displacement, speed or, velocity, and acceleration, Create and interpret visual, representation of the, motion of objects such as, tape charts and motion, graphs, Infer that waves carry, energy, Describe the, characteristics of sound, using the concepts of, wavelength, velocity, and, amplitude, Explain color and intensity, of light in terms of its, wave characteristics, , Week 6, , S7LT-IIh9, , Week 6, , S7LT-IIh10, , Week 7, , S7LT-IIj12, , Week 12, , S7FEIIIa-1, , Week 3, , S7FEIIIb-3, , Week 4, Week 4, , Week 5, , S7LTIIId-7
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514, , how heat is, transferred, , 4th, , charges and the, different, charging, processes, the relation of, geographical, location of the, Philippines to its, environment, the different, phenomena, that occur in, the atmosphere, , the relationship, of the seasons, and the position, of the Sun in, the sky, , Infer the conditions, necessary for heat, transfer to occur, Describe the different, types of charging, processes, analyze the, advantage of the, location of the, Philippines in, relation to the, climate, weather,, and seasons, , Demonstrate how places, on Earth may be located, using a coordinate system, Cite and explain ways of, using Earth’s resources, sustainably, Discuss how energy from, the Sun interacts with the, layers of the atmosphere, Account for the, occurrence of land and, sea breezes, monsoons,, and intertropical, convergence zone (ITCZ), Using models, relate:, 1 the tilt of the Earth to the, length of daytime, 2 the length of daytime to, the amount of energy, received, 3 the position of the Earth, in its orbit to the height of, the Sun in the sky, , Week 6, , S7LTIIIh-i-12, , Week 7, , S7LT-IIIj13, , Week 1, , S7ESIVa-1, , Week 2, , Week 3, , S7ESIVd-5, , Week 3, , S7ESIVf-7, , Week 45, , S7ESIVh-9
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515, , 4 the height of the Sun in, the sky to the amount of, energy received, 5 the latitude of an, area to the amount of, energy the area receives, 6 tilt of the Earth and, the seasons, the occurrence, of eclipses, , Explain how solar and lunar Week 6, eclipses occur using, models
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516, , Grade Level: Grade 8, Subject: Science, , Quarter Content, Standard, , 1st, , The learners, demonstrate, understanding, of..., Newton’s three, laws of motion, , Performance, Standard, , Most Essential Learning, Competencies, , Duration, , Investigate the, relationship between the, amount of force applied, and the mass of the object, to the amount of change, in the object’s motion, , Week 1, , S8FE-Ia15, , Week 2, , S8FE-Ia16, , K to 12, CG Code, , The learners should, be able to..., , develop a written, plan and, implement a, “Newton’s, Olympics”, , Infer that when a body, exerts a force on another,, an equal amount of force, is exerted back on it
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517, , work using, constant force,, power,, gravitational, potential, energy, kinetic, energy, and, elastic potential, energy, the propagation, of sound, through solid,, liquid, and gas, some properties, and, characteristics, of visible light, , heat and, temperature,, and the effects, of heat on the, body, currentvoltageresistance, relationship,, electric power,, , Week 23, Identify and explain the, factors that affect potential, and kinetic energy, , Investigates the effect of, temperature to the speed, of sound, discuss, phenomena such, as blue sky,, rainbow, and red, Explain the hierarchy of, sunset using the, colors in relation to the, concept of, energy of visible light, wavelength and, frequency of visible, light, , Week 4, , Week 4, , S8FE-If27, , Week 4, , S8FE-Ig29, , Differentiate between, heat and temperature at, the molecular level, Infer the relationship, between current and, voltage, Explain the advantages, and disadvantages of, , Week 56, Week 7, , S8FE-li31
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518, , electric energy,, and home, circuitry, , 2nd, , the relationship, between faults, and, earthquakes, , the formation of, typhoons and, their movement, within the PAR, , 1. participate in, decision making on, where to build, structures based, on knowledge of, the location of, active faults in the, community, 2. make an, emergency plan, and prepare an, emergency kit for, use at home and in, school, , 1. demonstrate, precautionary, measures before,, during, and after a, typhoon, including, following, advisories, storm, signals, and calls, for evacuation, given by, , series and parallel, connections in homes, Explain the functions of, circuit breakers, fuses,, earthing, double, insulation, and other, safety devices in the home, Using models or, illustrations, explain how, movements along faults, generate earthquakes, Differentiate the, 1 epicenter of an, earthquake from its focus;, 2 intensity of an, earthquake from its, magnitude;, 3 active and inactive, faults, Explain how earthquake, waves provide information, about the interior of the, earth, Explain how typhoon, develops and how it is, affected by landmasses, and bodies of water, Trace the path of typhoons, that enter the Philippine, Area of Responsibility, (PAR) using a map and, tracking data, , Week 7, , S8FE-li33, , Week 1, , S8ES-IIa14, , Week 12, , S8ES-IIa15, , Week 3, , S8ES-IIc17, , Week 45, , Week 5, , S8ES-IIf21
