Science · Key Stage 3

Week Planner — Grade 10 — Science 10

All 33 weeks of the year, with the curriculum guide competency for each.

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33weeks
45competencies
4Quarters
1Built in full

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 ■ Earth and Space Science — what this quarter is driving toward
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.
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 task (from the guide)
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.
1Week

How plate movement is detected and measured today

Quarter 1 ■ Earth and Space Science Q1 · 1

Curriculum guide competency

  • 1. identify modern scientific processes used to detect and measure the displacement of tectonic plates

Competency placed; teaching materials not built

3Week

This archipelago's mountains, faults, volcanoes and trenches, on a map

Quarter 1 ■ Earth and Space Science Q1 · 3

Curriculum guide competency

  • 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

Competency placed; teaching materials not built

4Week

Where the Philippines will be in 50 million years and what drives the plates

Quarter 1 ■ Earth and Space Science Q1 · 4–5

Curriculum guide competencies

  • 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

Competency placed; teaching materials not built

5Week

What subduction does to the plate above and how the Himalayas and Andes formed

Quarter 1 ■ Earth and Space Science Q1 · 6–7

Curriculum guide competencies

  • 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

Competency placed; teaching materials not built

6Week

Evidence for global warming and the role of greenhouse gases

Quarter 1 ■ Earth and Space Science Q1 · 8–9

Curriculum guide competencies

  • 8. identify evidence of global warming and climate change
  • 9. identify the role of greenhouse gases in enhanced global warming and climate change

Competency placed; teaching materials not built

7Week

ENSO and weather systems and local impacts and local action and renewables here

Quarter 1 ■ Earth and Space Science Q1 · 10–12

Curriculum guide competencies

  • 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

Competency placed; teaching materials not built

8Week

Quarter 1 performance task — the community education strategy

Quarter 1 ■ Earth and Space Science Performance task Q1 · PT

Competency placed; teaching materials not built

Quarter 2 ▶ Force, Motion, and Energy — what this quarter is driving toward
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.
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 task (from the guide)
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.
9Week

Projectiles — angle, velocity, height and range

Quarter 2 ▶ Force, Motion, and Energy Q2 · 1

Curriculum guide competency

  • 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

Competency placed; teaching materials not built

10Week

Elastic and inelastic collisions and modelling them

Quarter 2 ▶ Force, Motion, and Energy Q2 · 2–3

Curriculum guide competencies

  • 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

Competency placed; teaching materials not built

11Week

Momentum from mass and velocity and the guided investigations

Quarter 2 ▶ Force, Motion, and Energy Q2 · 4–5

Curriculum guide competencies

  • 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

Competency placed; teaching materials not built

Term 2 September – December

Quarter 2 ▶ Force, Motion, and Energy — what this quarter is driving toward
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.
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 task (from the guide)
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.
12Week

Force over time changes momentum and seatbelts, airbags and crumple zones

Quarter 2 ▶ Force, Motion, and Energy Q2 · 6–7

Curriculum guide competencies

  • 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

Competency placed; teaching materials not built

13Week

Momentum is conserved before and after a collision

Quarter 2 ▶ Force, Motion, and Energy Q2 · 8

Curriculum guide competency

  • 8. identify that momentum is conserved before and after the collision of objects

Competency placed; teaching materials not built

14Week

Generation, transmission, substations and meters and household safety

Quarter 2 ▶ Force, Motion, and Energy Q2 · 9–10

Curriculum guide competencies

  • 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

Competency placed; teaching materials not built

15Week

Motors and generators and cutting household use and renewable against non-renewable

Quarter 2 ▶ Force, Motion, and Energy Q2 · 11–13

Curriculum guide competencies

  • 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

Competency placed; teaching materials not built

16Week

Quarter 2 performance task — the egg-drop vehicle, tested as a class event

Quarter 2 ▶ Force, Motion, and Energy Performance task Q2 · PT

Competency placed; teaching materials not built

Quarter 3 ◆ Science of Materials — what this quarter is driving toward
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.
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 task (from the guide)
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.
17Week

