Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY
B.M. DImataga St., Poblacion, Lapu-Lapu City

CURRICULUM IMPLEMENTATION MATRIX FOR SCIENCE 9

WITH SUGGESTED CONTEXTUALIZED AND LOCALIZED LEARNING ACTIVITIES
Note: This is based on 4 days (240 minutes) per week schedule of classes.
Day 1 Day 2 Day 3 Day 4 Day 5
FIRST QUARTER: LIVING THINGS AND THEIR ENVIRONMENT
Learning Competency:
explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts of the body; (S9LT-la-b26 )
Topic: Human Breathing System Topic: Breathing Mechanism Topic: Parts and Functions of
K. Identify the main parts of the breathing system and their functions. K. Explain how the lungs work together Circulatory System
S. Trace the pathway of oxygen in the respiratory system with the diaphragm K: Identify the parts and functions of
Week A. Cite the importance of each organ in the respiratory systems. S. Create a model that shows how the air the circulatory system
No. go in and out of the lungs S: Illustrate the parts of the
1 A. Appreciate the importance of the circulatory system
breathing mechanism A. Show creativeness in illustrating
the parts of the circulatory system

Suggested Suggested Activities: Suggested Activities: Suggested Activities:

Contextualized Activity #1 Activity: LM page 6-7 Puzzle Heart ( Game )
Learning Part A & B – LM page 4-5
Materials/ Activity #2
Activity Using Respiratory Diagram trace the pathway of oxygen using arrows
Learning Competency:
explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts of the body; (S9LT-la-b26)
Topic: Circulation Topic: The Coordinating Function of Respiratory and Circulatory System
K: Describe the different types of circulation K: Explain how the respiratory and circulatory systems work together
S: Trace the flow of circulation of vital materials S: Illustrate the blood flow and gas exchange in the respiratory and circulatory
Week A: Demonstrate camaraderie in performing the activity system using diagrams and arrows
No. A: Show creativeness in illustrating the blood flow and gas exchange in the
2 respiratory circulatory system

Suggested Suggested Activities: Suggested Activities:

Contextualized Class Circulation Simulation Creative Presentation:
Learning Activity #5: LM page 15-16 Visual- Illustrate
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 Day 1 Day 2 Day 3 Day 4 Day 5
Materials/ Activity #6: LM page 16-17 Musical- Create a song/jingle
Activity Verbal- Make a poem/story
Learning Competency:
Infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems; (S9LT-lc-27)
K: Discuss the different diseases that PERFORMANCE STANDARD PERFORMANCE STANDARD SUMMATIVE ASSESSMENT
affecting the circulatory system and
respiratory system Poster Making: Information K: Discuss what is the poster all about Unit 1: Module 1
S: Demonstrate ways on how to prevent, Dissemination on How to Take Care of
detect, and treat the diseases affecting the the S: Explain the content of the poster Respiratory and Circulatory
circulatory and respiratory systems Respiratory and Circulatory Systems Systems Working with the other
A: Appreciate the importance of a healthy A: Show active participation in the Organ Systems
Week
lifestyle in avoiding such disease sharing of ideas
No.
K: Explain how respiratory and
3
circulatory systems works together

S: Follow the given instructions in the

test

A: Answer the test carefully and

honestly
Suggested Activity: *The students will design a wall poster or placard that that will make members of
Suggested Role-Play: “Prevention is better than their audience aware of how they can effectively take care of their respiratory and
Contextualized cure” circulatory systems
Learning This activity will enable the learners to
Materials/ think of ways of detecting and preventing
Activity diseases in the respiratory and circulatory
systems
Learning Competency:
Describe the location of genes in chromosomes; (S9LT-Id-28)
Explain the different patterns of non-Mendelian inheritance; (S9LT-Id-29)
Topic: Chromosomes (DNA) Topic: Non-Mendelian Inheritance: Topic: Non-Mendelian Inheritance:
K: Describe the structure and location of chromosomes Incomplete Dominance Codominance
S: Construct DNA model K: Explain the incomplete dominance K: Explain the codominance pattern
A: Show cooperation in accomplishing the activity pattern of inheritance of inheritance
Week
S: Solve incomplete dominance S: Solve codominance problems using
No.
problems using Punnett square Punnett square
4
A: Show diligence in solving problems A: Show diligence in solving
problems

Suggested Suggested Activity: Suggested Activity: Suggested Activity:

Contextualized Activity #6: “DNA Modelling” Activity #1: LM page 31-32 Activity # 2: LM page 33

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 Day 1 Day 2 Day 3 Day 4 Day 5
Learning
Materials/
Activity
Topic: Non-Mendelian Inheritance: Blood Topic: Non-Mendelian Inheritance: Topic: Non-Mendelian Inheritance: Sex Related Inheritance
Typing Multiple Alleles K: Identify the three kinds of sex related inheritance
K: Determine the characteristics of each K: Explain the multiple alleles. S: Determine sex related inheritance using Punnett square.
Week
blood types. S: Solve multiple alleles problems using A: Create awareness of having the probability of inheriting such kind of traits
No.
S: Perform blood type simulation. Punnett square from parents.
5
A: Relate the importance of knowing A: Show diligence in solving problems
one’s blood type for blood transfusion.