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519, , government, agencies in charge, 2. participate in, activities that, lessen the risks, brought by, typhoons, , characteristics, of comets,, meteors, and, asteroids, , 3rd, , the particle, nature of, matter as basis, for explaining, properties,, physical, changes, and, structure of, substances and, mixtures, , discuss whether or, not beliefs and, practices about, comets and, meteors have, scientific basis, present how water, behaves in its, different states, within the water, cycle, , Week 6, Compare and contrast, comets, meteors, and, asteroids, , S8ES-IIg22, , Week 12, , S8MTIIIa-b-8, Explain the properties of, solids, liquids, and gases, based on the particle, nature of matter;
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520, , Explain physical changes in Week 3terms of the arrangement 4, and motion of atoms and, molecules;, Week 5Determine the number of, 6, protons, neutrons, and, electrons in a particular, atom;, , the identity of a, substance, according to its, atomic, structure, the periodic, table of, elements as an, organizing tool, to determine, the chemical, properties of, elements, , 4th, , 1. the digestive, system and its, interaction with, the circulatory,, respiratory, and, excretory, systems in, providing the, body with, , S8MTIIIc-d-9, , S8MTIIIe-f-10, , Week 78, , S8MTIIIi-j-12, , Use the periodic table to, predict the chemical, behavior of an element., , present an analysis, of the data, gathered on, diseases resulting, from nutrient, deficiency, , Week 1, , Explain ingestion,, absorption, assimilation,, and excretion, , S8LTIVa-13
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521, , nutrients for, energy, 2. diseases that, result from, nutrient, deficiency and, ingestion of, harmful, substances, and, their prevention, and treatment, 1. how cells, divide to, produce new, cells, 2. meiosis as, one of the, processes, producing, genetic, variations of the, Mendelian, Pattern of, Inheritance, 1. the concept, of a species, 2. the species as, being further, classified into a, hierarchical, taxonomic, system, , report on the, importance of, variation in plant, and animal, breeding, , Compare mitosis and, meiosis, and their role in, the cell-division cycle, Explain the significance of, meiosis in maintaining the, chromosome number, , Week 2, , S8LTIVd-16, , Week 2, , S8LTIVe-17, , Week 3, , S8LT-IVf18, , Predict phenotypic, expressions of traits, following simple patterns, of inheritance, report (e.g.,, through a, travelogue) on the, activities that, communities, engage in to, protect and, conserve, endangered and, , Explain the concept of a, Week 4, species, Classify organisms using, Week 4, the hierarchical taxonomic, system, Explain the advantage of, Week 5, high biodiversity in, maintaining the stability of, an ecosystem, , S8LTIVg-19, , S8LTIVh-21
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522, , the one-way, flow of energy, and the cycling, of materials in, an ecosystem, , economically, important species, make a poster, comparing food, choices based on, the trophic levels’, , Describe the transfer of, energy through the, trophic levels, Analyze the roles of, organisms in the cycling of, materials, Explain how materials, cycle in an ecosystem, Suggest ways to minimize, human impact on the, environment, , Week 5, , S8LT-IVi22, , Week 6, , S8LT-IVi23, , Week 6, , S8LT-IVi24, S8LT-IVj25, , Week 7
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523, , Grade Level: Grade 9, Subject: Science, Quarter Content, Standard, , 1st, , The learners, demonstrate, understanding, of..., 1. how the, different, structures of, the circulatory, and respiratory, systems work, together to, transport, oxygen-rich, blood and, nutrients to the, different parts, of the body, 2. the, prevention,, detection, and, treatment of, diseases, affecting the, circulatory and, respiratory, systems, , Performance, Standard, , Most Essential Learning, Competencies, , Duration, , Explain how the, respiratory and circulatory, systems work together to, transport nutrients, gases,, and other molecules to, and from the different, parts of the body, , Week 12, , S9LT-lab-26, , Week 2, , S9LT-lc27, , The learners should, be able to..., , conduct an, information, dissemination, activity on, effective ways of, taking care of the, respiratory and, circulatory systems, based on data, gathered from the, school or local, health workers, , Infer how one’s lifestyle, can affect the functioning, of respiratory and, circulatory systems
