ALDERSGATE COLLEGE

Solano, Nueva Vizcaya 3709 Telefax: (078) 326-5085

E-mail:Aldersgate@[Link]
Website: Http//: [Link]

Budgeted Plan in Science 9

S.Y 2017-2018

K TO 12 SCIENCE - CONCEPTUAL FRAMEWORK

Science education aims to develop scientific literacy among students that will prepare them to be informed and participative citizens who are able to make judgments and decisions regarding
applications of scientific knowledge that may have social, health, or environmental impacts.

The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the civic, personal, social, economic, and the
values and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, keeping our country’s cultural uniqueness and
peculiarities intact.

Whether or not students pursue careers that involve science and technology, the K to 12 science curriculum will provide students with a repertoire of competencies important in the world of
work and in a knowledge-based society. The K to 12 science curriculum envisions the development of scientifically, technologically, and environmentally literate and productive members of society
who manifest skills as a critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed
around the three domains of learning science: understanding and applying scientific knowledge in local setting as well as global, context whenever possible, performing scientific processes and skills,
and developing and demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science–technology
society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy namely: constructivism, social
cognition learning model, learning style theory, and Gestalt psychology.

Science content and science processes are intertwined in the K to 12 curriculum. Without the content, learners will have difficulty utilizing science process skills since these processes are
best learned in context. Organizing the curriculum around situations and problems that challenge and arouse students’ curiosity motivates them to learn and appreciate science as relevant and
useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop students’ interest and let them become active learners.
As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in Life Sciences,
Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another (spiral progression), thus paving the way to deeper understanding of a few
concepts. These concepts and skills are integrated rather than discipline-based, stressing the connections across science topics and other disciplines as well as applications of concepts and thinking
skills to real life.

CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)

The learner demonstrates understanding of basic science concepts, applies science process skills, and exhibits scientific attitudes and values to solve problems critically, innovates beneficial
products, protect the environment and conserve resources, enhance the integrity and wellness of people, and make informed and unbiased decisions about social issues that involve science and
technology. This understanding will lead to learner’s manifestation of respect for life and the environment, bearing in mind that Earth is our ONLY HOME.

KEY STAGE STANDARDS: (STANDARD FOR SCIENCE LEARNING AREA FOR K 7-10)

At the end of Grade 10, the learner should have developed scientific, technological and environmental literacy so that they will not be isolated from the society where they live, will not be
overwhelmed by change, and can make 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 is measured. The context of the investigation can be problems at the local
or national level to allow them to communicate with students in other parts of the Philippines or even from other countries using appropriate technology.

GRADE LEVEL STANDARDS (Grade 7 - Science)

Learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can differentiate the concept of work as used in science and in layman’s language. They know
the factors that affect the transfer of energy, such as temperature difference, and the type (solid, liquid, or gas) of the medium.

Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They recognize other members of the solar system.
Learners can explain the behavior of matter in terms of the particles it is made of. They recognize that ingredients in food and medical products are made up of these particles and are absorbed by
the body in the form of ions.

Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper into the process of digestion as studied in the lower grades, giving emphasis
on proper nutrition for overall wellness. They can participate in activities that protect and conserve economically important species used for food.

GENERAL OBJECTIVES

Acquire an introductory knowledge of living things, matter, work, and energy, as well as, the earth and the universe and their relation to the individual’s daily activities, his earth and his
environment.
Develop basic processes and skills:
Develop desirable attitudes, habits and values.
Integrate the acquire scientific knowledge, attitudes and values in the exercise of social awareness and responsibility with due respect to the individuality of a person and their relationship to
God;
Apply the science knowledge gained to useful technologies at home and in the society;
Learn to relate to man’s surroundings and to understand the basic scientific principles which govern their lives; and,
Realize the significance of scientifically literate-concerned individual.
Recite the mission, vision, and the objectives of the school.

COURSE OUTLINE

Time
Objectives Topics and References Strategies Evaluation Enrichment Values Integration
Frame
 Recite orally the mission and vision of the Orientation Discussion Oral Honesty One
college and of the high school -Mission and Vision of the College and of recitation Dedication meeting
Verbalize to themselves the significance of the High School on the Modesty and proper
attending school for future struggles -Objectives of the College mission courtesies
Recognize the role of Aldersgate College in -Academic Excellence and vision,
molding the lives of the students -Spiritual Nurture school
Enumerate the three objectives of the school -Social Relevance objectives,
Realize that the school would train the -School Policies school
students to become academically competent in -Course Requirements policies
the different fields, morally upright, responsible -Grading System
citizen and to be dedicated to the Christian
service Ref: Student Handbook
Take note the do’s and don’ts in and out
from the classroom and within the school
Be familiar with the course description,
course requirements, and the grading system