Suggested Suggested Activity: Suggested Activity: Suggested Activities:

Contextualized Simulation: Blood Typing (Sullivan) Activity# 3: LM page 34 - 35 Activity # 4: LM page 37
Learning Activity # 5: LM page 39
Materials/
Activity
Learning Competency:
Relate species extinction to the failure of populations of organisms to adapt to abrupt changes in the environment (S9LT-Ie-f30 )
SUMMATIVE ASSESSMENT Topic: Biological Diversity Topic: Endangered Species and Extinct Topic: Environmental Changes Affect
K: Determine the diversity of species in Species Species Extinction
Unit 1: Module 2 an area. K: Differentiate endangered from K: State some environmental changes
S: Measure the diversity of species in an extinct. that might affect species extinction.
Week Heredity: Inheritance and Variation area. S: Classify species as endangered or S: Demonstrate how changes in the
No. A: Relate the diversity of species extinct. environment lead to species
6 K: Determine the inheritance and variation existence and survival. A: Recognize the importance of one’s extinction.
of the organism. existence. A: Reflect on the impact of mankind’s
S: Follow the given instructions in the test behaviour towards environment.
A: Answer the test questions accurately
and honestly.
Suggested Activities: Suggested Activity: Suggested Activities:
Suggested
Activity # 1: LM page 54 Activity # 3: LM page 58 I. Video Presentation about how
Contextualized
Activity # 2: LM page 56 environment affects species
Learning
extinction.
Materials/
II. Role play
Activity
III. Reflection (Journal Writing)
Learning Competency:
Relate species extinction to the failure of populations of organisms to adapt to abrupt changes in the environment (S9LT-Ie-f30)
Differentiate basic features and importance of photosynthesis and respiration. (S9LT-lg-j31)
PERFORMANCE STANDARD - ICT SUMMATIVE ASSESSMENT Topic: The Structure of the Leaf Topic: Chloroplast (Site of
Week INTEGRATION K: Identify the internal and external Photosynthesis)
No. Unit 1: Module 3 structure of the leaf K: Describe the parts of chloroplasts
6 Make a multimedia presentation of a S: Investigate the internal and external necessary for the food making

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 Day 1 Day 2 Day 3 Day 4 Day 5
timeline of extinction of representative Biodiversity and Evolution structure of the leaf. process.
microorganisms, plants, and animals. K: Explain how changes in the A: Cite the significance of the different S: Create a chloroplast model.
environment lead to extinction of species. parts of the leaf in performing specific A: Display creativeness and
S: Follow the given instructions in the test functions. correctness of the output.
A: Answer the test questions accurately
and honestly.

Suggested Suggested Activities:

Contextualized Activity # 1: LM page 75 – 76
Learning Activity # 2: LM page 78
Materials/
Activity
Learning Competency:
Differentiate basic features and importance of photosynthesis and respiration. (S9LT-lg-j31)
Topic: Photosynthesis (Stage 1: Light Topic: Photosynthesis (Stage 1: Light Topic: Evidences of Photosynthesis
Dependent Reaction) Independent Reaction)
K: Identify the raw materials and products K: Identify the raw materials and products PERFORMANCE STANDARD
of the light dependent reaction of of the light independent reaction of
Week
photosynthesis. photosynthesis. Design and conduct an investigation to provide evidence that plants can
No.
S: Discuss the process of the light S: Discuss the process of the light manufacture their own food.
7
dependent reaction of photosynthesis. independent reaction of photosynthesis.
A: Share insights about the light A: Share insights about the light 1. To show that oxygen is produced in photosynthesis.
dependent reaction. independent reaction. 2. To show that sugar is produced in photosynthesis
.
Suggested Suggested Activity: Suggested Activity:
Contextualized Video Presentation and Analysis Video Presentation and Analysis
Learning
Materials/
Activity
Learning Competency:
Differentiate basic features and importance of photosynthesis and respiration. (S9LT-lg-j31)
8.3 To show the effect of light on the rate Topic: Mitochondria (Site of Cellular Topic: Cellular respiration (Glycolysis) Topic: Cellular respiration (Krebs
of photosynthesis. respiration) K: Explain the process of glycolysis. Cycle)
K: Describe each part of the
mitochondrion. S:Discuss the events happen in the K: Explain the process of Krebs cycle.
Week
process of glycolysis S: Discuss the events happen in the
No.
S: Draw and label the part of the process of Krebs cycle
8
mitochondrion. A: Acknowledge the importance of A: Organize correctly the sequence of
glycolysis events in the Krebs cycle
A: Show creativity and correctness in
their output.
Suggested Suggested Activity: Suggested Activity:

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 Day 1 Day 2 Day 3 Day 4 Day 5
Contextualized Activity #5: LM page 89 Activity: LM page 90
Learning
Materials/
Activity
Learning Competency:
Differentiate basic features and importance of photosynthesis and respiration. (S9LT-lg-j31)
Topic: Cellular respiration (Electron Transport Chain) Topic: Photosynthesis vs. Cellular SUMMATIVE ASSESSMENT
Respiration
K: Explain the process of electron transport chain.
K: Differentiate photosynthesis from
Week S: Discuss the events happen in the process of electron transport chain cellular respiration
No.
9 A: Understand the significance of electron transport chain in energy production S: Write the chemical equation of
photosynthesis and cellular respiration
A: Recognize the uniqueness of each
process

Suggested Suggested Activity: Suggested Activity:

Contextualized Video Presentation Activity #6: LM page 92
Learning Chart / Diagrams
Materials/
Activity
Week PERFORMANCE TASK  Use a criteria to evaluate learners’
No. design and conduct an investigation to provide evidence that plants can manufacture output PERIODICAL TEST
10 their own food  Evaluate the group output
 Show creativity in their outputs

Suggested
Contextualized
Learning
Materials/
Activity
SECOND QUARTER: MATTER
Learning Competency:
explain the formation of ionic and covalent bonds (S9MT-IIa-13)
Week Topic: Electronegativity: Identifying the Topic: Ionic Bond Topic: Covalent Bond Topic: Ionic vs. Covalent Bond
No. Types of Bond  Explain the formation of ionic bond  Explain the formation of covalent  Differentiate ionic and covalent
1  Identify whether the bond between  Illustrate how ionic bond is formed bond bonds
some pairs of elements is ionic, polar,  Appreciate the kind of compound  Illustrate the sharing of electrons  Create a comical skit on the
or nonpolar based on their formed in ionic bonding  Reflect how importance is sharing to formation of ionic and covalent
electronegativity difference one another bonds
 Compute electronegativity difference Suggested Activity:  Reflect on the significance of
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 Day 1 Day 2 Day 3 Day 4 Day 5
of some pairs of elements Activity #3: LM page 118 Suggested Activity: giving and sharing in building a
 Relate the significance of knowing Activity #4: LM page 120-121 good relationship
one’s individual differences
Suggested Activity:
Activity: Games (Transfer & Sharing of
Determine the electronegativity values of Electrons)
each element in a given pair. Refer to
those in the periodic table of element

1. Motivation: Games (open the basket 1. Motivation: Telling a story of 1. Motivation

1. Motivation: Game (Let's Laugh About and exchange places using students) friendship that have give and take 2. Assessment: comical skit/sketch,
It) relationship Journal Writing, Creative Presentation
2. Activity: Based on Learning Materials 2. Based on Learning Materials such as role play or pantomime, story
[Link] telling, dance presentation,
Suggested
/lesson/chemical-bonding -activities- games(Bonding experience
Contextualized
[Link] [Link]
Learning
2. Worksheet-Determine the lesson/chemical-bonding- activities-
Materials/
electronegativity values of each element in [Link])
Activity
a given pair. Refer to those in the periodic
table of elements.
3. Assessment:
-Exercises(Electronegativity Difference)
-reflection or journal writing
Learning Competency:
recognize different types of compounds (ionic or covalent) based on their properties such as melting point, hardness, polarity, and electrical and thermal conductivity (S9MT-IIb-14)
Topic: Ionic Compound Topic: Covalent Compound Topic: Comparison of Ionic and Covalent Compound

 Identify the physical characteristics of  Describe covalent compound and its  Differentiate between ionic and covalent compound based on their physical
ionic compound properties properties
Week
 Give examples of ionic compound  Give the uses of covalent compound  Investigate the physical properties of ionic and covalent compounds
No.
2  Appreciate the uses of ionic compound  Acknowledge the importance of  Recognize ionic and covalent compound based on their physical properties
in daily activities covalent compound in our household
Suggested Activity:
Activity #6: LM page 123-124

Suggested
Contextualized
Learning
Materials/
Activity
Learning Competency:
explain properties of metals in terms of their structure (S9MT-IIc- d-15)
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 Day 1 Day 2 Day 3 Day 4 Day 5
K –Define metals Topic: Properties of Metal K – Explain the physical and chemical K - Identify the uses of some common
S – Describe the properties of metals  Describe metals based on their properties of metals metal elements.
A - Acknowledge the importance of properties S – Differentiate between metals, non- S - Give examples of some common
Week determining the properties of metal  Investigate the properties of metal metals and metalloids metal and their uses.
No.  Acknowledge the importance of A - Display interest in promoting the A - Act as agent in the development
3 determining the properties of metal Phil. Metal Industry. of our Philippine metal industry.

