Department of Education

Region V
Division of Camarines Sur
Pasacao District
LYCEO DE PASACAO

CURRICULUM MAP

S.Y. 2023-2024

SUBJECT: SCIENCE
GRADE LEVEL: 9
TEACHER(S): Arjay O. Bejison
STRAND(S):

QUART UNIT CONTENT PERFORMAN PRIORITIZED ASSESSMENT ACTIVITIES RESOURCES INSTITUTION

ER/ TOPIC: STANDARDS CE COMPETENCI AL CORE
MONT CONTENT STANDANRD ES OR VALUES
H S SKILLS/AMT
LEARNING
GOALS
1st Unit I: The learners The learners 1. Describe the  Unit Pre- A. Unit Opening  Aquino  Social
Quarter Circulatory demonstrate an should be able structure of a Assessment Activities , M.D Context
and understanding of: to: conduct an mammalian heart.  Unit Pretest et al. and
Respiratory information 2. Identify the - Multiple Unit Pretest (2017) Concern,
Systems 1. how the different dissemination organs that Choice Science  Commun
Working structures of the activity on compose the B. Lesson Opening Links ication
with Other circulatory and effective ways circulatory  Lesson Pre- Activities Grade  Practicali
Organ respiratory systems of taking care of system. Assessment Activating prior 9, Rex ty and
Systems work together to the respiratory 3. Explain the  Quick Check knowledge Book Realistic
transport oxygen- and circulatory functions of the - Short I. Quick Check Store,  Empathy
Lesson 1.1: rich blood and systems based valves found in Answer II. Circulatory Inc. and
Organs of the nutrients to the on data the heart. System Song  Madria Motivati
Circulatory different parts of gathered from 4. Identify and  Formative III. Think-Pair-Share ga, E. on
 System the body and the school or describe the blood Assessments A.  Critical
local health vessels located in  Inquiry Lab C. Developmental (2012) thinking
Number of 2. the prevention, workers the heart. - How the Activities Science and
Days: 4 detection, and 5. State the Heart of I. Inquiry Lab Links: Vigilanc
treatment of functions of the Organisms II. Brainstorm Biology e
Lesson focus: diseases affecting blood vessels look like Activity , Rex  Media
 The Heart the circulatory and located in the  Q and A III. Group Activity Book Literacy
Chambers respiratory systems. heart. - What do you IV. Model Making Store,  Adaptabi
 Blood 6. Trace the flow think is the V. Laboratory Inc. lity
Vessels of of blood in the cause of the Activity  Faith/
the Heart heart disorder  Investigate Ethics
 Valves called heart VI. Pen-and-Paper
murmur? Work
 Investigative VII. What to Do
Activity
- The structure D. Lesson Closing
of a Activities
Mammalian I. Journal Writing
Heart II. Portfolio Activity
 What To Do III. Quick Quiz
- Make an
illustration of
how the
blood flows
between the
heart and the
lungs.

 Lesson
Summative
Assessment
 Quick Quiz
- Fill-in-the-
blanks
1st Unit I: The learners The learners  Identify the  Lesson Pre- A. Lesson Opening  Aquino  Social
Quarter Circulatory demonstrate an should be able different Assessment Activities , M.D Context
and understanding of: to: conduct an components  Quick Check Activating prior et al. and
Respiratory information of blood. - Short knowledge (2017) Concern,
Systems 1. how the different dissemination  State the Answer I. Quick Check Science  Commun
Working structures of the activity on functions of II. Quick Write Links ication
with Other circulatory and effective ways the different  Formative Grade  Practicali
Organ respiratory systems of taking care of components Assessments B. Developmental 9, Rex ty and
Systems work together to the respiratory of blood.  Inquiry Lab Activities Book Realistic
transport oxygen- and circulatory  Identify the - Observing I. Inquiry Lab Store,  Empathy
Lesson 1.2: rich blood and systems based different the Pig’s II. Dramatization Inc. and
The Different nutrients to the on data blood groups Blood. III. Library/Research  Madria Motivati
Blood different parts of gathered from that  Do This Work ga, E. on
Groups the body and the school or characterize Skills Lab IV. Short Story A.  Critical
local health the human - What Writing (2012) thinking
Number of 2. the prevention, workers population. happens V. Experiential Science and
Days: 5 detection, and  Describe the when Activity Links: Vigilanc
treatment of relationships different VI. Video Clip Biology e
Lesson focus: diseases affecting of these blood types of VII. Laboratory , Rex  Media
 The the circulatory and groups. blood are Activity Book Literacy
compositi respiratory systems.  Explain the mixed?  Do This Store,  Adaptabi
on of the blood clotting - How are the Skills Lab Inc. lity
Blood process. Different VIII. Differentiated  Faith/
Chambers Blood Cells Activity Ethics
 The Look Like  RAFT
different  Q and A IX. Pen-and-Paper
Formed - What are Work
Elements: examples of  What To Do
Red Boold external clot, X. Extension
Cells, and internal clot, Activity
Blood and  21st Century
Platelets extremely Skills
 The ABO dangerous Booster
Relationsh clot?
ips  21st Century C. Lesson Closing
 The Rh or Skills Activities
“D” Blood Booster I. Quick Draw
Factor - Create a II. “What I Learned”
 The Blood colorful Reflection Journal
Clotting drawing or III. Quick Quiz
sketch of
how they
appear when
low-density
 lipoproteins
(LDL) lodge
or stay
within an
artery in the
body you
picture/imagi
ne LDL and
high-density
lipoproteins
(HDL) look
like.
 What To Do
- Using online
or library
references,
research the
following: 1)
What is
Duffy blood
type? 2)
What is the
advantage of
Duffy
negative
people over
Duffy
positive
people?

 Lesson
Summative
Assessment
 Quick Quiz
- Fill-in-the-
blanks
1st Unit I: The learners The learners  Describe the  Lesson Pre- A. Lesson Opening  Aquino  Social
Quarter Circulatory demonstrate an should be able sequence of Assessment Activities , M.D Context
and understanding of: to: conduct an events that  Quick Check Activating prior et al. and
 Respiratory information happens when - Table/Chart knowledge (2017) Concern,
Systems 1. how the different dissemination the heart Listing I. Quick Check Science  Commun
Working structures of the activity on beats. II. Video Clip Links ication
with Other circulatory and effective ways  Identify heart  Formative Grade  Practicali
Organ respiratory systems of taking care of sounds using Assessments B. Developmental 9, Rex ty and
Systems work together to the respiratory a stethoscope.  Inquiry Lab Activities Book Realistic
transport oxygen- and circulatory  Explain how - My Pulse I. Inquiry Lab Store,  Empathy
Lesson 1.3: rich blood and systems based heart sounds Rate II. Socratic Dialogue Inc. and
The Cardiac nutrients to the on data are produced.  Q and A III. Experiential  Madria Motivati
Cycle, Heart different parts of gathered from  Locate the - What is Learning ga, E. on
Sounds, and the body and the school or different happening to  Improvising A.  Critical
Blood local health arterial points the atria a (2012) thinking
Pressure 2. the prevention, workers in the body during Stethoscope Science and
detection, and where the systole? IV. Think-Pair- Links: Vigilanc
Number of treatment of pulse can be During Share Biology e
Days: 5 diseases affecting felt. Diastole? V. Video Clip , Rex  Media
the circulatory and  Do This VI. Pen-and-Paper Book Literacy
Lesson focus: respiratory systems. Skills Lab Work Store,  Adaptabi
 Cardiac - Identifying Inc. lity
Cycle Heart Sounds C. Lesson Closing  Faith/
 Heart Using a Activities Ethics
Sounds Stethoscope I. “I Have, Who
and How  What To Do Has”
They Are - Explain the Game
Produced relationship II. Quick Quiz
 Blood between
Pressure blood
and Its pressure and
Measurem good health
ent
 Lesson
Summative
Assessment
 Quick Quiz
- Fill-in-the-
blanks
1st Unit I: The learners The learners  Identify and  Lesson Pre- A. Lesson Opening  Aquino  Social
Quarter Circulatory demonstrate an should be able describe the Assessment Activities , M.D Context
and understanding of: to: conduct an parts of the  Quick Check Activating prior et al. and
Respiratory information respiratory - Short knowledge (2017) Concern,
Systems 1. how the different dissemination system. Answer I. Quick Check Science  Commun
Working structures of the activity on  Explain the II. Mind Pick Links ication
with Other circulatory and effective ways role of the  Formative III. Film Viewing Grade  Practicali
Organ respiratory systems of taking care of blood in Assessments 9, Rex ty and
Systems work together to the respiratory transporting  Inquiry Lab B. Developmental Book Realistic
transport oxygen- and circulatory nutrients and - How do you Activities Store,  Empathy
Lesson 1.4: rich blood and systems based gases to and Breathe I. KWHL Chart Inc. and
The Different nutrients to the on data from the cells.  Q and A II. Inquiry Lab  Madria Motivati
Organs of different parts of gathered from  Explain the - Have you III. Label the parts ga, E. on
Respiration the body and the school or role of the experienced IV. Library Work A.  Critical
and How local health lungs in breathing V. Model Making (2012) thinking
They Work 2. the prevention, workers providing through your VI. Experiential Science and
with the detection, and oxygen to the mouth? Learning Links: Vigilanc
Circulatory treatment of different cells. When does it VII. Research Work Biology e
System diseases affecting  Infer how happen? VIII. Graphic , Rex  Media
Number of the circulatory and one’s lifestyle  Steam Organizer Book Literacy
Days: 6 respiratory systems. can affect the Connections IX. Journal Entry Store,  Adaptabi
functioning of - Publish a X. Pen-and-Paper Inc. lity
Lesson focus: the circulatory health Work  Faith/
 The and advisory  What to Do Ethics
Organs of respiratory newsletter  Extension
Respiratio systems. that will Activity
n: provide  Steam
Trachea, information Connections
Bronchi, on how diet
Bronchiol and lifestyle C. Lesson Closing
es, and affect the Activities
Lungs circulatory I. Review: Red vs.
 The and Blue
Breathing respiratory II. Portfolio Activity
Process systems. III. KWHL Chart
 Exchange  What To Do IV. Quick Quiz
of Gases - Create a
Between graphic D. Unit Closing
the Lungs organizer Activities
and the that will I. Unit Ender
Blood show how air  Unit Test
 The (oxygen) (with
 Coordinat travels Differentiate
ed through the d Task)
Functions different II. PBL Task
of the organs of the  And Ad
Circulator respiratory Campaign
y and system. against
Respirator Cigarette
y Systems  Lesson Smoking
 Lifestyles Summative III. Unit Posttest
That Assessment  Multiple
Affect the  Quick Quiz Choice
Functionin - Identification
g of the
Circulator
y and
Respirator
y
Systems:
Physical
Activity/E
xercise
and
Healthy
Diet.