Grade 9 – Living Things and Their Environment

FIRST QUARTER/FIRST GRADING PERIOD

Content Content Standards Performance Standards Learning Competencies Transfer/Performance Tasks Assessment Evidences
1. Respiratory and The learner demonstrate The Learners should be The Learners should be able to… Students will construct a lung model. Oral recitation
Circulatory an understanding of: able to: 1. explain how the respiratory and Performance task
Systems Working conduct an information circulatory systems work Trace the flow of oxygenated and deoxygenated blood Lung model
with the other 1. how the different dissemination activity together to transport nutrients, in the heart and lungs. Rubric
Organ Systems structures of the on effective ways of gases, and other molecules to Group discussions
circulatory and taking care of the and from the different parts of Laboratory activities
respiratory systems work respiratory and the body; Quizzes
together to transport circulatory systems Summative test
oxygen-rich blood and based on data gathered 2. infer how one’s lifestyle can
nutrients to the different from the school or local affect the functioning of
parts of the body health workers respiratory and circulatory
2. the prevention, systems
detection, and treatment
of diseases affecting the
circulatory and
respiratory systems

2. Heredity: The learner… The learner… Students will explain the patterns of mendelian and Performance task
Inheritance and 1. how genetic non-mendelian laws using the punnet square Group discussions
Variation information is organized 1. describe the location of genes Laboratory activities
2.1 Location of in genes on in chromosomes; Quizzes
genes on chromosomes 2. explain the different patterns of Summative test
chromosomes non-Mendelian inheritance
2.2 Non-Mendelian 2. the different patterns
inheritance of inheritance
2.2.1 Incomplete
dominance
2.2.2 Sex-linked
traits
2.2.3 Multiple
 alleles
2.3 Multiple genes

3. Biodiversity and The learner.. make a multimedia The learner … Students will make a poster on how human activities Performance task
Evolution presentation of a can cause species extinction. Group discussions
3.1 Causes of how changes in the timeline of extinction of relate species extinction to the failure of Poster Making
Species Extinction environment may affect representative populations of organisms to adapt to Presentation of a timeline of extinction of Video/presentation making
3.1.1 natural species extinction microorganisms, plants, abrupt changes in the environment; microorganisms, plants and animals Quizzes
3.1.2 anthropogenic and animals Summative test

4. Ecosystems The learner.. The learner … The learner … Students will report on the different parts and functions Oral recitations
4.1 Flow of Energy of plants involved in photosynthesis and respiration Performance task
and Matter in 1. the structure and design and conduct an differentiate basic features and Rubric
Ecosystems function of plant parts investigation to provide importance of photosynthesis and Reporting
4.1.1 and organelles involved evidence that plants respiration. Quizzes
Photosynthesis in photosynthesis can manufacture their Summative test
4.1.2 Respiration 2. the structure and own food
function of mitochondrion
as the main organelle
involved in respiration

Grade 9 – Matter
SECOND QUARTER/SECOND GRADING PERIOD
Content Content Standards Performance Standards Learning Competencies Performance Task Assessment Evidences
1. Chemical The Learner.. The Learners should be able to… Performance task
Bonding 1. students will master the mnemonic Group activities
1.1 Ionic and 1. how atoms combine 1. explain the formation of ionic and device. Quizzes
Covalent Bonding with other atoms by covalent bonds; 2. Use the menmonic device in determining Summative test
transferring or by 2. recognize different types of the type of bonds.
1.2 Metallic sharing electrons compounds (ionic or covalent) based
Bonding on their properties such as melting
2. forces that hold point, hardness, polarity, and electrical
metals together and thermal conductivity;
3. explain properties of metals in terms
of their structure;
 4. explain how ions are formed;
2. The Variety of The learner.. The Learner.. 1. Students will draw and name the Performance task
Carbon hydrocarbons Quizzes
Compounds the type of bonds that [Link] how the structure of the Summative test
2.1 Carbon Atoms carbon forms that result carbon atom affects the type of bonds
2.2 Organic in the diversity of it forms;
Compounds carbon compounds [Link] the general classes and
uses of organic compounds;

3. Mole Concept The learner.. The learner.. The learner.. 1. Students will convert the quantities using Group activities
3.1 Mass the mole concept in expressing the Performance task
3.2 Moles the unit, mole, that analyze the percentage [Link] the mole concept to express mass, number of moles and the number Quizzes
3.3 Percentage quantitatively measures composition of different mass of substances; and of particles of the substance. Problem solving
Composition of a the number of very brands of two food [Link] the percentage 2. Solve problems in determining the Summative test
Compound small particles of matter products and decide on composition of a compound given its percentage composition of a compound
the products’ chemical formula and vice versa.
appropriate percentage
composition