The five indicators that a chemical reaction has happened

Quarter 3 ◆ Science of Materials Q3 · 1

Curriculum guide competency

  • 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

Competency placed; teaching materials not built

18Week

Acids, bases and salts, told apart with indicators

Quarter 3 ◆ Science of Materials Q3 · 2

Curriculum guide competency

  • 2. identify common acids, bases, and salts (e.g., hydrochloric acid, sodium hydroxide, and saline solution) using different indicators

Competency placed; teaching materials not built

19Week

Combination, decomposition, single and double replacement

Quarter 3 ◆ Science of Materials Q3 · 3

Curriculum guide competency

  • 3. describe important types of chemical reactions (combination, decomposition, single replacement, double replacement)

Competency placed; teaching materials not built

20Week

Combustion, acids on metals and carbonates, and reactions in the environment

Quarter 3 ◆ Science of Materials Q3 · 4

Curriculum guide competency

  • 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

Competency placed; teaching materials not built

21Week

Writing equations — in words, then in formula

Quarter 3 ◆ Science of Materials Q3 · 5

Curriculum guide competency

  • 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

Competency placed; teaching materials not built

22Week

Atoms rearrange, mass does not change and balancing equations

Quarter 3 ◆ Science of Materials Q3 · 6–7

Curriculum guide competencies

  • 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

Competency placed; teaching materials not built

Term 3 January – April

Quarter 3 ◆ Science of Materials — what this quarter is driving toward
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.
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 task (from the guide)
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.
23Week

What changes a reaction's rate and exothermic against endothermic

Quarter 3 ◆ Science of Materials Q3 · 8–9

Curriculum guide competencies

  • 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

Competency placed; teaching materials not built

24Week

Quarter 3 performance task — the vegetable-indicator investigation

Quarter 3 ◆ Science of Materials Performance task Q3 · PT

Competency placed; teaching materials not built

Quarter 4 ● Life Science — what this quarter is driving toward
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.
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.
25Week

Homeostasis — temperature, glucose and blood pressure

Quarter 4 ● Life Science Q4 · 1

Curriculum guide competency

  • 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

Competency placed; teaching materials not built

26Week

Positive and negative feedback

Quarter 4 ● Life Science Q4 · 2

Curriculum guide competency

  • 2. explain how homeostasis is maintained through various feedback mechanisms, both positive and negative

Competency placed; teaching materials not built

27Week

Natural selection as the driving mechanism

Quarter 4 ● Life Science Q4 · 3

Curriculum guide competency

  • 3. use information from secondary sources to describe natural selection as the primary mechanism driving evolutionary change

Competency placed; teaching materials not built

28Week

Variation, heredity, isolation, selection and adaptation

Quarter 4 ● Life Science Q4 · 4

Curriculum guide competency

  • 4. discuss in small groups important concepts in the theories of evolution, such as variation, heredity, isolation, selection, and adaptation

Competency placed; teaching materials not built

29Week

Fossils, biogeography and comparative morphology as evidence

Quarter 4 ● Life Science Q4 · 5

Curriculum guide competency

  • 5. use information from secondary sources to explain how lines of evidence, such as fossils, biogeography, and comparative morphology, support the occurrence of evolution

Competency placed; teaching materials not built

30Week

What biotechnology means and the fermented products already in the kitchen

Quarter 4 ● Life Science Q4 · 6–7

Curriculum guide competencies

  • 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)

Competency placed; teaching materials not built

31Week

Modern biotechnology — GMOs and IVF

Quarter 4 ● Life Science Q4 · 8

Curriculum guide competency

  • 8. use information from secondary sources to identify examples of modern biotechnology, such as genetically modified organisms and processes (e.g. in vitro fertilization)

Competency placed; teaching materials not built

32Week

The class debate and carrying capacity and why growth slows near it

Quarter 4 ● Life Science Q4 · 9–11

Curriculum guide competencies

  • 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

Competency placed; teaching materials not built

33Week

Quarter 4 performance task — the critical analysis of biotechnology

Quarter 4 ● Life Science Performance task Q4 · PT

Competency placed; teaching materials not built

No week matches that filter.