FIRST QUARTER: LIVING THINGS ANDTHEIR ENVIRONMENT

Unit II: Heredity: Inheritance and Variation of Traits Number of days: 10
Content Standards: Performance standard:
The learners should be able to demonstrate an understanding of: The learners will illustrate how traits of economically important
plants and animals are improved through breeding.
1. how the genetic information is organized in genes on chromosomes; and
2. the different patterns of inheritance.
PBL Task: Mural on the Pros and Cons of the genetically Modified Organisms

QUART UNIT CONTENT PERFORMAN PRIORITIZED ASSESSMENT ACTIVITIES RESOURCES INSTITUTION

ER/ TOPIC: STANDARDS CE COMPETENCI AL CORE
MONT CONTENT STANDANRDS ES OR VALUES
H SKILLS/AMT
LEARNING
GOALS
Unit II: The learners should The learners will  Describe the A. Unit Opening  Unit Pre-  Aquino  Social
Heredity: be able to illustrate how chromosome Activities Assessment , M.D Context
Inheritance demonstrate an traits of s and how  Unit Pretest et al. and
and understanding of: economically the genes are Unit Pretest - Multiple (2017) Concern,
Variation of important plants arranged in Choice Science  Commun
Traits 1. how the genetic and animals are them B. Lesson Opening Links ication
information is improved  Differentiate Activities  Lesson Pre- Grade  Practicali
Lesson 2.1: organized in genes through between Activating prior Assessment 9, Rex ty and
The on chromosomes; breeding. autosomes knowledge  Quick Check Book Realistic
Structure of and and sex I. Quick Check - Illustrating Store,  Empathy
the 2. the different chromosome II. Agree-Disagree - Short Inc. and
Chromosome patterns of s. Response Chart Answer  Madria Motivati
inheritance. ga, E. on
Number of  Explain how C. Developmental  Formative A.  Critical
Days: 4 the gender of Activities Assessments (2012) thinking
an organism I. Inquiry Lab  Inquiry Lab Science and
Lesson focus: is II. ICT Virtual Lab - A Survey of Links: Vigilanc
 Structure determined. III. Tic-Tac-Toe Human Biology e
of IV. Model Making Traits , Rex  Media
Chromoso V. Laboratory  Q and A Book Literacy
mes Activity - In your own Store,  Adaptabi
 Homologo  Investigate words, define Inc. lity
us VI. Pen-and-Paper the following  Faith/
Chromoso Work terms: sister Ethics
me  What to Do chromatids,
 Human homologous
Chromoso D. Lesson Closing chromosome
mes: Activities s, alleles,
Autosome I. Exit Pass centromere,
s/Body II. Quick Quiz genes,
Chromoso karyotypes,
mes and and locus.
Sex  What To Do
Chromoso - Chromosome
mes A contains
the genes:
AbCd, while
Chromosome
X contains
the genes
dEFg. Each
of these
chromosome
s underwent
DNA
replication.
Illustrate
what the pair
of
chromatids
of A and X
would look
like.
 STEAM
Connections
- You are a
web
designer, and
you were
tasked to
create a web
page about
the
following:
1. The life of
Gregor
Mendel
2. The Works
of Gregor
Mendel
3. The
Mendelian
Laws of
 Inheritance
You can create your
web page using this
website:
www.wix.com

 Lesson
Summative
Assessment
 Quick Quiz
- Fill-in-the-
Blanks
Lesson 2.2:    Deduce that A. Lesson Opening  Lesson Pre-  Aquino  Social
Non- traits can be Activities Assessment , M.D Context
Mendelian inherited Activating prior  Quick Check et al. and
Patterns of through knowledge - Short (2017) Concern,
Inheritance different I. Quick Check Answer Science  Commun
patterns other II. “Say something” Links ication
Number of that Cards  Formative Grade  Practicali
Days: 6 mendelian Assessments 9, Rex ty and
Principles of B. Developmental  Inquiry Lab Book Realistic
Lesson focus: Inheritance Activities - Flower Petal Store,  Empathy
 Principle  Solve genetic I. Inquiry Lab Colors in Inc. and
of problems II. Video or Film Rose Plants  Madria Motivati
Incomplet involving the Showing  Q and A ga, E. on
e Non- III. Library Work - Do you know A.  Critical
Dominanc Mendelian IV. Hands On, your blood (2012) thinking
e Patterns of Minds On Activity type? Using Science and
 Sex-linked inheritance V. Pair Work your blood Links: Vigilanc
Traits  Express the VI. Mini type as an Biology e
 Principle genotypic Performance Task example, can , Rex  Media
of ratios and the • CSI: Who you infer the Book Literacy
Multiple phenotypic Gets The probable Store,  Adaptabi
Alleles ratios of the Money blood types Inc. lity
offspring VII. Laboratory of your  Faith/
formed by Activity parents? Ethics
the different  Investigate - Investigate
crosses VIII. Pen-and-Paper Activity
solved. Work - Inheritance
  What to Do of Traits
IX. Extension  What to Do
Activity - When a
 21st Century female black
Skills mouse and a
Booster male white
mouse are
C. Lesson Closing crossed, all
Activities the offspring
I. Ticket-to-Leave formed are
II. Quick Quiz are gray in
color.
D. Unit Closing 1. Give the
Activities genotypes of
I. Unit Ender the parents
• Unit Test and the
(with probable
Differentiate offspring.
d Tsk) 2. Suppose that
II. PBL Task two gray
• Mural on the mice will be
Pros and crossed, what
Cons of would be the
Genetically genotypic
Modified and
Organisms phenotypic
III. Unit Posttest ratios of their
• Multiple probable
Choice offspring?
Show the
cross using a
Punnett
square.
 21st Century
Skills
Booster
- Role-play the
crossing-over
phenomenon.
 Be sure to
wear
improvised
costumes.

 Lesson
Summative
Assessment
 Quick Quiz
- Short
Answer

FIRST QUARTER: LIVING THINGS ANDTHEIR ENVIRONMENT

Unit III: Heredity: Biodiversity and Evolution Number of days: 10
Content Standards: Performance standard:
The learners should be able to demonstrate an understanding of how changes in the environment may The learners will make a multimedia presentation of a timeline
affect species extinction. of the extinction of representative microorganisms, plants, and
animals.
PBL Task: An Obituary and Eulogy to an Extinct Species

Lesson Learning Key Understandings Learning Activities Assessment strategies Learning Institutional Core
Number, Title, Objectives (KUs) and Key and Strategies Resources and Values
and Focus Questions (KQs) References
Lesson 3.1:  Identify KUs: A. Unit Opening  Unit Pre-Assessment  Aquino,  Social Context
Types of and  Biodiversity Activities  Unit Pretest M.D et al. and Concern,
Biodiversity describe balances - Multiple Choice (2017)  Communication
the Earth. Without Unit Pretest Science  Practicality and
Number of different biodiversity,  Lesson Pre- Links Grade Realistic
Days: 4 types of we cannot say B. Lesson Opening Assessment 9, Rex Book  Empathy and
biodiversit that our planet Activities  Quick Check Store, Inc. Motivation
Lesson focus: y may exist. Activating prior - Enumeration/Listing  Madriaga,  Critical thinking
 Types of  Define Diverse areas knowledge E. A. (2012) and Vigilance
Biodiversity extinction provide us I. Quick Check  Formative Science  Media Literacy
 Biodiversity  Deduce with our needs II. Frayer Model Assessments Links:  Adaptability
loss that the to survive, III. Song Search  Inquiry Lab Biology,  Faith/Ethics
 Causes of extinction such as food, IV. Demonstration - Birds! Birds! Birds! Rex Book
Extinction of species clean air, Activity  Q and A Store, Inc.
 Impacts of is the main medicine, - How does extinction
Extinction cause of beauty, and C. Developmental affect the connection
 The biodiversit the like. It Activities that exists between
“Domino” y loss. makes our I. Inquiry Lab living organisms and
or “Riffle”  Analyze environment II. Library Work their environment?
Effect of the causes productive. A III. Laboratory  Investigate Activity
Species of species diverse Activity - Exploring
Extinction extinction. ecosystem is  Investigate Biodiversity in My
very IV. 10 + 2 Note- Community
beneficial to Taking  What To Do
humans. It can V. Group Dynamics - Draw or get a picture
prevent and VI. Extension of your favorite plant
recover from Activity or animal. Paste the
lots of  21st Century picture on a short
disasters. Skills bond paper. Create a
 There is a Booster chosen habitat for
variation in VII. Pen-and-Paper your chosen organism.
the genes Work Use any medium to
within the  What to Do illustrate the habitat
same you have created.
population of D. Lesson Closing  21st Century Skills
organisms. Activities Booster
I. Journal Writing - Create a group
KQ: II. Exit Card consisting of four
 Why is III. Portfolio members. Your group
 biodiversity Activity will choose any three
important? (Group Work) organisms from the
 How is IV. Quick Quiz list of some non-
biodiversity native (exotic) species
impacted by of organisms. Using
human activities. the library and website
references, get a
picture of the
organism you have
chosen and make a
scrapbook.

 Lesson Summative
Assessment
 Quick Quiz
- Definition
Lesson 3.2:  Explain why KUs: A. Lesson Opening  Lesson Pre-  Aquino,  Social Context
Adaptation as adaptation is a  Earth is Activities Assessment M.D et al. and Concern,
Key Factors key factor for worsening Activating prior  Quick Check (2017)  Communication
for Species an organism’s because it is knowledge - Short Answer Science  Practicality and
Survival survival. already I. Quick Check Links Grade Realistic
 Distinguish polluted. It is II. Vocabulary  Formative 9, Rex Book  Empathy and
Number of the three types due to abusive Development Assessments Store, Inc. Motivation
Days: 6 of adaptations human (Graphic Organizer)  Inquiry Lab  Madriaga,  Critical thinking
and describe activities - I Have the Right To E. A. (2012) and Vigilance
Lesson focus: each type. wherein B. Developmental Live Science  Media Literacy
 Structural  Explain the nonrenewable Activities  Q and A Links:  Adaptability
Adaption role of sexual resources are I. Inquiry Lab - Cite two other Biology,  Faith/Ethics
 Physiologic reproduction gradually II. Model Drawings examples each of the Rex Book
al in the process declining. As III. Adaptation structural, Store, Inc.
Adaptation of adaptation. a result, more Poster physiological, and
 Biological species • Research and behavioral adaptation.
Adaption become Presentation  What to Do
endangered IV. Three-Minute - Think about your own
and extinct. Pause day-today life
There will V. Video Clip activities. Make a
come a time VI. ICT: Walter’s simple mind map to
when Travels – Natural illustrate all the ways
starvation will Selection you benefit from
 be widespread VII. Extension biodiversity.
because there Activity • STEAM Connections
are prevalent  STEAM  Get a picture of the
fish kill, forest Connections animals you have
and VIII. Pen-and-Paper chosen and research
agricultural Work the exact place where
land are being  What to Do the species can be
converted into found, the causes of
commercial C. Lesson Closing species endangerment,
and residential Activities and the efforts being
areas, and I. RERUN Strategy done by the
different II. Research Work government to save
diseases will III. Quick Quiz the animals. Present
become your work in the form
rampant D. Unit Closing of 6-9 window comic
because of the Activities strip.
dirt that is I. Unit Ender
covering our • Unit Test  Lesson Summative
planet. (with Assessment
 Living Differentiate  Quick Quiz
organisms d Tsk) - Fill-in-the-Blanks
change over II. PBL Task
time due to • An Obituary
living and and Eulogy
nonliving to an Extinct
factors in the Species
environment. III. Unit Posttest
 Organisms • Multiple
need to Choice
change and
adapt to their
environment
in order to
survive.

KQ:
 How does
adaptation
change
 Earth’s
landscape?
 How does the
extinction of
species
impact other
species
including
humans?

FIRST QUARTER: LIVING THINGS ANDTHEIR ENVIRONMENT

Unit IV: Flow of Energy and Life Processes in Ecosystems Number of days: 10
Content Standards: Performance standard:
The learners should be able to demonstrate an understanding of: The learners will design and conduct an investigation to
 the structure and function of plant parts and organelles involved in photosynthesis and provide evidence that plants can manufacture their own food.
 the structure and function of mitochondrion as the main organelle involved in cellular respiration.
PBL Task: A Comparison: Cellular Respiration and Photosynthesis

Q1 SIP: Organic Fertilizer versus Inorganic Fertilizer

Lesson Number, Learning Key Understandings Learning Activities Assessment Learning Institutional Core
Title, and Focus Objectives (KUs) and Key Questions and Strategies strategies Resources and Values
(KQs) References
Lesson 4.1:  Identify the KUs: A. Unit Opening  Unit Pre-  Aquino, M.D  Social Context and
Photosynthesis important  Photosynthesis Activities Assessment et al. (2017) Concern,
components happens only to  Unit Pretest Science  Communication
Number of of plants, a chemical Unit Pretest - Multiple Links Grade  Practicality and
Days: 5 photosynthe process that Choice 9, Rex Book Realistic
sis and their converts solar B. Lesson Opening Store, Inc.  Empathy and
Lesson focus: specific energy to Activities  Lesson Pre-  Madriaga, E. Motivation
 The Internal roles. chemical energy, Activating prior Assessment A. (2012)  Critical thinking
Structure of a  Explain while respiration knowledge  Quick Check Science and Vigilance
leaf what happens in both I. Quick Check - Short Answer Links:  Media Literacy
 Raw materials happens plants and II. Song Biology, Rex  Adaptability
of during the animals. These III. Magnet Word  Formative Book Store,  Faith/Ethics
Photosynthesi light processes are Assessments Inc.
s reaction both associated C. Developmental  Inquiry Lab
 Other factors phase of with energy Activities - Why is
Involved in photosynthe production. I. Comic Strip Photosynthesi
the sis. II. Inquiry Lab s important
Photosyntheti  Illustrate KQ: III. Direct Instruction  Q and A
c Process the  Why is energy IV. Web Scavenger - Look at the
 Photosystems formation important to life? Hunt arrangement
I and II of sugar  How is V. Collaborative of the tissues
 Photosyntheti during the photosynthesis Learning in Figure 4.3.
c Reactions dark associated with VI. Concept Map How are the
reaction of respiration? VII. Brainstorm shape of the
photosynthe Activity leaf tissues
sis.  Diagram of and their
Photosynthesi arrangement
s related to the
VIII. Extension functions?
Activity  STEAM
 STEAM Connections
Connections - Write a short
IX. Pen-and-Paper Essay or
Work record a
 What to Do podcast that
explains how
D. Lesson Closing your poster
Activities relates to the
I. Exit Slip concept of
II. Portfolio Activity photosynthesi
III. Quick Quiz s. It is
important that
you include
the following
key points in
your short
essay: the
inputs and
outputs of
photosynthesi
s, the factors
influencing
photosynthesi
s, and the
connection of
the process to
your daily life
activities and
experiences.
 What To Do
- Make a
graphic
organizer that
will explain
the light
(cyclic and
non-cyclic)
and dark
reactions of
photosynthesi
s.

