The week numbers are this repository’s proposal, not DepEd’s. A school’s approved Budget of Work replaces every one of them. The competency text and the quarter it belongs to are the guide’s own.
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Term 1 June – September
Quarter 1● Life Science — what this quarter is driving toward
Content standards
1. Organ systems work together for the growth and survival of the organism. 2. Inherited traits passed from parents to offspring are governed by the rules on the patterns of inheritance. 3. Classification of living things shows life's diversity. 4. Photosynthesis and respiration are processes that show how living things obtain energy and nutrients from the environment.
Performance standard
By the end of the Quarter, learners demonstrate the use of models, flow charts, and diagrams to illustrate how body systems work together. They represent patterns of inheritance and predict simple ratios of offspring. They explain that the classification of living things shows the diversity and unity of living things. They describe the processes of respiration and photosynthesis and plan and record a scientific investigation to verify the raw materials needed.
Performance task (from the guide)
Conduct a scientific investigation to verify the raw materials needed for photosynthesis.
1Week
The digestive tract, traced on a labelled diagram
Quarter 1● Life ScienceQ1 · 1
Curriculum guide competency
1. using a labeled diagram, trace how food travels through the digestive tract and explain how different digestive processes work, including mechanical processing, secretion, digestion, absorption, and elimination
Competency placed; teaching materials not built
2Week
Body systems working together and the plant transport system
Quarter 1● Life ScienceQ1 · 2–3
Curriculum guide competencies
2. use models, flow charts, diagrams, and simulations to explain how body systems work together, such as digestion and excretion
3. describe how plant organs (leaf, stem, roots) work together as the transport system
Competency placed; teaching materials not built
3Week
Patterns of inheritance through generations of a family
Quarter 1● Life ScienceQ1 · 4
Curriculum guide competency
4. represent patterns of inheritance of a simple dominant/recessive characteristic through generations of a family
Competency placed; teaching materials not built
4Week
Predicting offspring ratios — the Punnett square
Quarter 1● Life ScienceQ1 · 5
Curriculum guide competency
5. predict simple ratios of offspring genotypes and phenotypes in crosses involving dominant/recessive gene pairs
Six kingdoms and three domains and why humans are Mammalia and Primates
Quarter 1● Life ScienceQ1 · 6–7
Curriculum guide competencies
6. describe the importance of the six-kingdom system and the three-domain system of classification of living things
7. explain why humans are classified under Class Mammalia and the Order Primates
Competency placed; teaching materials not built
6Week
The carbon, oxygen and water cycles
Quarter 1● Life ScienceQ1 · 8
Curriculum guide competency
8. using flow charts and labeled diagrams explain the role of plants and animals in the cycles of nature, such as the carbon, oxygen, and water cycles
Competency placed; teaching materials not built
7Week
Photosynthesis and respiration and where in the cell and planning the investigation
Quarter 1● Life ScienceQ1 · 9–11
Curriculum guide competencies
9. describe the process of photosynthesis and respiration, and identify its raw materials needed and products
10. using information from secondary sources identify the different parts of the cell where photosynthesis and respiration occur
11. plan a scientific investigation to verify the raw materials needed for photosynthesis
Competency placed; teaching materials not built
8Week
Quarter 1 performance task — verifying the raw materials of photosynthesis
Quarter 1● Life SciencePerformance taskQ1 · PT
Competency placed; teaching materials not built
Quarter 2◆ Science of Materials — what this quarter is driving toward
Content standards
1. The use of timeline and charts can illustrate scientific knowledge of the structure of the atom has evolved over time. 2. The current structure of the atom includes subatomic particles, their symbol, mass, charge, and location. 3. Elements and compounds are identified as pure substances. 4. The periodic table is a useful tool to determine the chemical properties of elements.
