Science 10 — Course Syllabus
MATATAG Curriculum · Key Stage 3 · School Year 2026–2027
| Learning Area | Science |
| Grade Level | Grade 10 |
| Key Stage | Key Stage 3 (Grades 7–10) |
| Time Allotment | 45 minutes daily · 5 days a week · 3 terms |
| Prerequisite | Science 9 |
| Curriculum Basis | MATATAG K to 10 Curriculum (DepEd, August 2023) |
| Calendar Basis | DO No. 009, s. 2026 — three-term school calendar |
| Assessment Basis | DO No. 015, s. 2026 — revised classroom assessment and grading |
| Medium of instruction | English |
The three-term school year
| Term | Months | Weeks |
|---|---|---|
| Term 1 | June – September | 1 – 11 |
| Term 2 | September – December | 12 – 22 |
| Term 3 | January – April | 23 – 33 |
1. Course Description
Grade 10 opens on Earth and Space Science, and it opens on this country.
Grades 3 to 6 all open on materials. The four junior-high grades run the domains in a rotation — a 4 × 4 Latin square printed on page 28 of the curriculum guide — and Grade 10 is its last row: Earth and Space Science, Force/Motion/Energy, Science of Materials, Life Science. Every one of the four junior-high grades opens on a different domain, and Grade 10's is the one that begins with a map of the Philippines.
Quarter 1 is the most explicitly Filipino quarter in the whole of Key Stage 3 Science. Four of its twelve competencies name this country directly: locating its mountains, faults, volcanoes and trenches on a map and reading them as plate tectonics; predicting where the archipelago will be in 50 million years from the measured velocity of the Philippine Plate; identifying the local impacts of global climate change; and explaining how the country could make better use of its own renewable resources. Nothing here is imported context with a local example bolted on.
The rest of the year completes Key Stage 3. Quarter 2 finishes mechanics — projectiles, momentum and collisions, then how high-voltage electricity actually reaches a house. Quarter 3 is chemical reactions: indicators, types, equations, conservation of mass, and reaction rates. Quarter 4 is the last Life Science any learner meets before senior high — homeostasis, natural selection, biotechnology, and the carrying capacity of an ecosystem.
Two threads run right through, and both are about judgement rather than recall. Almost every quarter asks learners to gather from secondary sources and evaluate what they find. And Quarter 4 ends the key stage with a class debate on the ethics of biotechnology — the only competency in four years of Science that assesses a learner's ability to argue a position about the use of science rather than a fact about science itself.
2. Grade Level Standard
Quoted verbatim from the MATATAG Science Curriculum Guide (DepEd, August 2023, page 26).
Grade 10 — At the end of Grade 10, learners describe and explain the geologically dynamic nature of the Philippine archipelago in relation to its plate tectonic setting, and use models to explain the earth structures, movements, and natural events that occur. They explain mechanisms that have contributed to the current distributions of continents and make predictions about changes that can be expected in the future. Learners describe rapid changes that are occurring in local and global climate patterns and propose solutions to address these changes. Learners describe qualitatively the factors that affect the trajectory of projectiles. They distinguish different types of collisions and describe the impacts on the motion of objects. They carry out investigations using models to identify relationships that affect the motion of objects and apply their understanding to real-life situations. Learners gather information from secondary sources to identify, describe, and explain how science impacts human activities and the environment. Learners explain that there are different indicators for classifying substances as acids, bases, or salts. They describe the identifying factors for a chemical reaction as well as the important types of chemical reactions. They explain how some important chemical reactions impact the natural and built environments. They write balanced chemical equations using formula and apply the principles of conservation of mass. They explain factors that affect the rate of a reaction and that some reactions are exothermic, and others are endothermic. They demonstrate the knowledge and the skills needed to plan and conduct valid and reliable scientific investigations and record them appropriately. Learners describe homeostasis as a process that allows an organism to maintain stability. They describe and discuss that natural selection is the driving mechanism of evolutionary change. They explain the meaning of the term biotechnology and debate the societal, environmental, and ethical implications of utilizing biotechnological products and methods. They discuss the factors that limit the ecosystem's carrying capacity and the role of population growth.