Grade 9 – Earth and Space

THIRD QUARTER/THIRD GRADING PERIOD

Content Content Standards Performance Learning Competencies Performance Task Assessment Evidences
Standards
[Link] The Learners.. The Learner.. The learner.. 1. students will construct different type of Performance task
1.1 Type of volcanoes Volano making
volcanoes volcanoes found in the resent how water 1. describe the different types of Rubric
1.2 Volcanic Philippines behaves in its volcanoes; Quizzes
Eruption different states within 2. differentiate between active and Oral recitation
1.3 Energy from the water cycle inactive volcanoes; Group activities
volcanoes 3. explain what happens when Summative test
volcanoes erupt ;
4. illustrate how energy from
volcanoes may be tapped for human
 use;
[Link] The learner.. The Learner.. The learner.. 1. students will report on the different factors that Performance task
2.1 Factors that affects climate Reporting
affect climate factors that affect participate in [Link] how different factors affect Rubric
2.2 Global climate climate, and the effects activities that reduce the climate of an area; Quizzes
phenomenon of changing climate and risks and lessen [Link] certain climatic phenomena Oral recitation
how to adapt accordingly effects of climate that occur on a global level; Group activities
change Summative test

[Link] The learner.. The Learner.. The learner.. 1. Students will report on the different Performance task
3.1 Characteristics constellations; characteristics of stars; Rubric
of stars the relationship between discuss whether or [Link] the characteristics of stars and their life cycle Quizzes
3.2 Arrangement of the visible constellations not popular beliefs based on the characteristics of the 2. Students will be having a debate on the Reporting
stars in a group in the sky and Earth’s and practices with Sun; different beliefs on constellation Debate
3.3 Changing position along its orbit regard to [Link] that the arrangement of stars in Group activities
position of constellations and a group (constellation) does not Summative test
constellations astrology have change;
during the night scientific basis [Link] that the position of a
and at different constellation changes in the course of
times of the year a night; and
3.4 Beliefs and [Link] which constellations may be
practices about observed at different times of the year
constellations and using models.
astrology

Grade 9 – Force, Motion, and Energy

FOURTH QUARTER/FOURTH GRADING PERIOD
 Content Content Standards Performance Learning Competencies Performance Task Assessment Evidences
Standards
[Link] in Two The Learners The Learners shall be The learner.. 1. students will illustrate and solve problem sets Performance task
Dimensions demonstrate an able to: on Projectile motion; impulse and momentum; Quizzes
1. Projectile understanding of: propose ways to [Link] the horizontal and vertical and conservation of linear momentum Problem solving
Motion projectile motion, impulse enhance sports motions of a projectile; Group activities
[Link], and momentum, and related to projectile [Link] the relationship between Summative test
Momentum and conservation of linear motion the angle of release and the height and
Impulse momentum range of the projectile;
[Link] projectile motion, impulse [Link] impulse and momentum to
of Linear and momentum, and collision of objects (e.g., vehicular
Momentum conservation of linear collision);
momentum [Link] that the total momentum before
and after collision is equal;
[Link] effects and predict causes
of collision-related damages/injuries;
2. Work Power The learner.. The learner.. The learner.. 1. students will construct a turbine model usually Performance task
and Energy used in hydroelectric powerplants Quizzes
2.1 Changes in demonstrates create a device that [Link] energy transformation in 2. students will perform activities to demonstarte Oral recitation
form of understanding on shows conservation various activities/events (e.g., conservation of mechanical energy and its Laboratory activities
mechanical conservation of of mechanical energy waterfalls, archery, amusement rides); conservation Constructing turbine model
energy mechanical energy [Link] activities to demonstrate Summative test
2.2 Conservation conservation of mechanical energy;
of energy [Link] that the total mechanical energy
remains the same during any process;
3. Heat, Work, and The learner.. The learner.. The learner.. 1. construct a steam boat engine/boat generated Performance task
Efficiency by a dynamo Quizzes
demonstrates analyze how power [Link] a model to demonstrate Boat making
understanding on plants generate and that heat can do work; Group discussions
transmit electrical [Link] that heat transfer can be used Summative test
the relationship among energy to do work, and that work involves the
heat, work, and efficiency release of heat;
explain why machines are never 100-
percent efficient;
[Link] how heat transfer and energy
transformation make heat engines like
 geothermal plants work;
4. Electricity and The learner.. The learner.. Quizzes
magnetism Oral recitation
4.1 Power demonstrates explain how electrical energy is Group discussions
generation and understanding on generated, transmitted, and distributed. Summative test
energy losses the one-way flow of
4.2 Transmission energy and the cycling of
and distribution of materials in an
electrical energy ecosystem
from power plants
to homes

Prepared by: MR. GENESIS LEONEL G. PLAMO

Subject Teacher

Submitted to:

MR. TYRONE MARCIAL V. LOPEZ

Dep’t Head-Science

MARISSA J. TAGUINOD ED.D

Secondary School Principal