Performance standard
By the end of the Quarter, learners demonstrate an understanding of the structure of the atom and how our understandings have changed over time. They draw models of the atom and use tables to represent the properties of subatomic particles. They demonstrate their knowledge of the periodic table by identifying elements, their symbols, their valence electrons, and their positions. They design and/or create timelines or documentaries as interesting learning tools.
Performance task (from the guide)
Design an illustrated timeline or create a documentary that describes and discusses the development of the models of atomic structure contributed by Dalton, Thomson, Rutherford, and Bohr.
9Week
The atomic model, as a timeline of changing ideas
Quarter 2◆ Science of MaterialsQ2 · 1
Curriculum guide competency
1. develop a timeline for the historical background of the development of the current Atomic Model
Competency placed; teaching materials not built
10Week
Drawing the atom: nucleus and electron shells
Quarter 2◆ Science of MaterialsQ2 · 2
Curriculum guide competency
2. draw the structure of an atom in terms of the nucleus and electron shells
Competency placed; teaching materials not built
11Week
Protons, neutrons and electrons — symbol, mass, charge, location
Quarter 2◆ Science of MaterialsQ2 · 3
Curriculum guide competency
3. differentiate the subatomic particles protons, neutrons, and electrons in terms of their symbol, mass, charge, and location within an atom
Competency placed; teaching materials not built
Term 2 September – December
Quarter 2◆ Science of Materials — what this quarter is driving toward
Content standards
1. The use of timeline and charts can illustrate scientific knowledge of the structure of the atom has evolved over time. 2. The current structure of the atom includes subatomic particles, their symbol, mass, charge, and location. 3. Elements and compounds are identified as pure substances. 4. The periodic table is a useful tool to determine the chemical properties of elements.
Performance standard
By the end of the Quarter, learners demonstrate an understanding of the structure of the atom and how our understandings have changed over time. They draw models of the atom and use tables to represent the properties of subatomic particles. They demonstrate their knowledge of the periodic table by identifying elements, their symbols, their valence electrons, and their positions. They design and/or create timelines or documentaries as interesting learning tools.
Performance task (from the guide)
Design an illustrated timeline or create a documentary that describes and discusses the development of the models of atomic structure contributed by Dalton, Thomson, Rutherford, and Bohr.
12Week
Pure substances, and the unique proton number
Quarter 2◆ Science of MaterialsQ2 · 4
Curriculum guide competency
4. describe the properties of pure substances as having fixed chemical composition, and that all the atoms of an element have a unique number of protons
Competency placed; teaching materials not built
13Week
The scientists who built the periodic table and the first twenty elements
Quarter 2◆ Science of MaterialsQ2 · 5–6
Curriculum guide competencies
5. discuss the significant contributions of early scientists in the development of the periodic table
6. identify the names and symbols of the first 20 or several common elements
Competency placed; teaching materials not built
14Week
Seven periods and eighteen groups and why electron structure decides position
Quarter 2◆ Science of MaterialsQ2 · 7–8
Curriculum guide competencies
7. explain that the arrangement of elements as 7 periods and 18 groups is based on their atomic structure and chemical properties
8. explain that the electron structure of an atom determines its position on the periodic table
Competency placed; teaching materials not built
15Week
Counting protons, neutrons and electrons and valence electrons within a group
Quarter 2◆ Science of MaterialsQ2 · 9–10
Curriculum guide competencies
9. calculate the number of protons, neutrons, and electrons in the atom of several elements; and
10. explain that the elements within a group have the same number of valence electrons
Competency placed; teaching materials not built
16Week
Quarter 2 performance task — the atomic-model timeline or documentary
Quarter 2◆ Science of MaterialsPerformance taskQ2 · PT
Competency placed; teaching materials not built
Quarter 3■ Earth and Space Science — what this quarter is driving toward
Content standards
1. The distribution of continents and oceans on Earth is related to the presence of the oceanic crust and continental crust. 2. Volcanic terrain is built by the slow accumulation of erupted lava. 3. The earth's surface is made of separate and movable plates. 4. Bodies of water and landforms affect typhoons. 5. The interaction between the Sun, Earth, and Moon causes tides.
