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Secondary Level
Department of Education
BUREAU OF SECONDARY EDUCATION
DepEd Complex, Meralco Ave., Pasig City
INTRODUCTION
This Handbook aims to provide the general public – parents, students,
researchers, and other stakeholders – an overview of the Science program at the
secondary level. Those in education, however, may use it as a reference for
implementing the 2002 secondary education curriculum, or as a source document to
inform policy and guide practice.
∗ The description defines the focus and the emphasis of the learning area as
well as the language of instruction used.
∗ The unit credit indicates the number of units assigned to a learning area
computed on a 40-minute per unit credit basis and which shall be used to
evaluate a student’s promotion to the next year level.
∗ The time allotment specifies the number of minutes allocated to a learning
area on a daily (or weekly, as the case may be) basis.
∗ The expectancies refer to the general competencies that the learners are
expected to demonstrate at the end of each year level.
∗ The scope and sequence outlines the content, or the coverage of the learning
area in terms of concepts or themes, as the case may be.
∗ The suggested strategies are those that are typically employed to develop the
content, build skills, and integrate learning.
∗ The materials include those that have been approved for classroom use. The
application of information and communication technology is encouraged,
where available.
∗ The grading system specifies how learning outcomes shall be evaluated and
the aspects of student performance which shall be rated.
∗ The learning competencies are the knowledge, skills, attitudes and values
that the students are expected to develop or acquire during the teaching-
learning situations.
∗ Lastly, sample lesson plans are provided to illustrate the mode of integration,
where appropriate, the application of life skills and higher order thinking skills,
the valuing process and the differentiated activities to address the learning
needs of students.
The Handbook is designed as a practical guide and is not intended to structure the
operationalization of the curriculum or impose restrictions on how the curriculum shall
be implemented. Decisions on how best to teach and how learning outcomes can be
achieved most successfully rest with the school principals and teachers. They know the
direction they need to take and how best to get there.
CONTENTS
Page
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Course Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Unit Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Time Allotment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Expectancies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Grading System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Learning Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 – 36
In Second Year, the learners focus on Biology, which deals with the living world
of human and non-human species, human interactions and relationships with the
environment, and the problems we face relative to health, reproduction and heredity,
food production, resource management and conservation.
In Third Year, the learners focus on Chemistry, which deals with the properties
and chemical behavior of matter, atomic structure, chemical changes, and technology
affecting the environment and society.
See DepEd Order No. 37, s. 2003, “ Revised Implementing Guidelines of the
2003 Secondary Education Curriculum Effective School 2003-2004”
EXPECTANCIES IN SCIENCE
CHEMISTRY
At the end of the Third Year Science Program, the learner should be able to
demonstrate understanding of the science concepts in chemistry; develop skills to know
the structure, composition, properties and classification of matter and to explain different
chemical processes/reactions, changes in matter/energy and its applications to daily life
and a discriminating appreciation of technology.
BIOLOGY
At the end of the Second Year Science Program, the learner should be able to
explain the interrelationship between the different biological processes; demonstrate
scientific skill with competence and confidence; initiate activities in the preservation and
conservation of the environment.
INTEGRATED SCIENCE
At the end of the First Year Science Program, the learner should be able to
demonstrate understanding of basic science concepts, skills and attitudes needed to
explore biology, chemistry, physics and earth science with an integrative understanding
and application of these scientific disciplines .