3. Content Domains
3.1 The three content strands — what the learner does
| Strand | What it is at Grade 10 |
|---|---|
| Performing scientific inquiry skills | Guided investigations of momentum and of collisions using models; a valid and reliable investigation of household indicators, with dependent, independent and controlled variables identified; balancing equations against a conservation principle. |
| Understanding and applying scientific knowledge | Plate boundaries and the mechanisms that drive them; climate change and greenhouse gases; projectiles, momentum, collisions and the electricity grid; chemical reactions, equations and rates; homeostasis, natural selection, biotechnology and carrying capacity. |
| Developing and demonstrating scientific attitudes and values | Debating the implications of a technology. Quarter 4 competency 9 asks learners to argue the societal, environmental and ethical implications of biotechnology in class. It is the only competency in Key Stage 3 Science that assesses argument about science rather than knowledge of it. |
3.2 The four discipline-oriented domains
| Domain | Grade 10 coverage |
|---|---|
| Earth and Space Science | How plate displacement is detected and measured; the structures, movements and events at each type of plate boundary; the mountains, faults, volcanoes and trenches of this archipelago read as tectonics; predicting its position in 50 million years; what drives plate movement, including the asthenosphere; subduction's effect on the overriding plate; the Himalayas and the Andes; evidence for global warming; greenhouse gases; ENSO; local impacts and local action; renewable energy and Philippine resources. |
| Force, Motion, and Energy | Projectile variables — angle, velocity, height, range; elastic and inelastic collisions; momentum from mass and velocity; force applied over time; seatbelts, airbags and crumple zones; conservation of momentum; generation, transmission and distribution of high-voltage electricity, substations and meters; household electrical safety; motors and generators; reducing household use; renewable against non-renewable generation. |
| Science of Materials | Indicators that a chemical reaction has happened; acids, bases and salts identified with indicators; combination, decomposition, single and double replacement; combustion, acids on metals and carbonates, photosynthesis and respiration in the environment; word and formula equations; rearrangement of atoms and conservation of mass; balancing; rates of reaction in food preservation, fire, pollution and corrosion; exothermic and endothermic reactions. |
| Life Science | Homeostasis and its indicators — temperature, glucose, blood pressure; positive and negative feedback; natural selection as the driving mechanism; variation, heredity, isolation, selection and adaptation; fossils, biogeography and comparative morphology as evidence; biotechnology defined; traditional fermentation — cheese, soy sauce, vinegar, nata de coco; modern biotechnology including GMOs and IVF; the class debate; carrying capacity and population growth. |
3.3 One quarter, one domain — and Grade 10 completes the square
| Quarter | Grades 3–6 | Grade 7 | Grade 8 | Grade 9 | Grade 10 |
|---|---|---|---|---|---|
| 1 | Materials | Materials | Life | Force | Earth and Space Science |
| 2 | Living Things | Life | Materials | Earth | Force, Motion, and Energy |
| 3 | Force, Motion, and Energy | Force | Earth | Life | Science of Materials |
| 4 | Earth and Space | Earth | Force | Materials | Life Science |
Grades 7 to 10 form a 4 × 4 Latin square: read any quarter across those four grades and each
domain appears exactly once, and read any grade down and each domain appears exactly once. See
science-spine.md §2 and CG page 28.
Grade 10 is the row that makes the pattern visible, and it is worth showing a class. Four years, four domains, and every learner meets each domain in each position exactly once. It is not an accident and it is not arbitrary: no domain is ever the one that gets the compressed end of a school year twice running.
4. Content Map
Every entry is quoted from the official curriculum guide (DepEd, August 2023, pages 61–67),
committed at docs/research/source/.
Performance tasks here are the guide's, not this syllabus's — page 17 requires at least one substantial performance task for each quarter and supplies the tasks. Grade 10 is given seven.