Performance standard
By the end of the Quarter, learners demonstrate an appreciation of the large-scale features of the 'blue planet' Earth and relate those features to the geological characteristics of the upper crustal layers. They identify and describe the nature and impact of volcanic activity in building new crust. Learners draw on their understanding of the relationships between landforms and oceans to explain the formation and impacts of typhoons. They also identify that predictable interactions of the Sun-Earth-Moon system result in tidal effects.
Performance task (from the guide)
Design and construct a model house to withstand a simulation of wind speed in a typhoon, test the model, and redesign if needed.
17Week
Water against land and the upper crustal layers
Quarter 3■ Earth and Space ScienceQ3 · 1–2
Curriculum guide competencies
1. identify what proportion of the Earth's surface is covered with water as opposed to land
2. gather information from secondary sources to name and describe the upper crustal layers of the solid earth
Competency placed; teaching materials not built
18Week
Types of volcano and cone shape from composition
Quarter 3■ Earth and Space ScienceQ3 · 3–4
Curriculum guide competencies
3. describe the different types of volcanoes found around the world according to their activity, type of eruption, and location in the crust
4. relate the shape of a volcano's cone to its composition
Competency placed; teaching materials not built
19Week
Where volcanoes, earthquakes and mountains are and oceanic and continental crust
Quarter 3■ Earth and Space ScienceQ3 · 5–6
Curriculum guide competencies
5. relate the location and distribution of active volcanoes, earthquake epicenters, and major mountain belts to the distribution of oceanic crust and continental crust
6. identify how oceanic crust and continental crust is associated with the Earth's lithospheric plates
Competency placed; teaching materials not built
20Week
How typhoons develop, and why here
Quarter 3■ Earth and Space ScienceQ3 · 7
Curriculum guide competency
7. gather information from secondary sources to explain how typhoons develop and why the Philippines is prone to typhoons
Competency placed; teaching materials not built
21Week
Tracking a typhoon through the PAR and how water and landforms affect it
Quarter 3■ Earth and Space ScienceQ3 · 8–9
Curriculum guide competencies
8. use a map and a record of tracking data to trace the path of typhoons that enter the Philippine Area of Responsibility (PAR)
9. discuss how bodies of water and landforms affect typhoons
Competency placed; teaching materials not built
22Week
What DOST and the authorities do for affected communities
Quarter 3■ Earth and Space ScienceQ3 · 10
Curriculum guide competency
10. gather information from the Department of Science and Technology (DOST) and other reliable websites to identify how authorities support communities affected by typhoons
Competency placed; teaching materials not built
Term 3 January – April
Quarter 3■ Earth and Space Science — what this quarter is driving toward
Content standards
1. The distribution of continents and oceans on Earth is related to the presence of the oceanic crust and continental crust. 2. Volcanic terrain is built by the slow accumulation of erupted lava. 3. The earth's surface is made of separate and movable plates. 4. Bodies of water and landforms affect typhoons. 5. The interaction between the Sun, Earth, and Moon causes tides.
Performance standard
By the end of the Quarter, learners demonstrate an appreciation of the large-scale features of the 'blue planet' Earth and relate those features to the geological characteristics of the upper crustal layers. They identify and describe the nature and impact of volcanic activity in building new crust. Learners draw on their understanding of the relationships between landforms and oceans to explain the formation and impacts of typhoons. They also identify that predictable interactions of the Sun-Earth-Moon system result in tidal effects.
Performance task (from the guide)
Design and construct a model house to withstand a simulation of wind speed in a typhoon, test the model, and redesign if needed.