 Lesson
Summative
Assessment
 Quick Quiz
- Fill-in-the-
Blanks
Lesson 4.2:  Compare and KUs: A. Lesson Opening  Lesson Pre-  Aquino, M.D  Social Context and
Cellular contrast cellular  Cellular Activities Assessment et al. (2017) Concern,
Respiration respiration and respiration Activating prior  Quick Check Science  Communication
photosynthesis. involves the knowledge - Labeling Links Grade  Practicality and
Number of  Describe the process of I. Quick Check - Short Answer 9, Rex Book Realistic
Days: 5 mitochondrion yielding ATP II. Diagnostic Test on Store, Inc.  Empathy and
as the cellular from glucose Cellular Respiration  Formative  Madriaga, E. Motivation
Lesson focus: organelle where molecules with or III. KWHL Chart Assessments A. (2012)  Critical thinking
 Mitochondria cellular without the  Inquiry Lab Science and Vigilance
as Sites of respiration presence of B. Developmental - The Gases Links:  Media Literacy
Cellular happens. oxygen gas. It can Activities Living Things Biology, Rex  Adaptability
Respiration  Illustrate the be aerobic or I. Inquiry Lab Release Book Store,  Faith/Ethics
 Chemical three major anaerobic. II. Combination  Q and A Inc.
Reactions of steps in cellular  Photosynthesis Notes  Investigate
Aerobic respiration and and respiration III. Library Work Activity
Cellular explain what both occur in IV. Collaborative - Energy
Respiration happens during cellular Learning Yielding
each step. organelles V. Laboratory Cellular
because the cells Activity Process
are the site for  Investigate  What to Do
energy VI. Fil Viewing - Make a
production. It is VII. Triad Learning concept map
where the energy- VIII. Product Making that shows the
making IX. Extension step-by-step
organelles are Activity process in the
found. The cells  21st Century following
need energy in Skill Booster stages of
order for the body X. Pen-and-Paper cellular
to perform well. Work respiration:
 What to Do Glycolysis,
KQ: C. Lesson Closing Krebs Cycle,
 Why do respiration Activities and Electron
and photosynthesis I. Exit Slip transport
occur in cellular II. KWHL Chart chain and
organelles? III. Exit Activity chemiosmosis
 How do IV. Quick Quiz • 21st Century
photosynthesis and Skills Booster
cellular respiration D. Unit Closing - Make a poster
work together to Activities that shows the
 provide energy for I. Unit Ender picture/drawi
cellular functions? • Unit Test ng of the leaf
(with interior and a
Differentiated mitochondrio
Tsk) n. Then, make
II. PBL Task a summary of
• An Obituary the functions
and Eulogy to of each in
an Extinct acquiring or
Species releasing
III. Quarter SIP energy.
IV. Organic Fertilizer  Lesson
versus Inorganic Summative
Fertilizer Assessment
V. Unit Posttest  Quick Quiz
• Multiple - True or False
Choice

SECOND QUARTER: MATTER

Key Stage Standards:
The learners should have developed scientific, technological, and environmental literacy and can make that would lead to rational choices on issues confronting them.
Having been exposed to scientific investigations related to real life, they should recognize that the central feature of an investigation is that if one variable is changed
(while controlling all others), the effect of the change on another variable can be measured. The context of the investigation can be problems at the local or national level to
allow them to communicate with learners in other parts of the Philippines or even from other countries using appropriate technology.

The learners should demonstrate an understanding of science concepts and apply science inquiry skills in addressing real-world problems through scientific investigations.
Grade level standards:
At the end of Grade 9, learners have gained a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall health. They have become
familiar with some technologies that introduce desired traits in economically important plants and animals.

Learners can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise from such
rearrangements.

Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped for human use. They are
familiar with climatic phenomena that occur on a global scale. They can explain why certain constellations can be seen only at certain times of the year.

Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum.
Unit V: Electronic Structure of Matter Number of days: 9
Content Standards: Performance standard:
The learners demonstrate an understanding of the Bohr model of the atom and relate it to quantum The learners will demonstrate an understanding that the identity
theories. of a substance is determined by its atomic structure.

PBL Task: A Study on How Chemical Act or React around Us

Lesson Number, Learning Key Understandings Learning Activities Assessment strategies Learning Resources Institutional Core Values
Title, and Focus Objectives (KUs) and Key and Strategies and References
Questions (KQs)
Lesson 5.1:  Discuss the KUs: A. Unit Opening  Unit Pre-  Aquino, M.D  Social Context and
Bohr’s Atomic features of  Bohr Activities Assessment et al. (2017) Concern,
Model Rutherford’s explained  Unit Pretest Science  Communication
atomic how Unit Pretest - Multiple Links Grade  Practicality and
Number of Days: model. electrons Choice 9, Rex Book Realistic
4  Discuss the could jump B. Lesson Opening Store, Inc.  Empathy and
features of from one Activities  Lesson Pre-  Madriaga, E. Motivation
Lesson focus: Bohr- orbit to Activating prior Assessment A. (2012)  Critical thinking
 Rutherford’s Sommerfeld another only knowledge  Quick Check Science and Vigilance
Planetary ’s atomic by emitting I. Quick Check - Short Links:  Media Literacy
Model of the model. or absorbing II. Vocabulary Answer/Illustra Biology, Rex  Adaptability
Atom  Create energy in Development ting Book Store,  Faith/Ethics
 Bohr’s Atomic representatio fixed quanta. III. Warm up Q and A Inc.
Model n of the For example,  Formative
 Bohr- Planetary if an electron C. Developmental Assessments
Sommerfeld’s model and jumps one Activities  Inquiry Lab
Atomic Model Bohr- orbit closer I. Inquiry Lab - Features of
Sommerfeld to the II. Laboratory Good Model
’s model. nucleus, it Activity  Q and A
must emit III. Brainstorm - What clues do
energy equal Activity scientist use for
to the IV. Picture Analysis them to make
difference V. Experiential atomic models?
between the Learning  Investigate
energies of  The Edible Activity
the two Atom - What’s Inside
orbits. VI. Differentiated  21st Century
 The atom is Activity Skills Booster
the basic  Tic-Tac-Toe - Making a
unit of VII. Extension replica of
matter. Its Activities atomic models
discovery  STEAM using cookies,
started when Connections chocolates,
philosopher  21st Century sprinkles, etc.
became Skills Booster  What to Do
curious VIII. Pen-and-Paper - Research
about the Work modern
origin of  What to Do breakthroughs
matter. about the atom
 Modern D. Lesson Closing and matter.
chemists Activities  Lesson
continued I. Journal Prompt Summative
their studies II. Homework Assessment
and came up III. Quick Quiz  Quick Quiz
with - Short Answer
different
theories that
describe the
structure of
an atom.
Bohr is one
such
scientist who
has given us
the planetary
model of the
atom; his
works also
contributed
to the fields
of quantum
mechanics.

KQ:
How is Bohr’s atomic
model structured?
Lesson 5.2: The  Describe atomic KUs: A. Lesson Opening  Lesson Pre-  Aquino, M.D  Social Context and
Quantum orbitals.  The quantum Activities Assessment et al. (2017) Concern,
Mechanical  Describe the mechanical Activating prior  Quick Check Science  Communication
Model of an quantum model model of the knowledge - Vocabulary Links Grade  Practicality and
Atom of an atom. atom is more I. Quick Check Development 9, Rex Book Realistic
 Describe the accurate. II. Learning Stations Store, Inc.  Empathy and
Number of Days: behavior of Atoms are  Formative  Madriaga, E. Motivation
5 electrons using arranged B. Developmental Assessments A. (2012)  Critical thinking
quantum based on Activities  Inquiry Lab Science and Vigilance
Lesson focus: numbers and electron I. Inquiry Lab - Game of Links:  Media Literacy
 Atomic electron movement. II. Teacher Talk Uncertainty Biology, Rex  Adaptability
Orbitals configuration.  Quantum  Quantum  Q and A Book Store,  Faith/Ethics
 Electronic  Explain how numbers Numbers - What are the Inc.
Configuration electron describe the Analogy maximum
 Quantum configuration electron III. Experiential number of
Numbers and quantum inside the Learning electrons at the
 Important numbers are atom. It  Hands On, 5th and 6th
Rules for the important to provides a Minds On energy levels?
Quantum describe an more IV. Pen-and-Paper  What to Do
Numbers atom. accurate Work - Illustrate the
 Illustrate the explanation  What to Do electron
electron for the configuration
configuration existence of C. Lesson Closing and orbital
and orbital the atom Activities diagram of a
diagram of since it I. given element.
elements. involves Examples/Reflections
quantities. II. Quick Quiz  Lesson
 Electron Summative
configuratio D. Unit Closing Assessment
n is a way to Activities  Quick Quiz
show how I. Unit Ender - Not Available
electrons are • Unit Test
arranged. It (with
is guided by Differentiated
three Task)
principles, II. PBL Task
namely the • A Study on
Pauli How
exclusion Chemicals Act
Principle, or React
Hund’s Rule Around Us
and Aufbau. III. Unit Posttest
• Multiple
KQ: Choice
How important is
the quantum model
of the atom in
advancing our
understanding of
the atom?
What is the basis
 for the quantum
mechanical model
of the atom?
How are electrons
arranged in the
atom?