CG Quarter 1 — Earth and Space Science
Taught in Term 1, weeks 1–8
| Content | Plate Tectonics · Global climate · Global interactions · Global and local Sustainability |
| Content standards | 1. Current models explain tectonic plate movement as part of a gravity-driven convection system that pushes young hot plates away from spreading ridges and pulls old cold plates down into subduction zones. 2. Plate movements and continental evolution account for the major surface features of the Earth. 3. Climate change and its impacts on the environment and people pose serious challenges which require solutions and action at local and global levels. 4. The rich natural resources of the Philippines require sustainable management. |
| Learning competencies | 1. identify modern scientific processes used to detect and measure the displacement of tectonic plates; 2. describe the structures, movements and events that occur at each type of plate boundary; 3. identify the locations of major mountains, faults, volcanos, and ocean trenches using a map of the Philippine Archipelago, and interpret the features in relation to plate tectonics; 4. predict the position and shape of the Philippine Archipelago in 50 million years, based on the current velocity of the Philippine Plate; 5. gather information from secondary sources to describe and explain what mechanisms that drive the movement of tectonic plates including the role of the asthenosphere; 6. explain how the subduction of an oceanic plate impacts on the plate above it; 7. explain how plate tectonics can be used to explain the formation of the largest mountain ranges on Earth including the Himalayas and the Andes mountains; 8. identify evidence of global warming and climate change; 9. identify the role of greenhouse gases in enhanced global warming and climate change; 10. describe how global climatic phenomena, such as the El Nino Southern Oscillation, may impact weather systems; 11. identify local impacts of global climate change and suggest ways that individuals can do to reduce the impact of global warming; and 12. explain how increased societal uses of renewable energies could mitigate the effects of global climate change, including how the Philippines could make better use of its plentiful natural resources. |
| Performance standard | By the end of the Quarter, learners describe and explain the geologically dynamic nature of the Philippine Archipelago in relation to its plate tectonic setting and use models to explain the earth structures, movements, and natural events that occur. They use critical thinking and modeling to explain mechanisms that have contributed to the current distributions of continents and make predictions about changes that can be expected in the future. Learners gather information from secondary sources to describe rapid changes that are occurring in local and global climate patterns and propose solutions to address these changes at the local and global levels by drawing on awareness, responsible personal behavior to conserve materials and energy, and through the better societal management of the natural resources of the country. |
| Performance tasks (from the guide — two) | A. Plan and enact a community education strategy based on scientific understanding, data, and processes, to encourage and empower viewers to be responsible in their use of local natural resources. B. Develop a discussion paper on the value of mining green metals, such as cobalt and nickel for modern battery production. Include information about how modern batteries can contribute to addressing energy supply and other energy-related issues. The paper should provide information about the green metal reserves of the Philippines and what would be involved in establishing industries to produce batteries locally. |
CG Quarter 2 — Force, Motion, and Energy
Opens in Term 1 (weeks 9–11); completed in Term 2 (weeks 12–16)
| Content | Projectile motion · Momentum and Collisions · Large-scale generation and distribution of electricity · Renewable and non-renewable energy |
| Content standards | 1. Newton's laws can be used to explain projectile motion and collisions. 2. Momentum in collisions increases as mass or velocity increases. 3. The electric companies provides high voltage electricity through power generation, transmission, and distribution to many parts of the archipelago. 4. Responsible planning and innovation lead to efficient generation and distribution of electricity in the Philippines. |