SCOPE AND SEQUENCE
Integrated Science
First Year
I. Introduction
3. Analysis of Data
2. Hydrosphere
3. Atmosphere
5. Lithosphere
5.1 Theories of continental drift, sea floor spreading and plate tectonics
5.2 Formation of mountains
5.3 Geological structure
5.4 Rock formation
5.5 Types of rocks
5.6 Weathering
5.7 Soil transfer
3. Moon-earth system
1. Interaction of matter
3. Energy resources
BIOLOGY
Second Year
I. Introduction
3.1 Contributions of Filipino and foreign scientists in the field of biology and
biotechnology
II. Ecosystem
2.1 Activities of cell organelles used to promote food production and health
III. Biodiversity
IV. Evolution
1. Theories of evolution
3.1 Factors affecting the pattern of evolution in some plants, animals and
human beings
3.2 Effects of some technologies on the evolution of organisms
V. Life Energy
VII. Reproduction
3. Human Reproduction
1. Chromosomal basis of inheritance and the role of DNA as a blue print of life
2.1 Discussing how chromosomes and genes are related to each other
4.1 Inferring that certain traits do not always follow the Mendelian
Principles of Heredity
CHEMISTRY
Third Year
I. Introduction
1. Importance of Chemistry
1.1 Importance of Chemistry to daily life Role of Chemistry in society and
industry
1.2 Contributions of Chemistry to other sciences
1.3 Different tasks of a chemist
III. Solutions
1. Properties of solutions
IV. Colloids
1. Behavior of gases
2.1 Biological importance of ions in the human body and the environment
2.2 Properties of metals and the type of bond formed
IX. Changes in matter
2.1 Solving for the number of moles given mass of a compound or vice
versa
2.2 Chemical formula of compounds given the mass ratio and the atomic
masses of elements present
2.3 Law of conservation of mass
2.4 Mole concept to determine the % composition of a compound
3. Chemical equations
A. Suggested Strategies
1. Discovery Learning
a. Exploration
b. Concept Introduction
c. Concept Application
a. Observing
b. Using space/time relationship
c. Using numbers
d. Classifying
e. Measuring
f. Communicating
g. Predicting
h. Inferring
d. Controlling variables
e. Interpreting data
f. Formulating hypotheses
g. Defining operationally
h. Experimenting
Science is taught with the use of the things or materials present in the
environment.
4. Cooperative Learning
B. Materials
Grading System:
TOTAL 100%
LEARNING COMPETENCIES
INTEGRATED SCIENCE
First Year
Specific Competencies
After undergoing the Grade 7 Science Program, the learner shall have
developed the following competencies:
I. Introduction
1. Relate how science and technology affect one’s belief, practices, and
ways of thinking
1. Discuss the scientific research of some scientists which illustrate how they
solve problems.
2.1 Illustrate how living things depend on other living things to survive.
2.2 Illustrate how living things interact with the nonliving components of
the ecosystem.
2.3 Explain the cyclic flow of matter in an ecosystem.
2.4 Explain the one-way flow of energy in an ecosystem.
2.5 Show how different ecosystems are interconnected.
2.1 Explain the water cycle and how it maintains the quantity of water on
Earth.
2.2 Observe the different uses of bodies of water in your community
(e.g., domestic, agricultural and industrial, for transportation and
energy generation, as habitat for living things, in changing landforms,
and in maintaining air temperature).
2.3 Classify the body of water (e.g., river) according to type and uses.
2.4 Conduct investigatory projects on the quality of surface or
underground water and its surrounding environment for human
consumption and as habitat for water organisms (e.g., turbidity,
salinity, pH, dissolved oxygen, biological oxygen demand, biological
and chemical contamination, bank erosion and sedimentation, stream
depth and flow)
2.5 Show in a concept map how the factors affect each other.
2.6 Trace the stages in the formation of a body of water (e.g., river
including how it flows to the sea) and how it affected the community.
2.7 Analyze how human activities inland affect the quality of coastat
waters including mangrove areas and coral reef ecosystems.
2.8 Interpret diagrams, graphs and tables about the extent of damage of
these ecosystems.
2.9 Relate density currents and upward movements of nutrients to food
productivity.
2.10 Help organize/participate in the community campaign.
2.11 Monitor/find ways to improve the quality of a water body near your
home or school, overtime.
1.1 Identify the members of the solar system; including the newest
member.
1.2 Compare the sizes of planets in relation to the size of the solar
system.
1.3 Classify the planets based on different criteria.
1.4 Explain why the solar system is mostly empty space.
2. Explain the cause and effect of different phenomena related to Sun, Earth
and Moon System.
2.1 Simulate activities on the sun’s surface to explain why they occur.
2.2 Explain the characteristics of the Moon and why we only see on side
of it.
2.3 Demonstrate the different motions of the Earth using a model.
2.4 Discuss the phenomena that result from the different motions of the
Earth (day and night, seasonal changes).
2.5 Describe how tides occur.
2.6 Discuss how tides affect people’s lives.
2.7 Discuss how eclipses occur and the safety precautions in observing
solar eclipse
2.8 Discuss how scientists predict the occurrences of tides and eclipses.
1. Spirit of gratitude
2. Positive attitudes/behavior
3. Resourcefulness and creativeness
4. Cooperation and patience
5. Importance of accuracy and precision
6. Intellectual honesty/respect
7. Recognition of individual differences
8. Value of sensitivity
9. Active participation in the community
10. Restoration/Maintenance of a balanced ecosystem
11. Vigilance, awareness and open mindedness
12. Proper waste disposal/hygiene
13. Value of family solidarity
14. Moral responsibility
BIOLOGY
Second Year
Specific Competencies
After undergoing the Second Year Science & Technology Program, the learner shall
have developed the following competencies:
I. Introduction
3.1 Describe the contributions of Filipino and foreign scientists in the field of
biology and biotechnology
2.1 Point out that the activities of certain cell organelles are used to promote
food production and health
3. Appreciate cellular exchange of materials with the environment
2.1 Describe the parts and functions of the different organ systems in plants
2.2 State requirements of plants for growth
2.3 Illustrate how materials and water are absorbed and transported in plants.
3.1 Describe the parts and functions of the different organ systems
3.2 Identify the parts of the different organ systems in the human body
3.3 Give the functions of the different organ systems
4.1 Identify the technologies that help the scientific defective organ system
function properly
V. Reproduction
3.1 Identify the parts and function of the human reproductive system
3.2 Describe the stages of development of the fertilized embryo and fetus
4. Know the problems and issues related to fertility and population growth
VI. Genetics
2.1 Discuss how chromosomes and genes are related to each other
4.1 Infer that certain traits do not always follow the Mendelian principles of
heredity
VIII. Biodiversity
Third Year
Specific Competencies
After undergoing the Third Year Science Program, the learner shall have
developed the following competencies:
I. Introduction
3.1 Identify and give the uses of some important apparatus used in
chemistry laboratory
3.2 Enumerate and explain the safety precautions to be observed in a
chemistry laboratory
2.1 Cite elements and compounds which are basic to our daily existence
like building components of teeth and bones; food preparations and
medicines
2.2 Identify elements and compounds used in industries which are vital to
the national economy
III. Solutions
IV. Colloids
V. Gases
1.2 Enumerate and explain the properties and behavior of gases based on
kinetic molecular theory
1.3 State the relationship among molecular interactions and phases of
matter
1.4 Compare the diffusion of gases at standard pressure and
temperature
1.3 Infer the relationship between the rate of diffusion and the molecular
mass of a substance
1.4 Derive from given data the relationship between volume and
pressure of a confined gas at constant temperature
1.5 Derive from given data the relationship between volume and
temperature of a confined gas at constant pressure
1.6 Relate the concept of a mole to volume of gases
1.7 Define the variable that describe the state of a gas(V, P, T, n….)
1.1 Write chemical symbols of elements or name the elements given the
chemical symbol
1.2 State the basis of the arrangement of elements in the periodic table
1.3 Use the periodic table to predict the chemical behavior of an element
1.4 Relate the number of valence electrons of elements to their group
number in the periodic table
1.5 Infer trends in atomic sizes, ionization energy, metallic and
nonmetallic properties and electronegativity across the period and
down the family
2.1 Enumerate and describe the properties of elements and their uses
2.2 Cite the importance of knowing the properties of elements and how
they are applied particularly in modern technologies and those
concerning the environment
2.3 Discuss the importance of some alkali metals, alkaline earth metals
and transition metals in the human body
2.1 Discuss the biological importance of certain ions to the human body
and ions in the environment
2.2 Relate the properties of metals to the type of bond formed
2.1 Convert number of moles to mass or vice versa and to the number of
particles (atoms, ions, molecules) or vice versa
2.3 Derive the chemical formula of a compound, given the mass ratio
and the atomic masses of the elements present
2.4 State and explain the law of Conservation of Mass
2.5 Determine the percentage composition of a compound
3.1 Identify and give examples of the four general types of chemical
reactions
3.2 Explain the implied information derived from a balanced equation
3.3 Classify chemical reactions given balanced chemical equation
3.4 Identify chemical equations involved in chemical processes as in soap
making and car batteries
11. Truthfulness
Fourth Year
Specific Competencies
I. Energy in Society
1.1 Explain the role of energy in the development of human society from
the industrial age to the knowledge-based society.
1.2 Discuss examples of the interaction among energy, technology and
society [e.g. effects of energy in the environment, economic growth
and energy demand; energy resources and energy crisis, etc.]
1.3 Infer that the total mass-energy in the universe is constant.
4.1 Explain the effects of these applications on living things and the
environment.
4.2 Evaluate the risks and benefits derived from the applications of
nuclear radiation.
4.3 Explain the principle of radiation safety and its importance in society.
1.1 Cite the contributions of Franklin, Coulomb, Volta, Ohm and other
Filipino inventors.
2.1 Trace the electrical connections from the meter to the appliances in
the different parts of the home
2.2 Translate circuit diagrams into actual circuits and vice versa.
2.3 Measure electric current through a conductor, voltage across it and
its resistance.