SECOND QUARTER: MATTER

Unit VI: Chemical Bonding Number of days: 9
Content Standards: Performance standard:
The learners demonstrate an understanding of the Bohr model of: The learners will:
 how the atoms combine with other atoms by transferring or by sharing electrons; and  conduct a survey of organic and inorganic compounds
 forces that hold metals together found as natural resources in the Philippines; and
 present data in posters, charts, or multimedia on the uses
of compounds based on their properties.
PBL Task: An Investigation on How Bonds Keep Us Alive

Lesson Number, Learning Objectives Key Understandings Learning Activities Assessment strategies Learning Resources Institutional Core Values
Title, and Focus (KUs) and Key and Strategies and References
Questions (KQs)
Lesson 6.1:  Explain the KUs: A. Unit Opening  Unit Pre-  Aquino, M.D  Social Context and
Ionic Bonds and formation of  The need to Activities Assessment et al. (2017) Concern,
Ionic ionic bonds attain  Unit Pretest Science  Communication
Compounds and ionic stability Unit Pretest - Multiple Links Grade  Practicality and
compounds. enables ions  Multiple Choice 9, Rex Book Realistic
Number of  Explain the to bond and Choice Store, Inc.  Empathy and
Days: 5 octet rule. form ionic  Lesson Pre-  Madriaga, E. Motivation
 Describe how compounds B. Lesson Opening Assessment A. (2012)  Critical thinking
Lesson focus: binary and by gaining Activities  Quick Check Science and Vigilance
 The Octet ternary or losing Activating prior - KWHL Chart Links:  Media Literacy
Rule compounds electrons. knowledge Biology, Rex  Adaptability
 Valence are formed and  The types of I. Quick Check  Formative Book Store,  Faith/Ethics
Electrons write their bonds a II. Vocabulary Assessments Inc.
 Lewis chemical substance Development  Inquiry Lab
Electron Dot formula. have III. KWHL Chart - Metal and
Structure  Recognize influence on IV. Think-Pair-Share Nonmetal
(LEDS) ionic its chemical Combination
 Ionic Charges compounds and physical C. Developmental  Q and A
 Formation of based on their properties. Activities - In ionic
Ionic properties Ionic bonds I. Inquiry Lab compounds,
Compounds such as involve the II. Double-Entry why do metals
 Chemical melting point, transfer of Journal tend to lose
Formulas and hardness, electrons III. Practice exercises electrons while
Names of polarity, and from one IV. Socialized nonmetals gain
Ionic electrical and atom to Discussion electrons?
Compounds thermal another. V. Think-Pair-Share  What to Do
 Important conductivity.  Atomic VI. Online Research - Research on
Ions and  Determine the structure VII. Pen-and-Paper the industrial
Ionic uses of ionic dictates Work importance of
Compounds compounds in bonding,  What to Do ionic
the body and which in compounds.
industries. turn D. Lesson Closing
determines Activities  Lesson
the I. KWHL Chart Summative
structures of II. Sentence Assessment
compounds. Completion  Quick Quiz
III. Quick Quiz - Short Answer
KQ:
 Why is
 stability of
compounds
essential?
 How are
properties
related to
bonding?
Lesson 6.2:  Explain the KUs: A. Lesson Opening  Lesson Pre-  Aquino, M.D  Social Context and
Covalent Bonds formation of  The stability Activities Assessment et al. (2017) Concern,
and Covalent covalent bonds of two Activating prior  Quick Check Science  Communication
Compounds and covalent nonmetals is knowledge - Agree- Links Grade  Practicality and
compounds. achieved I. Quick Check Disagree 9, Rex Book Realistic
Number of  Differentiate ionic through II. Anticipation Guide Store, Inc.  Empathy and
Days: 5 from covalent. covalent  Formative  Madriaga, E. Motivation
 Explain the bonding B. Developmental Assessments A. (2012)  Critical thinking
Lesson focus: molecular which Activities  Inquiry Lab Science and Vigilance
 Formation geometry through enables I. Inquiry Lab - Two Nonmetal Links:  Media Literacy
and Naming VSEPR. them to II. Socialized Combination Biology, Rex  Adaptability
of Covalent  Recognize the share recitation  Q and A Book Store,  Faith/Ethics
Compounds different covalent electrons. III. Demo/Exercise - Can a Inc.
 Molecular compounds based  Covalent IV. Differential compound be
Geometry on their properties bonding Activity classified as
 Properties of such as melting happens  Game ionic or
Ionic Bond point, hardness, between two (Readiness) covalent from
and Covalent polarity, and nonmetals V. Double-Entry its formula
Compounds electrical and where they Journal alone?
thermal share VI. Experiential Explain.
conductivity. electrons to Activity  What to Do
attain VII. Laboratory - Draw the
stability. Activity covalent bonds
 Ionic and • Investigate between
covalent VIII. Gallery Walk molecules and
compounds IX. Pen-and-Paper name covalent
differ in Work compounds.
properties • What to Do
such as  Lesson
hardness, C. Lesson Closing Summative
melting Activities Assessment
point, I. Anticipation Guide  Quick Quiz
boiling II. Exit Pass - Short Answer
point, and III. Quick Quiz
electrical
conductivity
.

KQ: What is the use

 or importance of
covalent compounds in
our daily lives?
Lesson 6.3:  Explain the KUs: A. Lesson Opening  Lesson Pre-  Aquino, M.D
Metallic Bonds formation of  Metals have Activities Assessment et al. (2017)
and Properties metallic bonds. properties Activating prior  Quick Check Science
of Metals  Explain the that knowledge - Magnet Word Links Grade
properties of determine I. Quick Check 9, Rex Book
Number of metals in terms of their uses in II. Magnet Word  Formative Store, Inc.
Days: 5 their structure industries Assessments  Madriaga, E.
 Create an output and society.B. Developmental  Inquiry Lab A. (2012)
Lesson focus: showing metals  A metallic Activities - How Do You Science
 Metallic and their uses. bond is a I. Inquiry Lab Breathe Links:
Bonds and bond among II. Practice/Exercise  Q and A Biology, Rex
Properties metals. The III. Differentiated - How does Book Store,
properties of
Activity metallic Inc.
metals IV. Two-Column bonding differ
include Chart from covalent
malleability,
V. Experiential bonding?
ductility, Learning  What to Do
and high VI. Flash Cards - Create a
melting VII. Four-Box scrapbook
point. Synectics highlighting
VIII. Extension the different
KQs: Activity malleable and
 Why do metals • STEAM ductile metals
have a high Connections and their uses.
melting point? • 21st Century  21st Century
 Why are metals Skills Booster Skills Booster
good  Pen-and-Paper - Make a short
conductors of Work skit on show
electricity? • What to Do how electrons
bond during
C. Lesson Closing ionic, covalent,
Activities and metallic
I. 3-2-1 Exit Card bonding.
II. Quick Quiz  STEAM
Connections
D. Unit Closing - Design a
 Activities product that
I. Unit Ender involves
• Unit Test (with chemical
Differentiated bonding
Task) becomes
II. PBL Task evident and
• An useful in
Investigation science and
on How Bonds technology.
Keep Us Alive
III. Unit Posttest  Lesson
Multiple Choice Summative
Assessment
 Quick Quiz
- Short Answer

SECOND QUARTER: MATTER

Unit VII: The Variety of Carbon Compounds Number of days: 15
Content Standards: Performance standard:
The learners demonstrate an understanding of the type of bonds that carbon forms that result in the The learners will be able to create a database of the organic
diversity of carbon compounds. compounds surveyed, indicating their structure, properties, and
uses.
PBL Task: Hydrocarbons as Fuel

Lesson Learning Objectives Key Understandings Learning Activities Assessment Learning Institutional Core
Number, (KUs) and Key and Strategies strategies Resources and Values
Title, and Questions (KQs) References
Focus
Lesson 7.1:  Explain the KUs: A. Unit Opening  Unit Pre-  Aquino,  Social Context
The Carbon importance of  To understand Activities Assessment M.D et al. and Concern,
Atom carbon. life is to  Unit Pretest (2017)  Communication
 Discuss the understand Unit Pretest - Multiple Science  Practicality and
Number of structure of the organic Choice Links Grade Realistic
Days: 5 carbon atom chemistry which B. Lesson Opening 9, Rex Book  Empathy and
and how it is all about Activities  Lesson Pre- Store, Inc. Motivation
Lesson focus: affects the carbon Activating prior Assessment  Madriaga, E.  Critical thinking
 Carbon types of bonds compounds. knowledge  Quick Check A. (2012) and Vigilance
Structure it forms.  Carbon forms I. Quick Check - Description Science  Media Literacy
 Organic vs  Differentiate more II. Frayer Model Wheel Links:  Adaptability
Inorganic organic from compounds than III. Think-Pair-Share Biology,  Faith/Ethics
inorganic most other  Formative Rex Book
compounds. elements. It is C. Developmental Assessments Store, Inc.
the primary Activities  Inquiry Lab
component of I. Inquiry Lab - Which is
organic II. Pre-Lab Preparation Which?
compounds. III. Laboratory Activity  Q and A
• Investigate - Why is
KQs: IV. Description Wheel carbon
 Why is the study V. Differentiated considered the
of organic Activity most
compounds VI. Graphic Organizer important
important to our • Venn Diagram element?
lives? VII. Raise your Flags!  Investigate
 How do organic VIII. Socialized Activity
compounds benefit Discussion - Oxidation of
and harm human IX. Pen-and-Paper Ethanol
health and the Work • What to Do
environment?  What to Do - Research on
 How does the the allotropes
carbon atom’s D. Lesson Closing of carbon.
structure affect the Activities
types of bonds I. Journal Prompt  Lesson
formed in organic II. Homework Summative
molecules? • The Wohler Assessment
Report  Quick Quiz
III. Quick Quiz - Essay
Lesson 7.2:  Define isomers KUs: A. Lesson Opening  Lesson Pre-  Aquino,  Social Context
Hydrocarbon and isomerism.  The properties Activities Assessment M.D et al. and Concern,
s  Recognize the of carbon Activating prior  Quick Check (2017)  Communication
general classes and determine their knowledge - Short Answer Science  Practicality and
Number of uses of organic functions. I. Quick Check Links Grade Realistic
Days: 5 compounds.  Isomers are II. Hydrocarbon  Formative 9, Rex Book  Empathy and
 Identify the different Organizational Chart Assessments Store, Inc. Motivation
Lesson focus: different classes of arrangements of  Inquiry Lab  Madriaga, E.  Critical thinking
 Isomers hydrocarbons and the same atoms. B. Developmental - Which A. (2012) and Vigilance
and their structures.  Hydrocarbons Activities Hydrocarbon Science  Media Literacy
Isomerism  Enumerate the are compounds I. Inquiry Lab Boils Faster? Links:  Adaptability
 Classes of uses and effects of mainly II. Socialized recitation  Q and A Biology,  Faith/Ethics
Hydrocarb hydrocarbons in containing III. Demo/Exercise - How do Rex Book
ons: daily life. hydrogen and IV. Differential Activity hydrocarbons Store, Inc.
Alkanes, carbon. Types of  Game become useful
Alkenes, hydrocarbons (Readiness) in the field of
Alkynes, include alkane, V. Double-Entry medicine,
and alkene, alkyne, Journal agriculture,
Aromatic and aromatic. VI. Experiential engineering,
Hydrocarb Activity transportation,
ons KQs: VII. Laboratory and
 Use of  What are the Activity communicatio
Hydrocarb effects of • Investigate n?
ons hydrocarbons to VIII. Gallery Walk  What to Do
 Effects of humans, the IX. Pen-and-Paper - Research how
Hydrocarb environment, and Work methane is
ons on other compounds? • What to Do produced.
Health and  How are the
the arrangement and C. Lesson Closing  Lesson
Environme number of carbon Activities Summative
nt. atoms in a I. Anticipation Guide Assessment
hydrocarbon II. Exit Pass  Quick Quiz
related to its III. Quick Quiz - Short Answer
properties?
 How are the three
forms of
unsaturated
hydrocarbons
different? Similar?
Lesson 7.3:  Recognize the KUs: A. Lesson Opening  Lesson Pre-  Aquino,  Social Context
Functional general classes and  Functional Activities Assessment M.D et al. and Concern,
Groups uses of organic groups Activating prior  Quick Check (2017)  Communication
compounds. determine the knowledge - Description Science  Practicality and
Number of  Explain the chemical I. Quick Check Wheel Links Grade Realistic
Days: 5 structure and uses properties of II. Slide Show 9, Rex Book  Empathy and
of different organic Presentation  Formative Store, Inc. Motivation
Lesson focus: functional groups. substances. Assessments  Madriaga, E.  Critical thinking
 Hydroxyl  Develop ways on  The presence of B. Developmental  Inquiry Lab A. (2012) and Vigilance
Group how people can be functional Activities - The Scent of Science  Media Literacy
 Carbonyl protected from groups can be I. Inquiry Lab Things Links:  Adaptability
Group harmful carbon used to predict II. Socialized Recitation  Q and A Biology,  Faith/Ethics
 Carboxyl compounds. the products of a III. Technology Tool - What harmful Rex Book
Group reaction. IV. Fish Bowl/Quick effects will Store, Inc.
 Amines Draw methanol
and KQs: What characterizes V. Differentiated cause to your
Amides the different functional Activity body once
groups and what are their VI. Extension Activities you sip it?
effects on humans and the • STEAM  What to Do
environment? Connections - List down
• 21st Century diseases that
Skills Booster can be treated
VII. Pen-and-Paper by antibiotic
Work penicillin.
• What to Do  21st Century
Skills Booster
C. Lesson Closing - Choose a
Activities stand and
I. Exit Pass analyze
II. Quick Quiz whether the
benefits of
D. Unit Closing carbon and its
Activities compounds
I. Unit Ender outweigh the
• Unit Test (with dangers they
Differentiated possess.
Task)  STEAM
II. PBL Task Connections
• Hydrocarbons as - Make an
 Fuels infomercial
III. Unit Posttest about the
Multiple Choice benefits and
dangers of
carbon and its
compounds.