| Learning competencies | 1. investigate and describe the relationship among the projectile variables including the angle and velocity of release, and projectile height and range, using everyday activities such as shooting basketballs or kicking footballs; 2. describe different types of collisions as elastic or inelastic by providing some examples; 3. use models to investigate elastic or inelastic collisions and describe the forces involved and their effects; 4. explain that momentum depends on the mass and the velocity of a moving object that can be used to predict the impact the object will have if it hits another object; 5. carry out guided investigations using different objects to describe momentum-related relationships, such as the more momentum an object has, the harder for it to stop; 6. identify and explain that to change the momentum of an object, it is necessary to apply a force on the object over a period of time; 7. gather information from secondary sources to identify ways to reduce the impact of collisions such as seatbelts, airbags, and crumple zones in vehicles; 8. identify that momentum is conserved before and after the collision of objects; 9. describe how high voltage electricity from power plants is generated and safely distributed to industries, businesses, and homes, including the role of substations (grid stations), and electric meters; 10. describe and explain the need for safety precautions in handling household electrical devices; 11. describe the similarities and differences between electric motors and electric generators; 12. collaborate in a class discussion to identify ways to reduce the use of electrical energy in Filipino houses and communities and explain what local and global benefits can be achieved; and 13. gather information from secondary sources to evaluate how renewable and non-renewable generation of electricity in the Philippines impacts human activities and the environment. |
| Performance standard | By the end of the Quarter, learners display critical thinking in describing the factors that affect the trajectory of projectiles. They distinguish between different types of collisions and describe the impacts on the motion of objects. They carry out investigations using models to identify relationships that affect the motion of objects and apply their understanding to real-life situations. Learners gather information from secondary sources to identify, describe, and explain how science impacts human activities and the environment. |
| Performance tasks (from the guide — two) | A. Conduct a survey of recent vehicular accidents in your locality to identify a high-risk spot where collisions are frequent. Offer a solution to mitigate collisions at the high-risk area by: 1. designing a structure aimed at reducing the impact of collisions, or 2. describe a system aimed at changing riders' or drivers' behavior by educating them about the collision danger in the location. B. Design and describe the significant features (rationale) of a 'vehicle' that will save a raw egg from breaking when dropped onto a concrete surface from 3 meters. Learners will test their model in a class event. |
CG Quarter 3 — Science of Materials
Opens in Term 2 (weeks 17–22); completed in Term 3 (weeks 23–24)
| Content | Chemical reactions · Acids, bases, and salts · Types of chemical reactions · Chemical reactions in the environment · Chemical equations · Rates of reactions |
| Content standards | 1. Several simple observations indicate if a chemical reaction has taken place. 2. Chemical indicators produce color changes with acids, bases, and salts. 3. Valid and reliable scientific investigations identify the dependent and independent variables and control other variables. 4. Many types of chemical reactions are important in our daily lives and in the biotic and abiotic parts of the environment. 5. Atoms rearrange during chemical reactions but abide by the principle of conservation of mass as illustrated in balanced chemical equations. 6. Rates of chemical reactions are critical in production and preservation of many useful materials. |
| Learning competencies | 1. describe the indicators for a chemical reaction as color change, the formation of a precipitate, the release of gas, and or odor, or a change in temperature; 2. identify common acids, bases, and salts (e.g., hydrochloric acid, sodium hydroxide, and saline solution) using different indicators; 3. describe important types of chemical reactions (combination, decomposition, single replacement, double replacement); 4. explain how important types of chemical reactions, such as combustion, acids on metals, acids on carbonates, photosynthesis, and respiration, relate to or impact the natural and built environments using information from secondary sources; 5. recognize that scientists: a. use chemical equations to describe chemical reactions, and b. write equations in word form and using formula for common chemical reactions; 6. explain that chemical equations demonstrate a rearrangement of atoms but the total mass of the system remains the same during a chemical reaction; 7. apply the principles of conservation of mass to balance chemical equations; 8. explain the factors affecting the rates of chemical reactions as applied in food preservation and materials production, control of fire, pollution, and corrosion; and 9. identify that chemical reactions may be exothermic or endothermic. |
| Performance standard | By the end of the Quarter, learners demonstrate an understanding that household products can act as indicators for important chemicals. They describe the indicators of a chemical reaction and identify important types of chemical reactions. They explain how some important chemical reactions impact the natural and built environment. They write balanced chemical equations using formula and apply the principles of conservation of mass. They explain factors that affect the rate of a reaction and that some reactions are exothermic, and some are endothermic. They demonstrate skills to plan and conduct valid and reliable scientific investigations and record them appropriately. |