Suggested
Contextualized
Learning
Materials/
Activity
Week Topic: Metallic Bond Topic: Metallic Bond Model Summative Test
No.  Discuss how metals behave to attain  Explain metallic bond
4 stability  Make a model of a metallic bond
 Illustrate the formation of metallic  Relate the properties of metals to the kind of bond they are made of
bond Suggested Activity:
 Reflect the importance of metallic Activity #5: LM page 121
bonding
Suggested
Contextualized
Learning
Materials/
Activity
Learning Competency:
explain how ions are formed (S9MT-IIe- f-16)
Week K – Define an ion Topic: Cation K – Define Ionic and covalent bonds
No. S – Explain the different types of ions K - Describe ions S – Explain Ionic and covalent bonds
5 A – Participate actively in class S - Identify the classification of ions A – Explain the causes of Ionic and
discussion A - Appreciate the importance of an ion in writing chemical formula. covalent bond

Suggested
Contextualized
Learning
Materials/
Activity
Week K - Describe how ions are formed.  Use a criteria to evaluate learners’ Summative Test
No. S - Illustrate the ion formed in a given metal and nonmetal or nonmetallic group of output
6 elements.  Evaluate the group output

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A - Display critical thinking in doing the activity.  Show creativity in their outputs
Suggested
Contextualized
Learning
Materials/
Activity
Learning Competency:
explain how the structure of the carbon atom affects the type of bonds it forms; S9MT-IIg-17
Week Topic: Organic Compound Topic: Properties of Organic Compound Topic: Hydrocarbons Topic: Hydrocarbons
No.
7  Describe organic compounds  Identify the properties of organic  Define hydrocarbons  Identify the kinds of hydrocarbons
 Give examples of organic compounds compounds  Give examples of hydrocarbons and the types of bond formed
and their uses  Observe the properties of common  Relate the structures of hydrocarbons  Show the structural formula of the
 Take responsibility in using different organic compounds to their properties different kinds of hydrocarbons
organic compounds  Relate the properties to their uses  Shows diligence in performing the
 activity

Suggested Suggested Activity: Suggested Activity: Suggested Activity:

Contextualized Activity: LM page 131-132 Activity #2: LM page 132-134 Activity #3: LM page 135-136
Learning
Materials/
Activity
Learning Competency:
recognize the general classes and uses of organic compounds; S9MT-IIh-18
Week Topic: Ethyne Topic: Alcohol Topic: Carbonyl Group Summative Assessment
No.  Describe ethyne  Describe alcohol  Describe Carbonyl group
8  Investigate the uses of ethyne  Identify similarities in the structures of  Give examples of carbonyl group and Unit 2: Module 3
 Recognize the importance of using different kinds of alcohol its uses The Carbon Compounds
organic compound (ethyne or  Recognize the uses of common  Give value on the uses of the K: Recognize the general classes and
acetylene ) alcohols examples of carbonyl group uses of organic compounds
S: Follow the test instructions
A: Answer the test accurately and
honestly

Suggested Suggested Activity: Suggested Activity: Suggested Activity:

Contextualized Activity #4: LM page 137-138 Activity #5: LM page 138-139 Activity #6: LM page 140
Learning
Materials/
Activity
Learning Competency:
use the mole concept to express mass of substances; S9MT-IIi-19
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 Day 1 Day 2 Day 3 Day 4 Day 5
Week Topic: Mole Topic: Mole Topic: Mole
No.  Define Mole
9  Apply the concept of mole in  Identify the mass of one mole of a  Determine the number of moles in a given mass
quantifying the number of particles in a substance  Apply the molar mass concept in determining the number of moles in a given
given substance Compute the molar mass of common mass
 Recognize the importance in substances  Show diligence and accuracy in solving problems involving molar mass
quantifying the mass of an object  Show diligence and accuracy in
solving problems involving molar
mass
Suggested Suggested Activity: Suggested Activity: Suggested Activity:
Contextualized Activity #1:LM page 147-148 Activity #3: LM page 151 Worksheets
Learning Activity #5: LM page 153
Materials/ Activity #6: LM page 155
Activity
Learning Competency:
determine the percentage composition of a compound given its chemical formula and vice versa S9MT-IIj-20
Week K-Define operationally the percentage Performance Task:  Use a criteria to evaluate learners’ PERIODICAL TEST
No. composition analyze the percentage composition of output
10 S-Compute the percentage composition of different brands of two food products and  Evaluate the group output
a compound decide on the products’ appropriate  Show creativity in their outputs
A-Show awareness on the percentage percentage composition
composition of a certain fertilizers.