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524, , 1. how genetic, information is, organized in, genes on, chromosomes, 2. the different, patterns of, inheritance, how changes in, the, environment, may affect, species, extinction, , 2nd, , 1. the structure, and function of, plant parts and, organelles, involved in, photosynthesis, 2. the structure, and function of, mitochondrion, as the main, organelle, involved in, respiration, 1. the, development of, atomic models, that led, , Week 34, , S9LT-Id29, , Week 5, , S9LT-Ief-30, , Week 67, , S9LT-lg-j31, , Explain the different, patterns of non-Mendelian, inheritance, , make a multimedia, presentation of a, timeline of, extinction of, representative, microorganisms,, plants, and animals, design and conduct, an investigation to, provide evidence, that plants can, manufacture their, own food, , Relate species extinction, to the failure of, populations of organisms, to adapt to abrupt, changes in the, environment, , Differentiate basic, features and importance, of photosynthesis and, respiration, , Explain how the Quantum, Mechanical Model of the, atom describes the, energies and positions of, the electrons, , Week 1
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525, , to the, description of, the, behavior of, electrons, within atoms, 2. how atoms, combine with, other atoms by, transferring or, by sharing, electrons, 3. forces that, hold metals, together, the type of, bonds that, carbon forms, that result in, the diversity of, carbon, compounds, the unit, mole,, that, quantitatively, measures the, number of very, small particles, of matter, , Recognize different types, of compounds (ionic or, covalent) based on their, properties such as melting, point, hardness, polarity,, and electrical and thermal, conductivity;, , Week 2, , S9MTIIb-14, , Week 3, Explain how ions are, formed;, , S9MTIIe-f-16, , Explain how the structure Week 4of the carbon atom affects 5, the type of bonds it forms;, Week 6, Recognize the general, classes and uses of organic, compounds;, analyze the, percentage, composition of, different brands of, two food products, and decide on the, products’, appropriate, percentage, composition, , Use the mole concept to, express mass of, substances; and, , Week 7, , S9MTIIg-17, S9MTIIh-18, S9MT-IIi19, , Week 8, Determine the percentage, composition of a, compound given its, chemical formula and vice, versa., , S9MT-IIj20
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526, , 3rd, , 4th, , volcanoes found, in the, Philippines, , factors that, affect climate,, and the effects, of changing, climate and, how to adapt, accordingly, , participate in, activities that, reduce risks and, lessen effects of, climate change, , the relationship, between the, visible, constellations in, the sky and, Earth’s position, along its orbit, projectile, motion, impulse, and, momentum,, and, conservation of, , discuss whether or, not popular beliefs, and practices with, regard to, constellations and, astrology have, scientific basis, propose ways to, enhance sports, related to, projectile motion, , Describe the different, types of volcanoes and, volcanic eruption, Explain what happens, when volcanoes erupt, Illustrate how energy from, volcanoes may be tapped, for human use, Explain how different, factors affect the climate, of an area, Describe certain climatic, phenomena that occur on, a global level, , Show which constellations, may be observed at, different times of the year, using models, , Week 1, , Week 2, Week 34, , S9ES IIIb-28, S9ES –, IIIc-d-29, , Week 56, , S9ES-IIIe30, , Week 67, , S9ES-IIIf31, , Week 89, , S9ES-IIIj35, , Describe the horizontal and Week 1, vertical motions of a, projectile, Investigate the relationship Week 1between the angle of, 2, release and the height and, range of the projectile, , S9FEIVa-34, S9FEIVa-35
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527, , linear, momentum, , conservation of, mechanical, energy, the relationship, among heat,, work, and, efficiency, , generation,, transmission,, and distribution, of electrical, energy from, power plants, (hydroelectric,, geothermal,, wind, nuclear), to home, , Relate impulse and, momentum to collision of, objects (e.g., vehicular, collision), Infer that the total, momentum before and, after collision is equal, create a device, that shows, conservation of, mechanical energy, analyze how power, plants generate, and transmit, electrical energy, , Perform activities to, demonstrate conservation, of mechanical energy, Construct a model to, demonstrate that heat can, do work, Explain how heat transfer, and energy transformation, make heat engines work, , Explain how electrical, energy is generated,, transmitted, and, distributed, , Week 3, , S9FEIVb-36, , Week 3, , S9FEIVb-37, , Week 4, , S9FEIVd-40, , Week 5, , S9FE-IVe42, , Week 6, , S9FE-IVg45, , Week 67, , S9FEIVh-j-46