| Performance tasks (from the guide — two) | A. Conduct a valid and reliable investigation to test a number of vegetables, such as carrots and red cabbage to determine their usefulness as indicators for common acids and bases, such as vinegar, lemon juice, and bleach. B. Explore materials in the home to produce specific chemical reactions, such as mixing a solution of washing powder with a solution of baking powder. |
CG Quarter 4 — Life Science
Taught in Term 3, weeks 25–33
| Content | Homeostasis · Mechanisms of evolution · Biotechnology · Ecosystem's carrying capacity and population growth |
| Content standards | 1. Homeostasis is a self-regulating process that allows an organism to maintain stability. 2. Several theories provide lines of evidence about how organisms evolve. 3. The products and processes of biotechnology can have both beneficial and harmful effects on society and the environment. 4. Population growth influences the carrying capacity of an ecosystem. |
| Learning competencies | 1. describe homeostasis as a state of balance among all the body systems in humans that needs to be maintained for survival and proper functioning; its indicators include body temperature, glucose level, and blood pressure; 2. explain how homeostasis is maintained through various feedback mechanisms, both positive and negative; 3. use information from secondary sources to describe natural selection as the primary mechanism driving evolutionary change; 4. discuss in small groups important concepts in the theories of evolution, such as variation, heredity, isolation, selection, and adaptation; 5. use information from secondary sources to explain how lines of evidence, such as fossils, biogeography, and comparative morphology, support the occurrence of evolution; 6. explain the term biotechnology and provide examples; 7. use information from secondary sources to identify the products of traditional biotechnology through fermentation (e.g. cheese, soy sauce, vinegar, nata de coco); 8. use information from secondary sources to identify examples of modern biotechnology, such as genetically modified organisms and processes (e.g. in vitro fertilization); 9. participate in a class debate on the societal, environmental, and ethical implications of using biotechnological products and methods; 10. discuss the factors that limit the ecosystem's carrying capacity, such as adequate food, shelter, water, and mates; and 11. explain that the ecosystem's population growth slows down as it gets closer to the carrying capacity. |
| Performance standard | By the end of the Quarter, learners describe homeostasis as a process that allows an organism to maintain stability. They describe and discuss in small groups that natural selection is the driving mechanism of evolutionary change. They explain the meaning of the term biotechnology and debate the societal, environmental, and ethical implications of utilizing biotechnological products and methods. They discuss the factors that limit the ecosystem's carrying capacity and the role of population growth. |
| Performance task (from the guide) | Write a critical analysis of the use of biotechnology and its impacts on society or the environment. |
5. Term-by-Term Scope and Sequence
| Quarter blocks | Q1 → weeks 1–8 · Q2 → 9–16 · Q3 → 17–24 · Q4 → 25–33 |
| The last week of each block | the quarter's performance task, per guide page 17 |
| Within a block | the guide's own competency order, adjacent competencies merged where natural — marked ⊕ |
⚠️ The week mapping is this repository's, not DepEd's. A school's approved Budget of Work replaces every week number below; none has been obtained. The quarter-to-domain assignment is DepEd's and is reproduced exactly — including the fact that Quarter 1 is Earth and Space Science.
Term 1 — June to September
| Week | Focus | CG source | Artifacts in this repo |
|---|---|---|---|
| 1 | How plate movement is detected and measured today | Q1 · 1 | — |
| 2 | Structures, movements and events at each type of plate boundary | Q1 · 2 | ✔ Full set — lesson plans, slides, game, offline activities, worksheets, wall chart |
| 3 | This archipelago's mountains, faults, volcanoes and trenches, on a map | Q1 · 3 | — |
| 4 ⊕ | Where the Philippines will be in 50 million years and what drives the plates | Q1 · 4–5 | — |
| 5 ⊕ | What subduction does to the plate above and how the Himalayas and Andes formed | Q1 · 6–7 | — |
| 6 ⊕ | Evidence for global warming and the role of greenhouse gases | Q1 · 8–9 | — |
| 7 ⊕ | ENSO and weather systems and local impacts and local action and renewables here | Q1 · 10–12 | — |
| 8 | Quarter 1 performance task — the community education strategy | Q1 · PT | — |
| 9 | Projectiles — angle, velocity, height and range | Q2 · 1 | — |
| 10 ⊕ | Elastic and inelastic collisions and modelling them | Q2 · 2–3 | — |
| 11 ⊕ | Momentum from mass and velocity and the guided investigations | Q2 · 4–5 | — |
End-of-term block — Term 1 examination, remediation, reporting.