Suggested
Contextualized
Learning
Materials/
Activity
THIRD QUARTER: EARTH AND SPACE
Learning Competency:
Describe the different types of volcanoes (S9ES -IIIa- 25) ; and
Differentiate between active and inactive volcanoes. (S9ES -IIIa- 27)
K – Identify the external parts of a K – Describe the characteristics of a K – Classify active and inactive K – Identify active and inactive
Volcano. volcano. volcanoes. volcanoes in the Philippines.
S – Describe the external parts of a S - Create a concept map about the S – Create a collage of active and
Volcano. characteristics of a volcano. S – Locate active and inactive volcanoes inactive volcanoes in the Philippines.
Week A – Demonstrate appreciation in A – Show self-reliance in working with in the Philippines. A – Display resiliency in convincing
No. describing the beauty of a volcano. the group in creating the concept map. A – Exhibit awareness of the presence the people to visit the Philippines.
1 of active and inactive volcanoes in the
Philippines. Collage Making

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 Day 1 Day 2 Day 3 Day 4 Day 5
Suggested
Contextualized
Concept Map about the characteristics of
Learning Demo-Lec a volcano.
Plotting the location of the volcanoes. Collage Making
Materials/
Activity
Learning Competency:
Explain what happens when volcanoes erupt. (S9ES -IIIb-28)
K – Determine the viscosity of some
liquids. Knowledge - Describe the different
K –Differentiate the type of volcanoes in
K – Identify the kinds of magma. types of volcanic eruptions.
terms of its shape.
S – Describe the flow of gas in different
S – Construct miniature model of
S – Deduce the effect of temperature to liquids. Skills - Classify volcanoes according
volcanoes showing its different
Week the pressure inside a volcano. to the style of eruptions.
shapes.
No. A - Comply with the safety rules in
2 A – Describe the importance of viscosity performing the activity. Affective – Show concern in
A – Manifest creativity, neatness and
to the formation of magma. mitigating the effect of volcanic
cooperation in performing the activity.
eruption by making an infographic
material.