 Lesson
Summative
Assessment
 Quick Quiz
- Short Answer

SECOND QUARTER: MATTER

Unit VIII: The Mole Concept Number of days: 10
Content Standards: Performance standard:
The learners should be able to demonstrate an understanding of the unit mole, which quantitatively The learners will be able to analyze the percentage composition
measures the number of very small particles of matter. of different brands of two food products and decide on the
products’ appropriate percentage composition.
PBL Task: Using Percentage Composition to Analyze the Food That We Eat

Q2 SIP: Stoichiometry of the Decomposition of Potassium Chlorate

Lesson Number, Learning Key Understandings Learning Activities Assessment Learning Institutional Core Values
Title, and Focus Objectives (KUs) and Key Questions and Strategies strategies Resources and
(KQs) References
Lesson 8.1: Mole  Define KUs: A. Unit Opening  Unit Pre-  Aquino, M.D  Social Context and
and Mass mole.  Understanding Activities Assessment et al. (2017) Concern,
Relationship  Use the moles leads to a  Unit Pretest Science  Communication
mole better Unit Pretest - Multiple Links Grade  Practicality and
Number of Days: concept to understanding of Choice 9, Rex Book Realistic
4 express molecules B. Lesson Opening Store, Inc.  Empathy and
the mass  The mole is an Activities  Lesson Pre-  Madriaga, E. Motivation
Lesson focus: of essential concept Activating prior Assessment A. (2012)  Critical thinking
 Avogadro’s substance in understanding knowledge  Quick Check Science and Vigilance
Number s. the mechanisms I. Quick Check - Who Am I? Links:  Media Literacy
 Molar Mass  Solve for of chemistry and II. Word Splash Biology, Rex  Adaptability
 Formula Mass molar has a significant III. Think-Pair-Share  Formative Book Store,  Faith/Ethics
or Molecular mass and role in chemical Assessments Inc.
Mass formula calculations and C. Developmental  Inquiry Lab
 Stoichiometri mass. the application of Activities - Mole and
c Conversions dimensional I. Inquiry Lab Mass
analysis in their II. Brainstorm Activity  Q and A
solution. III. Simile - What is mole?
 The unit mole is IV. Laboratory How is it used
the counting unit Activity to measure the
in chemistry.  Investigate amount of a
Knowing mole V. Direct Instruction substance?
relationships is  The Edible  Investigate
important to Atom Activity
better quantify VI. Practice Exercises - Mole: The
elements and VII. Extension Counting Unit
understand Activity - Calculate
chemical  21st Century stoichiometric
changes. Mole Skills Booster problems.
relationships may VIII. Pen-and-Paper  21st Century
be summarized Work Skills Booster
as: mole to mass,  What to Do - Research the
mole to mole, claim that
mass to mass, D. Lesson Closing stoichiometry
mole to number Activities is the lifeline
of particles, and I. Word Splash Revisit of chemistry
mass to number II. Exit Pass and make a
of particles. III. Quick Quiz slideshow to
present the
KQs: research
 Why use moles to output.
know the number of
molecules you have  Lesson
in a sample of a Summative
substance? Assessment
 How is Avogadro’s  Quick Quiz
mole essential to - Problem
understanding Solving
stoichiometry?
Lesson 8.2: The  Identify the KUs: A. Lesson Opening  Lesson Pre-  Aquino, M.D  Social Context and
Percentage-by- percentage  The percentage Activities Assessment et al. (2017) Concern,
Mass composition composition of a Activating prior  Quick Check Science  Communication
Composition and of a component in a knowledge - Agree- Links Grade  Practicality and
Chemical compound compound is the I. Quick Check Disagree 9, Rex Book Realistic
Formula of a given its percent of the II. Exit Pass Synthesis Chart Store, Inc.  Empathy and
Compound chemical total mass of the  Madriaga, E. Motivation
formula and compound that is B. Developmental  Formative A. (2012)  Critical thinking
Number of Days: vice versa. due to that Activities Assessments Science and Vigilance
6  Differentiate component. It can I. Inquiry Lab  Inquiry Lab Links:  Media Literacy
empirical be determined II. Brainstorming - Share-A-Coin Biology, Rex  Adaptability
Lesson focus: formula from through Activity  Q and A Book Store,  Faith/Ethics
 Percentage molecular experiments or III. Direct Instruction - How does the Inc.
Composition formula. simply by making IV. Practice Exercises molecular
 Chemical  Compute the use of the V. Extension Activity formula of a
Formula empirical information  STEAM compound
 Empirical formula of a supplied in the Connections differ from
Formula and compound formula of the VI. Pen-and-Paper the empirical
Molecular given its compound. Work formula?
Formula molecular  The formulas  What to Do  What to Do
formula and manifest the - Calculate the
vice versa. changes C. Lesson Closing percentage
occurring in Activities composition
elements and I. Simile of
compounds and II. Quick Quiz compounds.
can help express  STEAM
these changes in a D. Unit Closing Connections
scientific and Activities - Make a short
precise manner. I. Unit Ender film about
 The empirical • Unit Test (with how
formula is the Differentiated stoichiometry
simplest formula. Task) can be used in
The subscript II. PBL Task the field of
describes the • Using technology.
smallest possible Percentage
ratio of atoms in a Composition to  Lesson
particular Analyze the Summative
molecule. Food That We Assessment
Molecular Eat  Quick Quiz
formula, on the III. Unit Posttest - Problem
 THIRD QUARTER: EARTH AND SPACE
Key Stage Standards:
The learners should have developed scientific, technological, and environmental literacy and can make that would lead to rational choices on issues confronting them.
Having been exposed to scientific investigations related to real life, they should recognize that the central feature of an investigation is that if one variable is changed
(while controlling all others), the effect of the change on another variable can be measured. The context of the investigation can be problems at the local or national level to
allow them to communicate with learners in other parts of the Philippines or even from other countries using appropriate technology.

The learners should demonstrate an understanding of science concepts and apply science inquiry skills in addressing real-world problems through scientific investigations.
Grade level standards:
At the end of Grade 9, learners have gained a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall health. They have become
familiar with some technologies that introduce desired traits in economically important plants and animals.

Learners can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise from such
rearrangements.

Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped for human use. They are
familiar with climatic phenomena that occur on a global scale. They can explain why certain constellations can be seen only at certain times of the year.

Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum.
Unit IX: Volcanoes Number of days: 15
Content Standards: Performance standard:
The learners should be able to demonstrate an understanding of volcanoes found in the Philippines. The learners will:
 participate in activities that reduce the risks and lessen
the effects of climate change and
 shows emergency preparedness before, during, and after
a volcanic eruption including following advisories
regarding alert levels and calls for evacuation given by
responsible government agencies.
PBL Task: Designing a Simple and co-Friendly Geothermal Power Plant Model

Lesson Number, Learning Objectives Key Understandings Learning Activities Assessment strategies Learning Institutional Core
Title, and Focus (KUs) and Key and Strategies Resources and Values
Questions (KQs) References
Lesson 9.1:  Explain the KUs: A. Unit Opening  Unit Pre-  Aquino,  Social Context and
Volcanoes formation of a  Volcanoes Activities Assessment M.D et al. Concern,
volcano are part of  Unit Pretest (2017)  Communication
Number of Days:  Enumerate the this world, Unit Pretest - Multiple Science  Practicality and
4 different which proves Choice Links Grade Realistic
features of a that it has a B. Lesson Opening 9, Rex Book  Empathy and
Lesson focus: volcano purpose in Activities  Lesson Pre- Store, Inc. Motivation
 Cinder Cones  Describe the this system. Activating prior Assessment  Madriaga, E.  Critical thinking
 Composite different types A volcano is knowledge  Quick Check A. (2012) and Vigilance
Volcanoes of volcanoes. an opening I. Quick Check - Short Answer Science  Media Literacy
 Shield  Differentiate on Earth’s II. Word Splash Links:  Adaptability
Volcanoes active surface  Formative Biology, Rex  Faith/Ethics
 Volcanic volcanoes from where C. Developmental Assessments Book Store,
Domes inactive molten rock, Activities  Inquiry Lab Inc.
 Supervolcanoe volcanoes. gases, and I. Inquiry Lab - Vocabulary
s other II. Differentiated Worksheet
 Submarine pyroclastic Activity  Q and A
Volcanoes materials are III. Direct Instruction - What controls
 Subglacial ejected IV. Tiered Task the shape of a
Volcano through the V. Think-Pair-Share volcano?
crust. VI. Magnet Word DI • What to Do
 There are VII. Socialized - Brochure-
many Recitation Making
different VIII. Two-Column  21st Century
types of Note-Taking Skills Booster
volcanoes. IX. Extension - Research the
Depending Activity types, origins,
on the  21st Century and activities of
duration and Skills a volcano in the
frequency of Booster country of your
their X. Pen-and-Paper choice.
activities, Work
volcanoes  What to Do  Lesson
can be Summative
classified as D. Lesson Closing Assessment
active, Activities  Quick Quiz
dormant, or I. Four-Box - Short Answer
extinct. They Synectics
can also be II. Homework
 classified III. Quick Quiz
based on
their shape,
the materials
they are
made of, and
the way they
erupt.

KQs:
 What is the role
of volcanoes in
Earth’s system?
 What controls
the shape of a
volcano?

Lesson 9.2:  Explain what KUs: A. Lesson Opening  Lesson Pre-  Aquino,  Social Context and
Volcanic happens when a  Volcanic Activities Assessment M.D et al. Concern,
Eruption specific volcano eruptions are Activating prior  Quick Check (2017)  Communication
erupts. classified knowledge - Sequence Science  Practicality and
Number of Days:  Enumerate factors based on the I. Quick Check Completion Links Grade Realistic
5 that trigger following II. Think-Pair-Share 9, Rex Book  Empathy and
volcanic eruptions. mechanisms:  Formative Store, Inc. Motivation
Lesson focus:  Demonstrate magmatic B. Developmental Assessments  Madriaga, E.  Critical thinking
 Process measures to eruptions, Activities  Inquiry Lab A. (2012) and Vigilance
involved in undertake before, phreatomag I. Inquiry Lab - Factors Science  Media Literacy
Volcanic during, and after a matic II. Direct Instruction affecting Links:  Adaptability
Eruption volcanic eruption. eruptions, III. Graphic Magma Biology, Rex  Faith/Ethics
 Classification and phreatic Organizer Movement Book Store,
of Volcanic eruptions.  Tripple Venn  Q and A Inc.
Eruptions  Volcanic Diagram - What materials
 Volcano Alert activity IV. Laboratory are commonly
Levels in the occurs when Activity associated with
Philippines magma,  Investigate volcanic
and in Other molten rock V. Cycle Map processes
Countries below VI. Ten-Minute  Investigate
Earth’s Recitation Activity
surface, rises VII. Disaster - Volcanic
 through Preparedness DI Eruption
pipes and VIII. Extension  What to Do
fissures in Activity - Produce an
the crust. IX. STEAM infomercial
 Proper Connections highlighting the
information X. Pen-and-Paper importance of
and Work preparedness in
emergency  What to Do the event of a
preparedness volcanic
will help C. Lesson Closing eruption.
keep society Activities  STEAM
safe from I. 3Ws Exit Pass Connections
volcanic II. Quick Quiz - Search the
activity. internet and
create a 3D
KQs: model showing
 Why are the different
volcanoes features of your
prevalent in chosen
certain parts of volcano.
the Earth?
 How can we  Lesson
minimize the Summative
impacts of Assessment
volcanic  Quick Quiz
eruption? - Enumeration

Lesson 9.3:  Present how KU: Volcanism, A. Lesson Opening  Lesson Pre-  Aquino,  Social Context and
Energy from energy from during an eruption Activities Assessment M.D et al. Concern,
Volcanoes volcanoes may be in particular, has Activating prior  Quick Check (2017)  Communication
tapped for human recorded knowledge - Short Answer Science  Practicality and
Number of Days: use. considerable I. Quick Check Links Grade Realistic
6  Explain the negative impact on II. Vocabulary  Formative 9, Rex Book  Empathy and
mechanisms Earth. Despite their Development Assessments Store, Inc. Motivation
Lesson focus: involved in the effects, volcanoes III. Revisit Word  Inquiry Lab  Madriaga, E.  Critical thinking
 Geothermal different types of are important Splash - Geothermal A. (2012) and Vigilance
Energy and geothermal power dynamics of the Plant Model Science  Media Literacy
Ways to plants. planet. Men B. Developmental  Q and A Links:  Adaptability
Harness It realized that the Activities - What are the Biology, Rex  Faith/Ethics
 geothermal energy I. Inquiry Lab different types Book Store,
from Earth’s II. Socialized of geothermal Inc.
interior can be Recitation power plants?
converted into III. Research Work  What to Do
alternative energy IV. Journal Entry - Make a
using different V. Pen-and-Paper schematic
geothermal power Work diagram
plants. - What to Do showing how a
KQs: simple
 In what ways C. Lesson Closing household heat
are volcanoes Activities pump harnesses
beneficial to I. Exit Pass geothermal
us? II. energy.
 Can we utilize Examples/Reflection Compare the
the energy III. Quick Quiz heat pump
coming from system with an
volcanoes? D. Unit Closing emerging
Activities method known
I. Unit Ender as Hot Dry
• Unit Test Rock (HDR)
(with technology.
Differentiated
Task)  Lesson
II. PBL Task Summative
• Designing a Assessment
simple and  Quick Quiz
Eco-friendly - Not Available
Geothermal
Power Plant
Model
III. Unit Posttest
 Multiple
Choice

THIRD QUARTER: EARTH AND SPACE

Unit X: The Climate Number of days: 10
Content Standards: Performance standard:
The learners should be able to demonstrate an understanding of volcanoes factors that affect climate, the The learners will participate in activities that reduce the risks
effects of changing climate, and how to adapt accordingly. and lessen the effects of climate change.