Term 2 — September to December
| Week | Focus | CG source |
|---|---|---|
| 12 ⊕ | Force over time changes momentum and seatbelts, airbags and crumple zones | Q2 · 6–7 |
| 13 | Momentum is conserved before and after a collision | Q2 · 8 |
| 14 ⊕ | Generation, transmission, substations and meters and household safety | Q2 · 9–10 |
| 15 ⊕ | Motors and generators and cutting household use and renewable against non-renewable | Q2 · 11–13 |
| 16 | Quarter 2 performance task — the egg-drop vehicle, tested as a class event | Q2 · PT |
| 17 | The five indicators that a chemical reaction has happened | Q3 · 1 |
| 18 | Acids, bases and salts, told apart with indicators | Q3 · 2 |
| 19 | Combination, decomposition, single and double replacement | Q3 · 3 |
| 20 | Combustion, acids on metals and carbonates, and reactions in the environment | Q3 · 4 |
| 21 | Writing equations — in words, then in formula | Q3 · 5 |
| 22 ⊕ | Atoms rearrange, mass does not change and balancing equations | Q3 · 6–7 |
End-of-term block — Term 2 examination, remediation, reporting.
Term 3 — January to April
| Week | Focus | CG source |
|---|---|---|
| 23 ⊕ | What changes a reaction's rate and exothermic against endothermic | Q3 · 8–9 |
| 24 | Quarter 3 performance task — the vegetable-indicator investigation | Q3 · PT |
| 25 | Homeostasis — temperature, glucose and blood pressure | Q4 · 1 |
| 26 | Positive and negative feedback | Q4 · 2 |
| 27 | Natural selection as the driving mechanism | Q4 · 3 |
| 28 | Variation, heredity, isolation, selection and adaptation | Q4 · 4 |
| 29 | Fossils, biogeography and comparative morphology as evidence | Q4 · 5 |
| 30 ⊕ | What biotechnology means and the fermented products already in the kitchen | Q4 · 6–7 |
| 31 | Modern biotechnology — GMOs and IVF | Q4 · 8 |
| 32 ⊕ | The class debate and carrying capacity and why growth slows near it | Q4 · 9–11 |
| 33 | Quarter 4 performance task — the critical analysis of biotechnology | Q4 · PT |
End-of-term block — Term 3 examination, closing activities, reporting.
Coverage check
| CG quarter | Competencies | Teaching weeks | PT week | Where |
|---|---|---|---|---|
| Quarter 1 | 12 | 7 | 8 | Term 1, weeks 1–8 |
| Quarter 2 | 13 | 7 | 16 | Term 1 weeks 9–11; Term 2 weeks 12–16 |
| Quarter 3 | 9 | 7 | 24 | Term 2 weeks 17–22; Term 3 weeks 23–24 |
| Quarter 4 | 11 | 8 | 33 | Term 3, weeks 25–33 |
| Total | 45 | 29 | 4 | 33 weeks |
All 45 CG competencies are placed. None is taught twice, and none is dropped.
Quarter 3 is the lightest quarter in Key Stage 3 Science — nine competencies in seven teaching weeks, and five of those weeks carry a single competency each. That is deliberate here rather than generous: balancing equations and reaction rates are the two places in Grade 10 chemistry where a class most often runs out of practice time, and the slack is left where it is most likely to be needed. A school that does not need it has a spare week for the Quarter 2 electricity block, which is the tightest in the year.
6. Assessment and Grading
Per DO No. 015, s. 2026, for a Key Stage 3 core learning area: Written Works 20% · Performance Tasks 50% · Examinations 30%.
Transmutation is a year switch. SY 2026–2027 uses an adjusted table in which a raw 70 transmutes to a passing 75; from SY 2027–2028 transmutation is removed.
⚠️ Reported, not read. Two independent search passes returned the same split. Confirm before computing a real grade.
What Grade 10 assessment has to add
The right name for the wrong reason has to be catchable. Convergent is the correct answer to
several questions in this pack and it can be produced by a learner who believes every convergent
boundary makes a trench. Every boundary item in assessment.md therefore asks
for the structure and the events alongside the name, and the marks are weighted there. A learner
who names all three boundary types correctly and cannot say what continent-meets-continent builds
has not met competency 2, which says each type.
The other Grade 10 addition is that Quarter 4 assesses an argument. Competency 9 is a class debate on the ethics of biotechnology, and a debate cannot be marked as if it were a fact recall. The rubric in §6 marks the use of evidence, the handling of the opposing case, and the separation of a scientific claim from a value claim — and explicitly does not mark which side the learner took.