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528, , Grade Level: Grade 10, Subject: Science, Quarter Content, Standard, , 1st, , 2nd, , The learners, demonstrate, understanding, of..., the relationship, among the, locations of, volcanoes,, earthquake, epicenters, and, mountain, ranges, , the different, regions of the, electromagnetic, spectrum, , Performance, Standard, , Most Essential Learning, Competencies, , Duration, , Describe and relate the, distribution of active, volcanoes, earthquake, epicenters, and major, mountain belts to Plate, Tectonic Theory, Describe the different, types of plate boundaries, Explain the different, processes that occur along, the plate boundaries, , Week 13, , K to 12, CG Code, , The learners should, be able to..., , 1. demonstrate, ways to ensure, disaster, preparedness, during, earthquakes,, tsunamis, and, volcanic eruptions, 2. suggest ways by, which he/she can, contribute to, government efforts, in reducing damage, due to, earthquakes,, tsunamis, and, volcanic eruptions, , Describe the possible, causes of plate movement, , Week 4, Week 56, Week 7, , Enumerate the lines of, Week 8, evidence that support plate, movement, Compare the relative, Week 1wavelengths of different, 2, forms of electromagnetic, waves, , S10ES –, Ia-j-36.2, S10ES –, Ia-j-36.3, S10ES –, Ia-j-36.5, S9ES –Iaj-36.6, S10FEIIa-b-47
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529, , the images, formed by the, different types, of mirrors and, lenses, , 3rd, , the relationship, between, electricity and, magnetism in, electric motors, and generators, 1. organisms as, having feedback, mechanisms,, which are, coordinated by, the nervous and, , Cite examples of practical, applications of the, different regions of EM, waves, such as the use of, radio waves in, telecommunications, Explain the effects of EM, radiation on living things, and the environment, Predict the qualitative, characteristics, (orientation, type, and, magnification) of images, formed by plane and, curved mirrors and lenses, Identify ways in which the, properties of mirrors and, lenses determine their use, in optical instruments (e.g.,, cameras and binoculars), , Week 34, , Week 5, , Week 67, , S10FEIIe-f-49, S10FEIIg-50, , Week 8, , S10FEIIh-52, , Week 9, , S10FEIIj-54, , Week 1, , S10LTIIIb-34, , Week 2, , S10LTIIIc-35, , Explain the operation of a, simple electric motor and, generator, Explain the role of, hormones involved in the, female and male, reproductive systems, Describe the feedback, mechanisms involved in, , S10FEIIc-d-48
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530, , endocrine, systems, 2. how these, feedback, mechanisms, help the, organism, maintain, homeostasis to, reproduce and, survive, 1. the, information, stored in DNA, as being used to, make proteins, 2. how changes, in a DNA, molecule may, cause changes, in its product, 3. mutations, that occur in, sex cells as, being heritable, how evolution, through natural, selection can, result in, biodiversity, , regulating processes in the, female reproductive, system (e.g., menstrual, cycle), Week 3, , S10LTIIIc-36, , Week 4, , S10LTIIId-37, , Week 4, , S10LTIIIe-38, , Week 5, , S10LTIIIf-39, , Week 6, , S10LTIIIg-40, , Describe how the nervous, system coordinates and, regulates these feedback, mechanisms to maintain, homeostasis, Explain how protein is, made using information, from DNA, , Explain how mutations, may cause changes in the, structure and function of a, protein, , write an essay on, the importance of, adaptation as a, mechanism for the, survival of a species, , Explain how fossil records,, comparative anatomy,, and genetic information, provide evidence for, evolution, Explain the occurrence of, evolution
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531, , 4th, , 1. the influence, of biodiversity, on the stability, of ecosystems, 2. an ecosystem, as being, capable of, supporting a, limited number, of organisms, how gases, behave based, on the motion, and relative, distances, between gas, particles, , the structure of, biomolecules,, which are made, up mostly of a, limited number, of elements,, such as carbon,, hydrogen,, oxygen, and, nitrogen, , Explain how species, diversity increases the, probability of adaptation, and survival of organisms, in changing environments, Explain the relationship, between population, growth and carrying, capacity, Investigate the, relationship between:, 1 volume and pressure at, constant temperature of a, gas, 2 volume and, temperature at constant, pressure of a gas, 3 explains these, relationships using the, kinetic molecular theory, , Week 7, , S10LTIIIh-41, , Week 7, , S10LTIIIi-42, , Week 12, , S9MT-IIj20, , Week 34, Recognize the major, categories of biomolecules, such as carbohydrates,, lipids, proteins, and, nucleic acids, S10MTIVc-d-22
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532, , the chemical, reactions, associated with, biological and, industrial, processes, affecting life, and the, environment, , using any form of, media, present, chemical reactions, involved in, biological and, industrial processes, affecting life and, the environment, , Apply the principles of, conservation of mass to, chemical reactions, Explain how the factors, affecting rates of chemical, reactions are applied in, food preservation and, materials production,, control of fire, pollution,, and corrosion, , Week 56, , S10MTIVe-g-23, , Week 78, S10MTIVh-j-24