“Viscosity Race”
“In and Out Activity”
Use locally available materials such as:
Suggested Use locally available materials such as:
 water “PowerPoint Presentation about the
Contextualized “Under Pressure Activity” which involves  cornstarch/tayubong/ cassava
 syrup (melted Different Types of Volcanic
Learning the use of plastic soda bottle and water starch
candies/dissolved Eruption”
Materials/ with different temperature.  gravel/mud /soil
zoy/dissolved cornstarch/boiled
Activity  paper cups or any available
guso)
container such as tin cans
 cooking oil
Learning Competency:
Illustrate how energy from volcanoes may be tapped for human use.(S9ES –IIIc-29)
K – Define the term Geothermal Energy. K – Describe how geothermal energy is K – Describe how volcanic eruption
K – Describe the formation, impact and
S – Locate the Geothermal Power Plants generated. affects society.
eruption of a volcano.
in the Philippines. S – Trace the steps to be followed on how S – Illustrate the effect of volcanic
Week S – Watch a video clip about volcano,
A – Show self-reliance in performing the electricity in generated from the eruption.
No. its formation, impact and eruption.
activity independently. geothermal power plant. A – Demonstrate the value of
3 A – Demonstrate sensitivity in watching
A - Acknowledge the importance of volcanic eruption to humans.
the video together with the whole
geothermal energy in generating
class.
electricity.
Suggested
Contextualized Plotting the Location of the Geothermal
Demo-Lec Video Quiz Demo-Lec
Learning Power Plants in The Philippines
Materials/
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 Day 1 Day 2 Day 3 Day 4 Day 5
Activity
Learning Competency:
Illustrate how energy from volcanoes may be tapped for human use.(S9ES –IIId-29)
Week Performance Task:  Use a criteria to evaluate learners’ Summative Assessment on Unit 3
No. K – Identify precautionary measures before, during and after volcanic eruption. output Module 1 Volcanoes
4 S – Perform an information drive to increase awareness about the impacts of volcanic  Evaluate the group output
eruption.  Show creativity in their outputs
A – Initiate awareness on Disaster Risk Reduction and Climate Change Adaptation.
Suggested
Contextualized
Learning Practice Performance task
Materials/
Activity
Learning Competency:
Explain how different factors affect the climate of an area. (S9ES-IIIe-30)
K – Identify the factors that affects K – Compare the effect of heat on water K – Define Topography. K – Explain how ocean current affects
climate. and land. S – Differentiate Windward and climate.
Week
S – Distinguish latitude from altitude S – Describe how distance from the ocean Leeward. S – Trace the different ocean current.
No.
A – Listen for and remember the factors affects climate. A – Recognize the need for balance A – Shows self-reliance when
5
that affects climate A – Treasure the value of the effect of between Windward and Leeward. working independently.
heat on water and land.
Suggested
Contextualized
Learning
Materials/
Activity
Learning Competency:
Describe certain climatic phenomena that occur on a global level. (S9ES-IIIf-31)
K – Describe climate change. K – Describe the potential effects of K – Identify effects of climate change. Summative Assessment
S – Explain how greenhouse gases trap climate change. S – Perform an information drive to
Week heat. S – Differentiate El Niño and La Niña. increase awareness about the impacts of
No. A – Acknowledge the effects of climate A – Realize the effects of climate change climate change.
6 change. A – Initiate awareness on Disaster Risk
Reduction and Climate Change
Adaptation.
Suggested “Making a Rain Diary”
“Making an Ad Campaign”
Contextualized Collect pictures or news clippings
Proposed ways to influence school
Learning (FB/Google images) about the effects of
mates in mitigating the effects of climate
Materials/ climate change in their respective
change in the community.
Activity barangays.
Learning Competency:
Infer the characteristics of stars based on the characteristics of the Sun. (S9ES-IIIg-32)
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 Day 1 Day 2 Day 3 Day 4 Day 5
K – Define star. K – Identify stars according to color, size, and brightness. K – Identify the two factors that cause
Week S – Infer the characteristics of stars based S – Explain the factors that affect the brightness of the star. the brightness of the star.
No. on the characteristics of sun. A – Perform the activity that relates color with temperature of a star. S – Differentiate apparent brightness
7 A – Listen for and remember the and absolute brightness.
characteristics of a star. A – Cherish the brightness of the star.
Suggested
Contextualized
Performance of the activity Performance of the activity
Learning Demo-Lec Demo-Lec
Part A Part B
Materials/
Activity
Learning Competency:
Infer that the arrangement of stars in a group (constellation) does not change. (S9ES-IIIh-33 )
K – Define constellation. K – Identify different patterns in the sky. K – Enumerate few famous constellations and know the myths behind them.
Week
S – Acquaint on the different name of S – Mapping the constellation. S – Create simple stories about the chosen constellation.
No.
constellations. A – Recognize a few famous A – Show sensitivity towards individual differences in performing the given
8
A – Synthesize ideas about constellation. constellations. stories.
Suggested
Contextualized
Learning
Materials/
Activity
Learning Competency:
Observe that the position of a constellation changes in the course of a night. (S9ES-IIIi-34)
K – Describe the apparent motion of stars K – Identify the position of the stars in the K – Identify the time base on the sun’s K – Describe a Polaris
at night. sky. movement and position in the sky. S – Locate the North Star/Polaris.
Week S – Compare the movement of the stars. S – Compare the position of the stars in S – Explain the sun’s movement and A – Appreciate the importance of
No. A – React to the effect of the movement the sky. position in the sky to time of the day. North Star in navigation
9 of the star. A – Recognize the pattern of the star at A – Perform a simple task to trace the
night. time of the day based on the sun’s
movement and position.
Suggested
Contextualized
Learning
Materials/
Activity
Learning Competency:
Show which constellations may be observed at different times of the year using models. (S9ES-IIIj-35)
K – Identify the famous constellations seen in each seasons. K – Identify the use of constellation.
Week S – Describe why we see different constellations all year round S – Recognize and interpret patterns in Summative Assessment on Unit 3
No. A – Express ideas by using patterns in the sky. the sky. Module 3 Constellations
10 A – Demonstrate a given belief in
constellation.
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 Day 1 Day 2 Day 3 Day 4 Day 5
Suggested
Contextualized
Learning
Materials/
Activity
FOURTH QUARTER: FORCE, MOTION AND ENERGY
Learning Competency:
describe the horizontal and vertical motions of a projectile (S9FE-IVa34)
investigate the relationship between the angle of release and the height and range of the projectile; (S9FE-IVa35)
Topic: Uniformly Accelerated Topic: Uniformly Accelerated Motion Topic: Projectile Motion
 Describe a uniformly accelerated  Derive uniformly accelerated motion  define a projectile
motion equations  describe how the horizontal and vertical components of the velocity and
 Investigate uniformly accelerated  Apply the uniformly accelerated displacement change with time during the course of projectile's trajectory
Week No. 1
motion motion in solving problems  Display interest through sharing of ideas during class discussion
 Perform the activity with diligence and Suggested Activity: Practice
accuracy Exercise (Worksheet) Suggested Activities:
Activity 5: Curve a like on pages 249 - 250
Suggested Activity : Activity 1 on pages
233 - 234
Activity: Coin Launcher Activity: Roll, Roll, and Away! (LM on Motivation: Play Angry Bird Game
Refer to the LP of Sir Velos pp. 60 – 61 pages 233) Review: Shoot for your answer!
Suggested In answering the review questions about the previous activity, a group of
Contextualized * Students can make use of any available students will answer by shooting on container which represents the choices for
Learning objects in their surroundings to be each questions.
Materials/ launched Activity 4 Curve me on an incline Part III. Two-Dimensional Motion along an
Activity incline on pages 244-245