PBL Task: Designing of an Efficient and Sustainable Greenhouse

Lesson Number, Learning Key Understandings Learning Activities Assessment strategies Learning Resources Institutional Core Values
Title, and Focus Objectives (KUs) and Key and Strategies and References
Questions (KQs)
Lesson 10.1:  Explain how KUs: A. Unit Opening  Unit Pre-  Aquino, M.D  Social Context and
Different different  Climate Activities Assessment et al. (2017) Concern,
Factors factors affect awareness  Unit Pretest Science  Communication
Affecting the climate prepares Unit Pretest - Multiple Choice Links Grade  Practicality and
Climate of an area. people for 9, Rex Book Realistic
 Identify the proper B. Lesson Opening  Lesson Pre- Store, Inc.  Empathy and
Number of climates in response to Activities Assessment  Madriaga, E. Motivation
Days: 5 different climatic Activating prior  Quick Check A. (2012)  Critical thinking
places using activities. knowledge - Identification Science and Vigilance
Lesson focus: their  Climate is I. Quick Check Links:  Media Literacy
 Latitude locations in influenced II. Film Showing  Formative Biology, Rex  Adaptability
 Ocean the globe. by several Assessments Book Store,  Faith/Ethics
Currents factors C. Developmental  Inquiry Lab Inc.
 Winds which when Activities - Ocean Currents
 Elevation taken as a I. Inquiry Lab  Investigate
 Relief whole II. Socialized Activity
 Proximity to determines Recitation - Observing
Water the region’s III. Laboratory Activity Greenhouse Gas
climatic  Investigate Effects
condition. IV. Think-Pair-Share  Q and A
 Human V. Fish Bowl - How does the
lifestyle and VI. Discussion global water
environmen VII. Two-Column affect the
tal Note-Taking climate in
conditions VIII. Research Work different
adapt to a IX. Extension Activity continents?
certain  21st Century  What to Do
climate of a Skills Booster - Identify one
region. X. Pem-and-Paper biome in the
Work world and the
KQs:  What to Do factor that
  What greatly affect its
geographic D. Lesson Closing climatic
features and Activities condition.
climatic I. Exit Pass  21st Century
elements will II. Quick Quiz Skills Booster
you choose in - Make a gallery
deciding a of photos
particular showing
place to settle biodiversity that
in? thrive in
 How does the different climate
global water zones or biomes
affect the around the
climate in world.
different
continents?  Lesson
Summative
Assessment
 Quick Quiz
- Enumeration
Lesson 10.2:  Identify certain KU: Climate A. Lesson Opening  Lesson Pre-  Aquino, M.D  Social Context and
Global Climate climatic change is a global Activities Assessment et al. (2017) Concern,
Change phenomena that problem. Activating prior  Quick Check Science  Communication
Phenomenon occur on a Unfortunately, knowledge - Picture Analysis Links Grade  Practicality and
global level. such changed was I. Quick Check 9, Rex Book Realistic
Number of  Devise a design caused by an II. Film Showing  Formative Store, Inc.  Empathy and
Days: 5 or program that anthropogenic Assessments  Madriaga, E. Motivation
could reduce the activity associated B. Developmental  Inquiry Lab A. (2012)  Critical thinking
Lesson focus: risks and lessen with Activities - Global Warming Science and Vigilance
 Global the effects of industrialization I. Inquiry Lab Phenomenon Links:  Media Literacy
Warming climate change. and population II. Note-Taking with  Q and A Biology, Rex  Adaptability
 Main growth. It affects Concept Wheel - When and how Book Store,  Faith/Ethics
Indicators of all abiotic and Graphic Organizer did climate Inc.
Climate biotic components III. Differentiated change become a
Change of the planet. Instruction global problem?
 Causes of With the impacts IV. Extension Activity  What to Do
Climate being felt  STEAM - Apply for a
Change worldwide, people Connections membership to
 Climate have realized that V. Pen-and-Paper an
 Change in now is the right Work environmental
Focus: time to mitigate  What to Do organization and
Impacts and the problem so as participate in its
Threats to save mankind C. Lesson Closing various
 Ways to and planet Earth Activities campaigns and
Mitigate the as a whole. I. Simile programs.
Effects of KQs: II. Quick Quiz  STEAM
Climate  Why is Connections
Change climate D. Unit Closing - Plan on how
changing? Activities humans can
 Has the world I. Unit Ender share in the
really • Unit Test (with mitigation of
warmed? Differentiated climate change.
 When did Task) Design a model
climate II. PBL Task of an alternative
become a • Design of an source of energy
global efficient and or a simple
problem? sustainable online campaign
greenhouse about carbon
III. Unit Posttest emissions in
• Multiple relation to
Choice climate change
and global
warming.

 Lesson
Summative
Assessment
 Quick Quiz
- Identification
 THIRD QUARTER: EARTH AND SPACE
Unit XI: The Stars and Constellations Number of days: 10
Content Standards: Performance standard:
The learners should be able to demonstrate an understanding of the relationship between the visible The learners will discuss whether or not popular beliefs and
constellations in the sky and Earth’s position along its orbit. practices with regard to constellations and astrology have
scientific bases.

PBL Task: Stars and Constellations Magazine: Aid for Learning Stars and Constellations in an Easy Way

Q3 SIP: The Galileo Method for Observing the Stars

Lesson Number, Learning Key Understandings Learning Activities Assessment Learning Resources Institutional Core Values
Title, and Focus Objectives (KUs) and Key and Strategies strategies and References
Questions (KQs)
Lesson 11.1:  Compare the KUs: A. Unit Opening  Unit Pre-  Aquino, M.D  Social Context and
Characteristics characteristi  The distance Activities Assessment et al. (2017) Concern,
of Stars cs of stars between the Sun  Unit Pretest Science  Communication
based on the and the stars to Unit Pretest - Multiple Links Grade  Practicality and
Number of characteristi Earth makes life Choice 9, Rex Book Realistic
Days: 5 cs of the possible on our B. Lesson Opening Store, Inc.  Empathy and
Sun. planet. Activities  Lesson Pre-  Madriaga, E. Motivation
Lesson focus:  Discuss how  A star is a Activating prior Assessment A. (2012)  Critical thinking
 Introduction stars are massive ball of knowledge  Quick Check Science and Vigilance
to Stars different plasma that I. Quick Check - Short Answer Links:  Media Literacy
 The from planets emits light II. KWHL Chart Biology, Rex  Adaptability
Evolution of and identify throughout the  Think-Pair-  Formative Book Store,  Faith/Ethics
Stars some stars universe. Our Share Assessments Inc.
 Other Classes using their Sun is just one  Inquiry Lab
of Stars characteristi of the billions of C. Developmental - Measuring
cs. stars in the Activities Parallax
universe. A star I. Inquiry Lab  Q and A
can be defined II. Laboratory - What can be
by five basic Activity said about the
characteristics:  Investigate absolute
brightness, III. Socialized magnitude of
color, surface Discussion two equal-
temperature, IV. Pen-and-Paper sized stars
size, and mass. Work whose colors
 Stars are seen in  What to Do are blue and
the same yellow?
relative D. Lesson Closing • Investigate
positions year Activities Activity
after year. I. Journal Prompt - Observing
Stellar parallax II. KWHL Chart Stars
can be used to III. Quick Quiz  What to Do
determine - Create a
astronomical graphic
distance. organizer
showing 10
KQs: stars and their
 How do the stars distinct
affect the characteristics
conditions of life .
in our planet?  21st Century
 Why do we need to Skills Booster
study the stars? - During
ancient times,
constellations
played a vital
role in
exploration
and
navigation.
Through a
short skit,
show how
people used
constellations
in exploration
and
navigation.
You must
show how
constellations
became part
of their
culture,
 beliefs, and
practices.

 Lesson
Summative
Assessment
 Quick Quiz
- True or False
Lesson 11.2:  Infer that the KUs: A. Lesson Opening  Lesson Pre-  Aquino, M.D  Social Context and
Constellations arrangement of  The system that Activities Assessment et al. (2017) Concern,
stars in a group governs stars Activating prior  Quick Check Science  Communication
Number of does not and knowledge - Chart Links Grade  Practicality and
Days: 5 change. constellations I. Quick Check Completion 9, Rex Book Realistic
 Enumerate and also gives data II. Frayer Model Store, Inc.  Empathy and
Lesson focus: describe on Earth’s time,  Formative  Madriaga, E. Motivation
 Introduction different date, and B. Developmental Assessments A. (2012)  Critical thinking
to constellations. direction. Activities  Inquiry Lab Science and Vigilance
Constellation  A constellation I. Inquiry Lab - Observing Links:  Media Literacy
s is a group or II. Two-Column Constellations Biology, Rex  Adaptability
 Astronomical patterns of stars Note-Taking in the Night Book Store,  Faith/Ethics
Instruments in the night sky, III. Socialized Sky Inc.
 Constellation while asterism Discussion  Q and A
s in Focus refers to the IV. Extension - What are the
 Different distinctive Activity different types
Constellation pattern formed V. 21st Century Skills of
s in the Sky by a group of Booster constellations
 Some Famous stars that VI. Pen-and-Paper ? How are
Constellation belongs to one Work they
s or more VII. What to Do classified?
constellations.  What to Do
C. Lesson Closing - Conduct
KQs: Activities research about
 How do the I. Research Work “Adopted
constellations II. Quick Quiz Constellations
affect the ” and make a
conditions of life poem that will
on our planet? reveal the
 Why do we need to interesting
study the characteristics
 constellations? of the
constellations.