2.4 Determine experimentally interrelationships among current, voltage
and its resistance.
2.5 Apply Ohm’s Law to series and parallel circuits.
2.6 Relate power to voltage and current.
2.7 Discuss and practice safety measures in dealing with electricity.
2.8 Compute electrical energy consumption.
2.9 Suggest ways of using electrical energy wisely.
IV. Energy and the Economy
V. Energy in Transportation
1.1 Discuss how the steam engine ushered in the industrial revolution.
2.1 Explain the relationship of kinetic energy and potential energy to work
and cite applications
2.2 Apply the Law of Conservation of Mechanical Energy in different
situations.
2.3 Discuss the Laws of Thermodynamics as applied to heat engines
2.1 Compare the transmission of sound through air with its transmission
through solids, liquids, and a vacuum.
2.2 Discuss the factors that affect the speed of sound.
2.3 Explain how sound waves are produced, transmitted and propagated.
2.4 Discuss how information is transmitted and received in terms of
energy transfers and transformations in a telephone.
4.1 Describe how radio signals are generated, transmitted and received.
4.2 Explain how radio communication devices (eg. Cellphones, radio/TV
receivers) work.
4.3 Discuss how LASER and fiber optics had improved
telecommunication.
6.1 Discuss how the information superhighway has influenced the affairs
of daily living.
7. Suspend judgment.
Prototype Lesson Plans
I. Target:
1. Define molecule.
2. Cite evidences that molecules of a material are in constant motion.
3. Prove that there are spaces between molecules.
4. Describe diffusion
5. Explain diffusion in terms of the kinetic molecular model of matter.
6. Practice proper waste disposal and observe proper hygiene.
A. Topic:
B. Reference:
C. Materials:
A. Recall
B. Motivation
Have you experienced identifying the food your neighbors are cooking?
Surely you can smell the difference between kaldereta and fried tuyo.
Similarly, if you put a few drops of kalamansi juice into a glass of water,
the whole glass of water will taste sour almost immediately. What will happen
to the taste of water if you add a pinch of salt or sugar?
C. Lesson Proper
1. Pre-lab Discussion
Instruction (See activity on diffusion)
2. Lab Proper
- Performance of the activity on diffusion.
3. Post-lab Discussion
Guide Questions:
B. 6. What happened to the drops of soy sauce as they fall into the glass
of water?
7. What happened to the soy sauce and water after 2 minutes?
8. How long did it take soy sauce to spread completely?
Concept:
5. Valuing
Application:
Answer briefly:
1. Why can you smell the odor of the food your mother is cooking in the
kitchen?
IV. Agreement
Answer Briefly
1. Why should you cover your nose when someone in the room is smoking?
2. Many people from far away provinces opposed the operation of the Bataan
Nuclear Power Plant because an accident in this plant would affect them. Do
you think it is true? Why or why not?
Activity
Diffusion
Materials:
Procedure:
B. Place a drop of soy sauce into a half glass of water. Record the time
you dropped the soy sauce into the water. Watch the water for 2
minutes without moving the glass. Observe.
C. Place a small bottle of bagoong in a box. Open it in front of your
classmate. Ask them to record the time when you opened the bottle
and when they smelled the scent.
I. Target
A. Topic:
1. Intermolecular attraction
2. Capillarity
a. Adhesion b. Cohesion
B. References:
C. Materials:
Materials:
A. Recall
Remember the molecular theory of matter. Who can give some ideas about
the theory?
Illustrate molecular motion using the concept of diffusion.
What are intermolecular spaces? Cite examples.
B. Motivation
Demonstration:
Gently lay on top of the basin of water, a spring out of a ball point pen. If
done properly spring floats. Why?
Turn the ball point pen spring on end and touch it in the surface, and pull
the spring upward. What happens? What force is it that allows the water to
pulled up against gravity?
C. Lesson Proper
1. Pre-lab Discussion
Discussion of Activity
2. Lab Activity
A. Surface Tension
Materials:
Procedure:
1) First, carefully pour water into a clean bowl. Then, gently place a
dry needle horizontally on the surface of the water.
2) Next, place the needle into the water vertically.
3) Repeat procedure A. Then, drop a small amount of detergent on
one corner of the water. Observe.
B. Capillarity
Materials:
3 colorless plastic straws with different diameter but with the same
length a glass of colored water
Procedure:
3. Post-lab Discussion
A. Surface tension
B. Capillarity
5. In which straw did the water rise the highest the one with the
smallest diameter or one with the biggest diameter.