Topic: Projectile Motion Topic: Projectile Motion

 Identify the two types of projectile motion Performance Tasks: Propose ways to enhance sports related to projectile
Week  investigate the relationship between the angle of release and the height and range of motion
No. the projectile launched at an angle;
2  Participate actively through sharing ideas and opinions in performing the activity Refer to pages 271- 274
Suggested activities:
Activity 4 on pages 244 – 245
Suggested I. Students’ Worksheet (Problem Solving) Planning and Proposal Making
Contextualized II. Introduction
Learning III. Objectives
Materials/ IV. Rationale
Activity
Learning Competency:
relate impulse and momentum to collision of objects (e.g., vehicular collision); (S9FE-IVb36)
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 Day 1 Day 2 Day 3 Day 4 Day 5
infer that the total momentum before and after collision is equal; (S9FE-IVb37)
Topic: Momentum Topic: Impulse Topic: Conservation of Momentum Topic: Conservation of Momentum
 Define momentum operationally  Define impulse operationally  explain the Law of Conservation of in different types of collision
 solve problems involving momentum  solve problems involving impulse Momentum  Describe different type of collision
 Show diligence and accuracy in solving  Show diligence and accuracy in solving  demonstrate activity that shows  Apply conservation of momentum
Week problems problems conservation of momentum in solving problems involving
No.  show camaraderie in performing the different types of collisions
3 Suggested Activity: Suggested Activity: activity  Show diligence and accuracy in
Activity 6 on pages 257 - 258 Activity 7 on pages solving problems
Practice Exercise (Worksheet) 261 - 2632 Suggested Activity:
Activity 7 on pages 265 - 266
Practice Exercise (Worksheet)
Suggested Activity 6 Investigating Momentum on Activity 7: Playing Egg Volleyball on Activity 7 Balloon Rocket on pages Suggested Activity:
Contextualized pages 257 - 258 pages 261 - 262 265 - 266 Practice Exercise (worksheet)
Learning
Materials/
Activity
Learning Competency:
examine effects and predict causes of collision-related damages/injuries; (S9FE-IVc38)
explain energy transformation in various activities/events (e.g., waterfalls, archery, amusement rides); (S9FE-IVc39)
Topic: Collision-related damages / Summative Test: Module 1 of Unit 4 : Topic: Different Forms of Mechanical Topic: Mechanical Energy
injuries Force, Motion and Energy Energy Transformation
 cite collision -related damages/ injuries  identify the different forms of  identify the energy transformation
 Demonstrate the cause and effect of mechanical energy in various activities
Week collision related damages/injuries  determine the kind of energy  Trace the energy transformation in
No.  Present creatively possessed by an object in a given various activities
4 situation
 explain correctly the difference
among the types of mechanical
energy

Suggested Role playing Test paper for Module 1 of Unit 2

Contextualized Summative test
Learning
Materials/
Activity
Learning Competency:
perform activities to demonstrate conservation of mechanical energy; (S9FE-IVd-40)
infer that the total mechanical energy remains the same during any process; (S9FE-IVe-41)
Week Topic: Mechanical Energy transformation and Conservation Topic: Mechanical Energy Topic: Mechanical Energy
No.  identify the parts of a simple turbine unit and their functions Transformation and Conservation transformation and Conservation
5  construct and test a turbine model and a water reservoir model  Explain how the total mechanical  define the Law of Conservation of
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 Day 1 Day 2 Day 3 Day 4 Day 5
 perform with patience and accuracy in making the model energy is conserve in a hydropower Energy
model  explain how the total mechanical
Suggested Activities:  demonstrate conservation of energy remains the same during
 Activity 2 on pages 285 - 289 mechanical energy using the any process
constructed simple turbine unit and  Show active participation through
water reservoir model or sharing of ideas
hydropower model
 Explain the mechanism of the Suggested Activity
hydropower model correctly in Activity 3 on page 294 - 295
relation to the conservation of
mechanical energy
Activity 2: He Hep Hooray! (LM on pp. 285 – 291) Activity 3 Basing Ball on page 294 – Activity 2: He Hep Hooray! (LM on
Suggested
build and testing a hydro turbine Build a hydro turbine using an EV3 lego kit 295 pp. 285 – 291)
Contextualized
build and testing a hydro turbine
Learning
Build a hydro turbine using an EV3
Materials/
lego kit
Activity
Learning Competency:
construct a model to demonstrate that heat can do work; (S9FE-IVe-42)
infer that heat transfer can be used to do work, and that work involves the release of heat; (S9FE-IVf-43)
? ? Topic: Heat Transfer
construct a model to demonstrate that heat Demonstrate the constructed model that  Define spontaneous and non-
can do work heat can do work spontaneous transfer of heat Topic: Heat Pumps
 Classify heat transfer as spontaneous  identify the main components of a
Week and non-spontaneous process heat pump and their functions
No.  Justify correctly the ideas in  explain how heat pumps like air
6 classifying heat transfer as conditioners and refrigerators work
spontaneous and nonspontaneous  Propose ways on how to handle
and take good care of heat pumps