 Lesson
Summative
Assessment
 Quick Quiz
- Short Answer
Lesson 11.3:  Observe how KUs: A. Lesson Opening  Lesson Pre-  Aquino, M.D  Social Context and
Positions of the Position of  Stars look Activities Assessment et al. (2017) Concern,
Constellations constellations different Activating prior  Quick Check Science  Communication
changes during because of their knowledge - Picture Links Grade  Practicality and
Number of the night. temperature, I. Quick Check Analysis 9, Rex Book Realistic
Days: 6  Identify which luminosity, and II. Film Showing Store, Inc.  Empathy and
constellations stage of their III. KWHL Chart  Formative  Madriaga, E. Motivation
Lesson focus: may be observe life’s cycle. Assessments A. (2012)  Critical thinking
 The Changing at different They have B. Developmental  Inquiry Lab Science and Vigilance
Constellation times of the different colors Activities - Changing Links:  Media Literacy
s year using based on their I. Inquiry Lab Constellations Biology, Rex  Adaptability
 Zodiac models. stage in the life II. DIY Constellation  Q and A Book Store,  Faith/Ethics
Constellation  Relate the cycle. Map - Why do most Inc.
s position of a  Hertzsprung- III. Socialized constellations
 Factors That constellations Russel diagrams Discussion and stars
Cause the with respect to allow us to IV. Extension move in the
Changing the Sun. analyze and Activity sky?
Positions of identify the life V. STEAM  What to Do
Constellation cycle of a star. Connections - Write an essay
s.  Stars have a life VI. Pen-and-Paper and argue on
 Astronomy cycle, starting Work the following
vs. Astrology from birth to  What to Do questions.
 Unique their death. Our Why is Polaris
Culture and Sun is 4.6 C. Lesson Closing important?
Belief System billion years old, Activities Will it always
 Use of and it passed its I. KWHL Chart be the “Pole
Constellation middle age. II. Whip Around or North
s to People  The universe is III. Quick Quiz Star”? Why
Today so vast that no do
one could tell D. Unit Closing constellations
where it starts Activities appear to
 and where it I. Unit Ender change
ends. The • Unit Test position in the
universe is (with sky?
expanding. Differentiated  STEAM
Task) Connections
KQs: II. PBL Task - Create a 2D or
 How do we know • Stars and 3D model that
the type of a star Constellations will exhibit
(young vs. old, low Magazine: the position of
mass vs. big mass, Aid for the Big
hot or cold) by Learning Stars Dipper in the
looking at an H-R and sky as Earth
diagram? Constellations rotates around
 What factors in an Easy its axis and
determine the Way revolves
characteristics of a III. Q3 SIP around the
star?  Galileo Sun.
 Why are Method for
constellations Observing the  Lesson
important to Stars Summative
astronomers and to III. Unit Posttest Assessment
us?  Multiple  Quick Quiz
 Why does a Choice - Essay
constellation look
different during
different seasons
(winter vs.
summer)?

FOURTH QUARTER: FORCE, MOTION, AND ENERGY

Key Stage Standards:
The learners should have developed scientific, technological, and environmental literacy and can make that would lead to rational choices on issues confronting them.
Having been exposed to scientific investigations related to real life, they should recognize that the central feature of an investigation is that if one variable is changed
(while controlling all others), the effect of the change on another variable can be measured. The context of the investigation can be problems at the local or national level to
allow them to communicate with learners in other parts of the Philippines or even from other countries using appropriate technology.

The learners should demonstrate an understanding of science concepts and apply science inquiry skills in addressing real-world problems through scientific investigations.
Grade level standards:
At the end of Grade 9, learners have gained a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall health. They have become
familiar with some technologies that introduce desired traits in economically important plants and animals.

Learners can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise from such
rearrangements.

Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped for human use. They are
familiar with climatic phenomena that occur on a global scale. They can explain why certain constellations can be seen only at certain times of the year.

Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum.
Unit XII: Mechanics of Motion Number of days: 14
Content Standards: Performance standard:
The learners should be able to demonstrate an understanding of projectile motion, impulse and The learners will:
momentum, and conservation of linear momentum.  propose ways to enhance sports related to projectile
motion and
 advocate road safety through various media focusing on
vehicular collisions.
PBL Task: Design of an Anti-collision Model for Solar Vehicles

Lesson Number, Learning Key Understandings Learning Activities Assessment Learning Institutional Core Values
Title, and Focus Objectives (KUs) and Key and Strategies strategies Resources and
Questions (KQs) References
Lesson 12.1:  Determine KUs: A. Unit Opening  Unit Pre-  Aquino, M.D  Social Context and
Projectile the horizontal  Many human Activities Assessment et al. (2017) Concern,
Motion: A Two- and vertical activities are  Unit Pretest Science  Communication
Dimension components manifestations Unit Pretest - Multiple Links Grade  Practicality and
Motion of a projectile of objects that Choice 9, Rex Book Realistic
motion. do not fall B. Lesson Opening Store, Inc.  Empathy and
Number of Days:  Explain the from a moving Activities  Lesson Pre-  Madriaga, E. Motivation
7 relationship target straight Activating prior Assessment A. (2012)  Critical thinking
between the to the ground. knowledge  Quick Check Science and Vigilance
Lesson focus: angle of  The horizontal I. Quick Check - Venn Links:  Media Literacy
 Projectile release and and vertical II. Frayer Model Diagram Biology, Rex  Adaptability
Motion the height components of III. Agree-Disagree Book Store,  Faith/Ethics
 Components and range of all projectiles Response Chart  Formative Inc.
of Projectile the projectile. are solved Assessments
Motion  Identify the independently. C. Developmental  Inquiry Lab
 Factors That factors that At maximum Activities - Which coin
Affect affect the height, the I. Picture Analysis hits the floor
Projectile motion of a vertical II. Idea Bulb first?
Motion projectile. velocity of a III. Inquiry Lab  Q and A
 Types of projectile at a IV. Socratic Dialogue - At what point
Projectile given height and Demonstration in its path
Motion while V. Laboratory does a
travelling up is Activity projectile
equal to the  Investigate have its
speed of the VI. Homework minimum
projectile at the  Student Demo speed?
same height  RAFT  Investigate
when travelling VII. Experiential Activity
down. Learning - Describing
 Catapult Motion in
KQ: How do 2D (and or Contest Two
3D) motion concepts VIII. Graphic Dimensions
relate to real-life events? Organizer  What to Do
 Field Trip - Build a
IX. Web Connection catapult using
X. Extension Activity a spoon,
 21st Century popsicle
Skills Booster sticks, and
XI. Pen-and-Paper rubber bands.
Work Launch clay
 What to Do balls using
your catapult.
D. Lesson Closing Measure the
Activities farthest
I. Whip Around distance that
II. Friendly Letter the clay balls
III. Hallway Exhibit traveled.
IV. Quick Quiz Check also if
your catapult
can launch
clay balls that
will hit a
particular
target.
  21st Century
Skills Booster
- Critic a TV
show, film, or
cartoon that
includes
scenes with
projectile
motion which
feature a
character who
violates the
laws of
physics
related to the
path traveled
by a
projectile.

 Lesson
Summative
Assessment
 Quick Quiz
- Problem
Solving
Lesson 12.2:  Define impulse, KUs: A. Lesson Opening  Lesson Pre-  Aquino, M.D  Social Context and
Momentum and momentum, and  Momentum Activities Assessment et al. (2017) Concern,
its Conservation collision. plays many Activating prior  Quick Check Science  Communication
 Discuss how roles in our knowledge - Essay Links Grade  Practicality and
Number of Days: impulse and lives. Linear I. Quick Check 9, Rex Book Realistic
7 momentum relate momentum is a II. Video Analysis  Formative Store, Inc.  Empathy and
to the collision of measure of the III. Think-Pair-Share Assessments  Madriaga, E. Motivation
Lesson focus: objects (e.g., difficulty  Inquiry Lab A. (2012)  Critical thinking
 MOMENTU vehicular encountered in B. Developmental - Recoil Science and Vigilance
M collision). bringing an Activities Momentum Links:  Media Literacy
 Impulse  Explain that the object to rest. I. Inquiry Lab and Biology, Rex  Adaptability
 Impulse- total momentum Impulse is the II. Skateboard Book Store,  Faith/Ethics
Momentum before and after a product of Lecture/Discussion  Q and A Inc.
Theorem collision is equal. force acting on III. Concept Check - Think of three
 Conservation  Apply the law of an object and IV. Socratic Dialogue animals in the
of Momentum Conservation of the time that V. Think-Pair-Share wild that have
 Types of Momentum in the force acts. VI. Homework distinctive or
Collisions solving problems  Momentum, VII. Extension unusual body
on collision. like energy, is Activity shapes. For
 Discuss the also conserved.  STEAM each of these
effects and The law of Connections animals,
predict the causes conservation of VIII. Pen-and-Paper describe how
of collision- Momentum Work its body shape
related states that the - What To Do helps its
damages/injuries. momentum lost momentum
by object 1 is C. Lesson Closing and how
equal to the Activities momentum
momentum I. Journal Writing affects its
gained by II. Portfolio Activity survival in the
Object 2. III. Quick Quiz wild.
Mav1a +  What to Do
mbv1b = D. Unit Closing - Relate the
mav2a+mbv2b. Activities word
 There are two I. Unit Ender momentum as
general types • Unit Test defined in this
of collisions in (with lesson to how
physics: elastic Differentiated it was used in
and inelastic. Task) the statement:
An inelastic II. PBL Task “The school’s
collision • Design of an basketball
occurs when anti-collision team dictates
two objects Model for the league’s
collide and do Solar momentum.”
not bounce Vehicles  STEAM
away from III. Unit Posttest Connections
each other. An • Multiple - In groups with
elastic collision Choice five members
occurs when each, create
the two objects an infomercial
“bounce” apart focusing on
when they road safety.
collide.
KQ: How can you apply  Lesson
 the concept of Summative
momentum to everyday Assessment
life situations?  Quick Quiz
- Problem
Solving

FOURTH QUARTER: FORCE, MOTION, AND ENERGY

Unit XIII: Energy: Transformation and Conservation Number of days: 14
Content Standards: Performance standard:
The learners should be able to demonstrate an understanding of the conservation of mechanical energy. The learners will create a device that shows the conservation of
mechanical energy.

PBL Task: Identifying Factors Affecting the Electricity That a Wind Propeller Generates

Lesson Number, Learning Key Understandings Learning Activities Assessment strategies Learning Resources Institutional Core Values
Title, and Focus Objectives (KUs) and Key and Strategies and References
Questions (KQs)
Lesson 13.1:  Identify the KUs: A. Unit Opening  Unit Pre-  Aquino, M.D  Social Context and
Energy different  Energy Activities Assessment et al. (2017) Concern,
Transformation forms of comes in  Unit Pretest Science  Communication
energy. various Unit Pretest - Multiple Choice Links Grade  Practicality and
Number of Days: 6  Explain forms but is 9, Rex Book Realistic
how energy classified B. Lesson Opening  Lesson Pre- Store, Inc.  Empathy and
Lesson focus: transforms as either Activities Assessment  Madriaga, E. Motivation
 Forms of from one potential Activating prior  Quick Check A. (2012)  Critical thinking
Energy form to energy or knowledge - Picture Analysis Science and Vigilance
- Potential another. kinetic I. Quick Check Links:  Media Literacy
Energy energy. The II. KWL Chart  Formative Biology, Rex  Adaptability
- Kinetic different III. Think-Pair-Share Assessments Book Store,  Faith/Ethics
Energy forms of  Inquiry Lab Inc.
 Energy energy that C. Developmental - Energy from a
Conversions are Activities Candy
- In juggling classified I. Inquiry Lab  Q and A
- In a Pole under II. Anticipated - What would
Vault kinetic Response have happened if
- In a include III. Brainstorming nature did not
Pendulum motion, IV. Demonstration allow the
- In a thermal, V. Socratic Dialogue transformation
Waterfall radiant, VI. Video of energy?
sound, and Presentation  Investigate
electrical VII. Show and Tell Activity
energies. VIII. Laboratory - Conservation of
Those Activity Mechanical
under  Investigate Energy
potential IX. Collaborative  What to Do
energy are Activity - Draw and label a
gravitationa X. Extension Activity diagram that
l,  21st Century demonstrates
mechanical, Skills Booster how kinetic
chemical, XI. Pen-and-Paper energy can be
and nuclear Work converted into
energies.  What to Do potential energy
 Energy and vice versa in
transformat D. Lesson Closing any sports
ions happen Activities including ball
all the time I. Portfolio games, diving,
and involve Assignments etc.
the process II. Short Answer  21st Century
of III. Group Work Skills Booster
converting IV. Quick Quiz - Discuss the
energy various ways of
from one energy
form to conversions that
another. happen in nature
The and in sports.
efficiency
of the  Lesson
system Summative
undergoing Assessment
transformat  Quick Quiz
ion depends - Short Answer
on the
number of
energy
conversions
within the
system.
 KQ: How does an
understanding of the
forms of energy and
energy conversions
help society?