7. Learner Support
| Provision | What it looks like |
|---|---|
| Below-level | Two questions before any name. worksheet-remediation.html does not ask for a boundary name until task 2, and does not ask what forms until task 3. |
| On-level | The standard task, naming the boundary and the structure and the events, every time. |
| Above-level | Why do deep earthquakes get deeper inland from a trench? Why is the sea floor nowhere older than the continents? Both are beyond the competency and both follow directly from it. |
| Language | All materials are in English. Divergent, convergent, transform, subduction, lithosphere and asthenosphere are said aloud before they are read. Note that plate in everyday English is a flat dish — and every learner pictures one. Naming that out loud on Day 1 costs ten seconds. |
| Learners with additional needs | Enlarged print, extended time, verbal instead of written response, a peer scribe. The paper-and-books model is tactile and can be done at a desk by one learner alone. Every digital artifact is keyboard-operable and screen-reader labelled. |
| Absence and catch-up | Every digital artifact is one file that copies to a phone or USB stick and runs offline. |
8. Materials
No-cost / recycled — the default.
- Two sheets of paper and two hardback books per pair — the whole of Week 2 runs on them
- A bowl of water and a candle stub for the convection model
- Old newspaper and card for the Week 16 egg-drop vehicle
- Red cabbage, calamansi, vinegar and baking soda for Quarter 3
- A printed map of the Philippine Archipelago, shared between pairs, for Week 3
- Chalk and a board
If available.
- A projector or television for the deck; any browser device for the game
- A wall map showing the world's plate boundaries
- A ball and a measuring tape for the projectile work in Week 9
- A kitchen scale for the conservation-of-mass work in Week 22
DepEd's Grade 10 equipment list is not held here. Quarter 1 competency 3 needs a map of the Philippine Archipelago showing mountains, faults, volcanoes and trenches, and a school without one cannot run that week as written. PHIVOLCS publishes such maps and a hand-copied outline on a board carries most of the lesson;
offline-activities.mdsays which substitutions are honest and which are not.
9. Curriculum Verification — Completed
| Item | Source | Status |
|---|---|---|
| Grade level standard (§2) | CG p. 26 | ✅ Verbatim |
| The four domains (§3.2) | CG p. 19 | ✅ Verified |
| Domain per quarter (§3.3) | CG p. 28 | ✅ Verified — Quarter 1 is Earth and Space Science |
| Quarters 1 to 4 (§4) | CG pp. 61–67 | ✅ Verbatim |
| Performance tasks (§4) | CG pp. 61–67 | ✅ From the guide — seven of them across four quarters |
| Week mapping (§5) | This repository | ⚠️ Proposal — the Budget of Work is unobtained |
| Three-term calendar | DO No. 009, s. 2026 | ⚠️ Adopted, from reporting |
| Assessment weights (§6) | DO No. 015, s. 2026 | ⚠️ Adopted, from reporting |
What opening the guide changed
| Assumed | Actually |
|---|---|
| Grade 10 Quarter 1 continues Grade 9's chemistry | Grade 9 ends on bonding; Grade 10 opens on plate tectonics. The two adjacent quarters share nothing. |
| Plate tectonics is Grade 9 | Grade 9 Quarter 2 does continental drift, the Philippine plate setting and the types of boundary. Grade 10 Quarter 1 competency 2 does what happens at each of them, and competency 3 puts it on a map of this country. The two grades are a deliberate pair. |
| Climate change is Araling Panlipunan, or a cross-cutting theme | It is five Grade 10 Quarter 1 competencies — 8 to 12 — sharing a quarter with plate tectonics. |
| Momentum is senior high physics | Momentum, collisions and conservation are Grade 10 Quarter 2 competencies 2 to 8. |
| Balancing equations is Grade 9 | Grade 9 writes formulae for compounds. Balancing, and the conservation of mass behind it, is Grade 10 Quarter 3 competencies 6 and 7. |
| Evolution is not in the K to 10 curriculum | Natural selection, variation, isolation, adaptation and three lines of evidence are Grade 10 Quarter 4 competencies 3 to 5. |
| Each quarter has one performance task | Page 17 requires at least one. Quarters 1, 2 and 3 are given two each — seven in the year. |
Part of the E-turo MATATAG artifact set. Companion files:
lesson-plan.md · lesson-plan-ilaw.md ·
assessment.md · offline-activities.md ·
slides.html · game.html