Suggested Activity 2: Where Do I Belong? (LM pp Activity 3 The Reverse of It (LM pp

Contextualized 308 - 309 309 – 311)
Learning
Materials/
Activity
Learning Competency:
explain why machines are never 100-percent efficient; (S9FE-IVf-44)
explain how heat transfer and energy transformation make heat engines like geothermal plants work; (S9FE-IVg-45)
Week Topic: Thermal Efficiency  Identify the main components of a heat  Identify the main parts and Summative Test
No.  explain why machines are never 100- engine and their functions geothermal power plant and their
7 percent efficient  explain how heat engines like gasoline functions Unit 4
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 Day 1 Day 2 Day 3 Day 4 Day 5
 Solve problems accurately involving engines work  describe the process of heat transfer Module 2 and Module 3
thermal efficiency of a machine  Relate the importance of knowing the and energy transformation that takes
 Show diligence and accuracy in parts of heat engines and their place in geothermal power plant
solving problems functions as well as their mechanisms  Discuss ideas
in handling and taking care of heat
Suggested Activities: engines.
Practice Exercise (Workesheet)

Suggested Activity 5: Fill Me In Activity 4: Start the Engine! (LM p 313)

Contextualized (LM page 316) Video Presentation
Learning
Materials/
Activity
Learning Competency:
explain how electrical energy is generated, transmitted, and distributed (S9FE-IVhj-46)
 identify different types of power plants  Identify the major components of  identify the major components in the  explain how electrical energy is
and their sources as well as their different types of power plants band transmission and distribution of generated transmitted and
locations in the Philippines their functions electrical energy distributed
 Compare and contrast the types of  Explain how electrical energy is  Explain how electricity is transmitted  trace the path of electricity from
Week
power plants generated in different power plants and distributed the generating station, transmission
No.
8  Display accuracy in locating sources  Participate actively through sharing of  Participate actively through sharing station and residential areas
of power plants in the Philippines ideas of ideas  Propose ways on how to conserve
electrical energy
Activity No 1. “ More Power in the Activity No. 2 “ Tracing Power” Pp.
Philippines” pp.323-324 328-330
Suggested Activity No 1. “ More Power in the Activity : Each group of student will be assigned a specific type of power plant and Activity 2 : Tracing Power
Contextualized Philippines” pp.323-324 will explain how electricity is generated (LM page 328 – 330)
Learning
Materials/
Activity
Performance Task: Design and build a diorama that would show the path of  Use a criteria to evaluate learners’ Summative Test
electric power from generation transmission and distribution output
Week
 Describe what is a Diorama  Evaluate the group output
No.
 Design and build a diorama that would show the path of electric power from  Show creativity in their outputs
9
generation transmission and distribution
 Display creativity and neatness in making the Diorama
Suggested Rubrics:
Contextualized Presentation of Output
Learning
Materials/
Activity
Week Performance Task:  Use a criteria to evaluate learners’ Periodical Test
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 Day 1 Day 2 Day 3 Day 4 Day 5
-Check student portfolio/compilation in output
No.
science 9  Evaluate the group output
10
 Show creativity in their outputs
Suggested
Contextualized
Learning
Materials/
Activity

Writers:

Precious Colleen E. Bendong Babag National High School

Procelie B. Buanghug Pusok National High School
Maria Fe G. Decatoria Science and Teachnology Education Center-High School
Chrisna May A. Lagata Nemesio-Epifanio Taneo Memorial High School
Deborah T. Lopez Marigondon National High School
Estifane May R. Macoto Nemesio-Epifanio Taneo Memorial High School
Ina Irish C. Malazarte Marigondon National High School
Evangeline B. Mendoyos Sta. Rosa National High School

Please e-mail your comments and suggestions to [Link]@[Link]

DepED-Division of Lapu-Lapu City Science 9 V. 2017 – Page 17