Lesson 13.2:  Define the law KUs: A. Lesson Opening  Lesson Pre-  Aquino, M.D  Social Context and
Conservation of of conservation  Man Activities Assessment et al. (2017) Concern,
Energy of energy. depends on Activating prior  Quick Check Science  Communication
 Cite examples energy in knowledge - Short Answer Links Grade  Practicality and
Number of Days: 8 of activities many I. Quick Check 9, Rex Book Realistic
that aspects of II. Frayer Model  Formative Store, Inc.  Empathy and
Lesson focus: demonstrate life. Many Assessments  Madriaga, E. Motivation
 Work-Energy the common B. Developmental  Inquiry Lab A. (2012)  Critical thinking
Theorem conservation of other Activities - What Would Science and Vigilance
 Law of mechanical examples I. Inquiry Lab Make a Card Links:  Media Literacy
Conservation of energy. of energy II. Video Jump Biology, Rex  Adaptability
Energy  Discuss how sources Presentations  Q and A Book Store,  Faith/Ethics
the total help  Energy on - What happens to Inc.
mechanical provide Demand the amount of
energy remains fuel to  Alternative energy of an
the same man’s daily Energy Project object that falls
during any energy III. Demonstration from the top of a
process. needs. IV. Experiential two-story
 It is Learning building?
important  Power Rating  What to Do
to of Electrical - Discuss how the
recognize Appliances conservation of
the major  Audit on Daily energy happens
energy Energy Used in various
sources V. Extensional activities like
people use Activity archery and
today to  STEAM riding a roller
meet their Connections coaster in an
energy VI. Pen-and-Paper amusement park.
needs and Work  STEAM
the effects  What to Do Connections
human - Create a
 beings have C. Lesson Closing mechanical toy
on Activities that will show
pollution I. Portfolio the conservation
and the Assignments of mechanical
environmen II. Exit Pass energy.
t. III. Document your
Examples/Reflections progress in a
KQ: What benefits IV. Quick Quiz timelapse video.
do the study of
energy and its D. Unit Closing  Lesson
conservation give Activities Summative
mankind? I. Unit Ender Assessment
• Unit Test  Quick Quiz
(with - Problem Solving
Differentiated
Task)
II. PBL Task
• Identifying
Factors
Affecting the
Electricity that
a Wind
Propeller
Generates
III. Unit Posttest
• Multiple
Choice

FOURTH QUARTER: FORCE, MOTION, AND ENERGY

Unit XIV: Thermodynamics Number of days: 16
Content Standards: Performance standard:
The learners should be able to demonstrate an understanding of the relationship among heat, work, and The learners will:
efficiency.  make wise decisions in choosing electrical appliances
based on their energy efficiency and
 analyze how power plants generate and transmit
electrical energy.
PBL Task: Production of a Thermosiphoning Water Heater
Lesson Number, Title, Learning Key Understandings Learning Activities Assessment Learning Institutional Core
and Focus Objectives (KUs) and Key Questions and Strategies strategies Resources and Values
(KQs) References
Lesson 14.1: Heat,  Explain KUs: A. Unit Opening  Unit Pre-  Aquino,  Social Context
Work, and the thermodyn  Thermodynamic Activities Assessment M.D et al. and Concern,
Principle of Energy amics as s involves the  Unit Pretest (2017)  Communication
Conservation the study effects of heat Unit Pretest - Multiple Science  Practicality and
of heat and work that Choice Links Realistic
Number of Days: 8 and its accompany all B. Lesson Opening Grade 9,  Empathy and
transforma changes in Activities  Lesson Pre- Rex Book Motivation
Lesson focus: tion into matter. Activating prior Assessment Store, Inc.  Critical
 Introduction to mechanica  Kinetic theory knowledge  Quick Check  Madriaga, thinking and
Thermodynamic l energy. and I. Quick Check - Graphic E. A. Vigilance
s  Identify thermodynamics II. Agree-Disagree Organizer (2012)  Media Literacy
 Thermodynamic different show the Response Chart Science  Adaptability
Processes kinds of relationship of  Formative Links:  Faith/Ethics
thermodyn energy transfer C. Developmental Assessments Biology,
amic between one Activities  Inquiry Lab Rex Book
processes. form of energy I. Who Am I? - How does Store, Inc.
 Realize to another. II. Inquiry Lab work relate to
that heat  Heat flow and III. Spider Map temperature?
transfer work are two IV. Cube  Q and A
can be forms of energy  Thermodynamic - Why is the
used to do transfer between Processes First Law of
work, and systems. V. Extension Activity Thermodynam
that work  The work done  STEAM ics often
involves by a heat engine Connections called a
the release that is working VI. Pen-and-Paper restatement of
of heat. in a cycle is the Work the Law of
 State the difference  What to Do Conservation
First Law between the heat of Energy?
of flow into the D. Lesson Closing  What to Do
Thermody engine at a high Activities - Research the
namics as temperature and I. Exit Pass thermodynami
the Law of the heat flow out II. Making Paragraph c process. If a
Energy at a lower III. Quick Quiz quantity of an
Conservati temperature. ideal gas is
on applied compressed
to KQs: into half its
 Thermal  How do changes in initial volume,
systems. matter relate to the process
thermodynamics? may be
adiabatic,
isothermal, or
isobaric.
Discuss how
you will rank
these three
processes in
order of the
work required
of an external
agent, least to
greatest.
 STEAM
Connections
- In a class
debate, argue
the
environmental
effects of
excess heat
from heat
engines. Also,
suggest ways
of minimizing
their
environmental
impacts.

 Lesson
Summative
Assessment
 Quick Quiz
- Problem
Solving
Lesson 14.2: Heat  State the KUs: A. Lesson Opening  Lesson Pre-  Aquino,  Social Context
Engines and the Second Law  The study of Activities Assessment M.D et al. and Concern,
Second Law of of thermodynamics Activating prior  Quick Check (2017)  Communication
Thermodynamics Thermodyna and its laws knowledge - LINK Graphic Science  Practicality and
mics and helps unravel I. Quick Check Organizer Links Realistic
Number of Days: 8 explain what and predict II. Fish Bowl Grade 9,  Empathy and
entropy is. numerous  Formative Rex Book Motivation
Lesson focus:  Describe why mysteries of B. Developmental Assessments Store, Inc.  Critical
 Heat Engine heat engines nature. Activities  Inquiry Lab  Madriaga, thinking and
 Carnot Engine are never  Thermodynamic I. Inquiry Lab - You and E. A. Vigilance
 The Carnot Cycle 100% s has its roots in II. Laboratory Activity Thermodynam (2012)  Media Literacy
 External and efficient. many practical  Investigate ics Science  Adaptability
Internal  Describe how problems such III. Analogy Organizer  Q and A Links:  Faith/Ethics
Combustion Heat heat transfer as IV. Homework - Why is it Biology,
Engine and energy transportation,  Narrative Frame impossible to Rex Book
 Refrigerators and transformatio refrigeration, air V. Lecture Clustering design a 100% Store, Inc.
Heat Pumps n affect heat conditioning, VI. Tiered Activity efficient heat
 Second Law of engines in renewable  Applications of engine?
Thermodynamics electricity. energies, etc. Thermodynamic  Investigate
 Engine Efficiency  Most processes s Activity
and Entropy tend to decrease VII. Analogy Writing - An
 Uses of Heat in the order of a VIII. Extension improvised
Electricity system over Activity Hero’s Engine
Generation time so that  21st Century  What to Do
energy levels are Skills Booster - Revisit Lesson
eventually IX. Pen-and-Paper 14.1 and
distributed more Work explain the
uniformly.  What to Do First Law of
Thermodynam
KQs: C. Lesson Closing ics. Discuss
 How can entropy Activities how it is
allow us to I. Journal Writing related to the
interpret the II. 3-2-1 Exit Card Law of
behavior of the III. Portfolio Activity Conservation
natural world? IV. Quick Quiz of Energy.
 How can the study In this Lesson,
of thermodynamics D. Unit Closing Cite the
make a positive Activities Second Law
difference in the I. Unit Ender of
worsening climate • Unit Test (with Thermodynam
situation? Differentiated ics. Then,
 How do the laws of Task) research the
conservation apply II. PBL Task other two
to energy and  Production of a Laws of
work? Thermosiphonin Thermodynam
 Why does thermal g Water Heater ics- Third Law
expansion play III. Unit Posttest of
such important role • Multiple Choice Thermodynam
in engineering ics and Zeroth
design? Law of
Thermodynam
ics. Discuss
why these
laws are
frequently
summarized
as laws that
describe
restrictions on
how different
forms of
energy can be
interconverted
.
 21st Century
Skills Booster
- Research on
the insulating
properties of
various
materials and
their
arrangement
to help resolve
household
energy
problems.

 Lesson
Summative
 Assessment
 Quick Quiz
- Problem
Solving

FOURTH QUARTER: FORCE, MOTION, AND ENERGY

Unit XV: Electricity and Magnetism Number of days: 8
Content Standards: Performance standard:
The learners should be able to demonstrate an understanding of generation, transmission, and distribution The learners will:
of electrical energy from power plants (hydroelectric, geothermal, wind, nuclear) to homes.  analyze how power plants generate and transmit
electrical energy and
 communicate how electricity from power plants reaches
one’s home.
PBL Task: A Comparative Study Among Varied Ways of Generating Electricity

Q4 SIP: Design and Construction of Solar House Model

Lesson Number, Learning Key Understandings Learning Activities Assessment strategies Learning Resources Institutional Core Values
Title, and Focus Objectives (KUs) and Key and Strategies and References
Questions (KQs)
Lesson 15.1:  Identify the KUs: A. Unit Opening  Lesson Pre-  Aquino, M.D  Social Context and
Generation, different  The energy Activities Assessment et al. (2017) Concern,
Transmission, and types of used to power  Quick Check Science  Communication
Distribution of power up our homes Unit Pretest - Graphic Links Grade  Practicality and
Electrical Energy plants. is called Organizer 9, Rex Book Realistic
 Explain electrical B. Lesson Opening Store, Inc.  Empathy and
Number of Days: 8 how energy. It can Activities  Formative  Madriaga, E. Motivation
electrical be sourced Activating prior Assessments A. (2012)  Critical thinking
Lesson focus: energy is from various knowledge  Inquiry Lab Science and Vigilance
 Electricity generated, method I. Quick Check - What is the best Links:  Media Literacy
 Transmitting transmitted which include II. KWHL Chart type of power Biology, Rex  Adaptability
Energy , and both plant for Book Store,  Faith/Ethics E
 Electricity distributed. renewable C. Developmental generating Inc.
Generation and Activities electricity in the
 Energy Demand nonrenewable I. Song community?
 Legal, Ethical, means. II. Frayer Model  Q and A
and  Electricity III. Inquiry Lab - Refer to the
Environmental provides man IV. Laboratory Activity Philippine Grid
 Issues vs. with many  Investigate Code as you
Electricity benefits. V. Note-Taking answer these
Generation However, if Activity questions:
 Energy Agenda neglected and VI. Model Making - 1) What are the
taken for VII. Experiential performance
granted, Learning standards for the
electricity can  Fossil Fuel transmission of
pose a danger Extraction energy? 2) How
to our homes VIII. Think-Pair-Share important are
and our lives. IX. Short Answer these standards
KQs: X. Hands On, Minds in electricity
 How can On transmission and
electric power XI. Concept Definition distribution?
be generated Map  Investigative
and transported XII. Extension Activity Activity
over the  STEAM - What
transmission Connections information is on
lines from  21st Century your electric
power Skills Booster bill?
generation XIII. Pen-and-Paper  What to Do
facilities to Work - Discuss what a
homes?  What to Do service panel in
 How can you your house is
use your D. Lesson Closing and what
understanding of Activities function it
electricity and I. Exit Pass serves.
magnetism to II. Examples/Reflection  STEAM
improve your III. Quick Quiz Connections
life and that of - Research and
others in you D. Unit Closing trace the flow of
school or Activities energy from the
community? I. Unit Ender Sun to the
• Unit Test (with appliances that
Differentiated we use in our
Task) homes. Create
II. PBL Task an animation
 A Comparative that will show
Study Among how electrical
Varied Ways of energy is
 Generating distributed from
Electricity the energy
III. Quarter SIP source to our
 Design and homes.
Construction of  21st Century
a Solar House Skills Booster
Model - Create a poster
IV. Unit Posttest illustrating the
• Multiple Choice process of
electricity
generation,
transmission,
and distribution.

 Lesson
Summative
Assessment
 Quick Quiz
- Fill-in-the-
Blanks