23Week
The Sun, Moon and tides and tidal difference as renewable energy
Quarter 3■ Earth and Space ScienceQ3 · 11–12
Curriculum guide competencies
11. relate the relative movements of the Earth, Moon, and Sun with the occurrence of tides; and
12. draw on information from secondary sources to identify situations where tidal difference could be exploited to generate renewable energy
Competency placed; teaching materials not built
24Week
Quarter 3 performance task — a model house tested against typhoon wind
Quarter 3■ Earth and Space SciencePerformance taskQ3 · PT
Competency placed; teaching materials not built
Quarter 4▶ Force, Motion, and Energy — what this quarter is driving toward
Content standards
1. Forces cause objects to accelerate. 2. An object is accelerating if the magnitude and/or direction of its velocity changes. 3. Kinetic energy is the energy of movement, and potential energy is stored energy. 4. As an object falls from a height its energy is conserved because its potential energy is transformed to kinetic energy. 5. The resources of the Philippines provide many benefits to its people and their activities.
Performance standard
By the end of the Quarter, learners demonstrate understanding of the technical meaning of acceleration and apply their understanding to everyday situations involving motion. They represent and interpret acceleration in distance-time and velocity-time graphs. Learners link motion to kinetic energy and potential energy and explain transformations between them. Learners relate that understanding to an appreciation of the hydro-electric resources of the Philippines. They use scientific investigations to explore the properties of light.
Performance task (from the guide)
Make a working model of a party light that uses batteries as the power source. Describe the scientific ideas that you have utilized to change the properties of light.
25Week
Acceleration as the rate of change of velocity
Quarter 4▶ Force, Motion, and EnergyQ4 · 1
Curriculum guide competency
1. identify that forces cause objects to accelerate, and that acceleration of an object is its rate of change of velocity
Competency placed; teaching materials not built
26Week
Accelerating things around the school, including circular motion
Quarter 4▶ Force, Motion, and EnergyQ4 · 2
Curriculum guide competency
2. observe and describe examples of accelerating objects at school and in the local community, including objects that show uniform circular motion
Competency placed; teaching materials not built
27Week
Distance–time and velocity–time graphs
Quarter 4▶ Force, Motion, and EnergyQ4 · 3
Curriculum guide competency
3. construct and annotate distance-time graphs and velocity-time graphs to represent uniform and non-uniform acceleration
Competency placed; teaching materials not built
28Week
Kinetic and potential energy and transformations between them
Quarter 4▶ Force, Motion, and EnergyQ4 · 4–5
Curriculum guide competencies
4. describe kinetic energy as the movement of objects or particles, and potential energy as energy stored due to the position of objects or particles
5. identify examples of everyday situations that demonstrate kinetic energy being transformed to potential energy, and potential energy being transformed to kinetic energy
Competency placed; teaching materials not built
29Week
Work and power
Quarter 4▶ Force, Motion, and EnergyQ4 · 6–7
Curriculum guide competencies
6. recognize that work is done when a force causes the displacement of an object
7. recognize that power is the rate of doing work
Competency placed; teaching materials not built
30Week
Mechanical energy and conservation of energy when things fall
Quarter 4▶ Force, Motion, and EnergyQ4 · 8–9
Curriculum guide competencies
8. explain that the mechanical energy of an object is the sum of the kinetic energy and the potential energy available to do work
9. describe conservation of energy in everyday situations involving gravity, such as when objects fall
Competency placed; teaching materials not built
31Week
Philippine dams and lakes as stored energy
Quarter 4▶ Force, Motion, and EnergyQ4 · 10
Curriculum guide competency
10. gather information from secondary sources to explain how potential energy stored in lakes and dams in the Philippines is used to produce kinetic energy to generate electricity; and
Competency placed; teaching materials not built
32Week
Reflection and refraction, investigated
Quarter 4▶ Force, Motion, and EnergyQ4 · 11
Curriculum guide competency
11. carry out guided investigations to describe and illustrate the reflection of light using plane and curved mirrors and the refraction of light using transparent blocks, lenses, and prisms
Competency placed; teaching materials not built
33Week
Quarter 4 performance task — a working battery-powered party light
Quarter 4▶ Force, Motion, and EnergyPerformance taskQ4 · PT