4. Generalization
3. Differentiate:
a. Adhesion
b. Cohesion
Concepts:
5. Valuing
Application:
If water striders and other insects can walk on the surface of water,
can humans do the same?
While enjoying your softdrink (Coke), how do you account for the
rise of the liquid in the straw to your mouth?
Can you compare yourself to the water striders while playing near
the pond? Give your reasons for your answer.
6. Evaluation
1. The rise of water from the roots to all parts of the plants is called:
a. Adhesion c. Cohesion
b. Capillarity d. Surface Tension
a. Gases c. Plasma
b. Liquids d. Solids
IV. Agreement
References:
I. Target
A. Topic: Biotechnology
B. Subtopics: Types of Technologies
A. Recall:
Find out the hidden words using the numbers that represent the letters
of the alphabet (Ex. 1-A, 2-B)
2 9 15 20 5 3 8 14 15 12 15 7 25
(BIOTECHNOLOGY)
B. Motivation
C. Lesson Proper
Ask the group to classify the technologies in their news article based
on their nature and use (gadgets, products, processes or techniques)
Reporting Back
D. Generalization:
The types of technologies based on their nature and use are gadgets,
products, processes and techniques.
E. Application:
You have discovered a medicine that could help cure AIDS but you do not
have enough money to continue your research. What are you going to do?
F. Evaluation:
1. Scanning microscope
2. Laser device
3. Safeguard
4. Cosmetics
5. Human Organ Transplant
IV. Agreement:
I. Target
1. Name some common diseases among plants, animals and man in the
community
2. Discuss its causes and effects.
3. Suggest new techniques in disease control.
4. Discuss the value of health.
A. Topic: Biotechnology
A. Recall:
B. Motivation
D. Generalization:
E. Application/ Valuing
F. Evaluation:
IV. Agreement:
1. What are the different techniques in improving the growth of crops and
livestock?
I. Targets
A. Topic
B. References
a. Recall
We learned from the past lesson that chemical system a chemical system
either release or absorb energy. When do we say energy is
released/absorbed in a chemical system?
b. Motivation
How fast can a reaction go? We say some are very fast, others are very
slow. There are many reasons that may affect rates of reaction. Can you
name some?
C. Lesson Proper
1. Activity
Measure one gram of rock salt. Put this on a small beaker. Measure
one gram of granulated salt. Put this also in another small beaker.
Pour 10 mL of tap water into each beaker. Compare the rate of
dissolving of solids in the beaker.
Smaller particles are more reactive. They are more energetic. Small
particles have greater surface area exposed to reaction, thus
increasing the frequency at which particles collide.
4. Valuing/Application
All of us have goals in life. We would wish to achieve these goals as best
we can and at the soonest. To be successful, we look for ways we can
overcome possible obstacle. Sometimes, we need the influences of other
people. When we do ask for other peoples help, we see to it that they
understand our situation in life.
5. Evaluation
1. How are each of the following concepts relate with the rate of reaction?
a. frequency of collisions
b. kinetic energy of collisions
c. orientation of colliding particles
IV. Agreement
In the past lessons, we determined the various factors that effect reaction rates.
In our next lesson, we shall try see how these learning’s are applied in common
things we do in life. For example:
I. Targets:
Given the necessary equipment and materials, 85% of the students are
expected to:
B. References:
2.) Althouse, Andew D., Bracciano, Alfred F., Turnguist, Carl H.,
Modern Refrigeration and Air Conditionin , pp. 75- 101
4.) Keenan & Wood, Modern Chemistry, 4th Edition, pp. 300-350
A. Recall
What do you think will happen to this black solid if we apply heat to its
container ? Let’s find out in today’s activities…
C. Lesson Proper
Station 1: Arrange the set-up for sublimation process and explain how it
occurs according to KMT.
Station 3: Assuming that the big square is a block of ice, illustrate and
explain the melting process according to KMT.
Station 4: Arrange the set-up for boiling process and explain how boiling
occurs according to KMT.
3. Technological Applications:
Phase Changes in Refrigeration Cycle
Lowering the temperature of a liquid After the liquid refrigerant passes through
slows down the movement of the the expansion valve, the pressure
molecules thus decreasing the decreases with simultaneously decrease in
pressure temperature
4. Generalization:
5. Valuing:
A. Direction: From the choices listed below, encircle the letter of the correct answer.
1. Which property of gas proves that the molecules are in constant motion?
a. It is light. c. It is compressible.
b. It is usually visible. d. It leaks out of a container.
IV. Agreement: