ROSARY HILLS INTERNATIONAL SCHOOL, INC
Peking cor. Budapest St. Vista Verde North Executive Village
Llano, Caloocan City, email: [Link]@[Link]
Contact us at: 09554385265
CURRICULUM MAP
GRADE 8
SUBJECT: SCIENCE TERM: 1
TOPIC/ UNIT TOPIC CONTENT PERFORMANCE POWER/ ASSESSMENT ACTIVITI RESOURCES INSTITUTION
TERM STANDARDS STANDARDS SUPPORTING ES AL CORE
COMPETENCIES VALUES
The learner’s By the end of
learned that; the term;
1. Organ ● Organ learners ● Using a
Systems demonstrate labeled
systems work
Working the use of diagram, trace
Together together for how food travels
models, flow
the growth through the
charts, and
and survival diagrams to digestive tract
of the illustrate how and explain how
organism. body systems different
work together digestive
for the growth processes work,
and survival of including
an organism. mechanical
They represent processing,
patterns of secretion,
inheritance and digestion,
predict simple absorption, and
ratios of elimination.
TERM 1 offspring. They
explain that ● Use models,
the flow charts,
classification of diagrams, and
living things simulations to
shows the explain how
diversity and body systems
unity of living work together,
things. They such as
describe the digestion and
excretion.
processes of ● Describe how
respiration and plant organs
photosynthesis (leaf, stem,
and plan and roots) work
record a together as the
scientific transport
investigation to system.
2. Heredity ● Inherited verify the raw
traits passed materials ● Represent
from parents needed. They patterns of
to offspring use flow charts inheritance of a
are governed and diagrams simple
by the rules to explain dominant/
on the cycles in recessive
patterns of nature. They characteristic
demonstrate through
inheritance.
an generations of a
understanding family.
of the structure
of the atom ● Predict simple
and how our ratios of
understandings offspring
have changed genotypes and
over time. They phenotypes in
draw models of crosses
the atom and involving
use tables to dominant/recess
represent the ive gene pairs.
properties of
3. Taxonomi ●Classificatio subatomic
c n of living particles.
Classificat things shows ● Describe the
ion life’s importance of
diversity. the six-kingdom
system and the
three-domain
system of
classification of
living things.
● Explain why
humans are
classified under
Class Mammalia
and the Order
Primates.
4. Use of ●Photosynthe
Timelines sis and ● Using flow
and charts and
respiration
Charts, labeled
Photosynt are processes diagrams
hesis, that show explain the role
Respiratio how living of plants and
n and things animals in the
Cycles in cycles of nature,
Nature ● obtain such as the
energy and carbon, oxygen,
nutrients from and water
the cycles.
environment.
● Describe the
process of
photosynthesis
and respiration,
and identify its
raw materials
needed and
products.
● Using
information
from secondary
sources identify
the different
parts of the cell
where
photosynthesis
and respiration
occur.
● Plan a
scientific
investigation to
verify the raw
materials
needed for
photosynthesis.
5. Use of
Timelines ● The use of
and timeline and ● Develop a
Charts on charts can timeline for the
the illustrate historical
Atomic scientific background of
Model the
knowledge of
development of
the structure the current
of the atom Atomic Model
has evolved that identifies
over time. tiny particles as
atoms.
● Draw the
structure of an
atom in terms of
the nucleus and
● The current
6. Subatomic electron shells.
Particles
structure of
the atom ● Differentiate
includes the subatomic
subatomic particles
particles, protons,
their symbol, neutrons, and
mass, charge, electrons in
and location. terms of their
symbol, mass,
charge, and
location within
an atom.
ROSARY HILLS INTERNATIONAL SCHOOL, INC
Peking cor. Budapest St. Vista Verde North Executive Village
Llano, Caloocan City, email: [Link]@[Link]
Contact us at: 09554385265
CURRICULUM MAP
GRADE 8
SUBJECT: SCIENCE TERM: 2
TOPIC/ UNIT TOPIC CONTENT PERFORMANCE POWER/ ASSESSMENT ACTIVITI RESOURCES INSTITUTION
TERM STANDARDS STANDARDS SUPPORTING ES AL CORE
COMPETENCIES VALUES
The By the end of
learner’s the term;
learned
1. Elements that; learners ● Describe the
and demonstrate properties of
Compounds ● Elements their pure substances
and knowledge and as:
compounds understanding a. having fixed
are identified of the periodic chemical
as pure table by composition,
substances. identifying the examples of
elements, their which are
symbols, their elements and
valence compounds
TERM 2 electrons, and b. that all the
their positions atoms of an
within the element have a
groups and unique number
periods. They of protons
design and/or
2. The Periodic create ● Discuss the
Table timelines or significant
● The documentaries contributions of
periodic table as interesting early scientists
is a useful learning tools. in the
tool to They development of
determine demonstrate the periodic
the chemical an appreciation table.
properties of of the large- ● Identify the
elements. scale features names and
of the ‘blue symbols of the
planet’ Earth first 20 or
and relate several common
those features elements of the
to the periodic table.
geological
characteristics ● Explain that
of the upper the
crustal layers arrangement of
of the Earth. elements in the
They identify periodic table as
and describe 7 periods and
the nature and 18 groups is
impact of based
volcanic
activity in on their atomic
building new structure and
crust and chemical
identify that properties, such
these crust as reactivity.
forming
processes ● Explain that
account for the electron
patterns and structure of an
changes in the atom
distribution of determines its
volcanoes, position on the
earthquakes, periodic table.
and mountain
chains that ● Calculate the
have occurred number of
over time. protons,
neutrons, and
electrons in the
atom of several
elements, such
as aluminum.
● Explain that
the elements
within a group
in the periodic
table have the
same number of
valence
electrons.
3. Distribution ● Identify what
of the proportion of
Continents ● The the Earth's
distribution of surface is
continents covered with
and oceans water as
on Earth is opposed to
related to the land.
presence of
the oceanic
crust and
continental
4. Crustal crust.
Features
and ● Volcanic ● Gather
Interactions terrain is built information
by the slow from secondary
accumulation sources to name
of erupted and describe
lava. the upper
crustal layers of
● The the solid earth.
earth’s
surface is ● Describe the
made of different types
separate and of volcanoes
movable found around
plates. the world
according to
their:
a. activity
b. type of
eruption
c. location in
the crust
● Relate the
shape of a
volcano’s cone
to its
composition.
● Relate the
location and
distribution of
active
volcanoes,
earthquake
epicenters, and
major mountain
belts to the
distribution of
oceanic crust
and continental
crust.
● Identify how
oceanic crust
and continental
crust is
associated with
the Earth’s
lithospheric
plates.
ROSARY HILLS INTERNATIONAL SCHOOL, INC
Peking cor. Budapest St. Vista Verde North Executive Village
Llano, Caloocan City, email: [Link]@[Link]
Contact us at: 09554385265
CURRICULUM MAP
GRADE 8
SUBJECT: SCIENCE TERM: 3
TOPIC/ UNIT TOPIC CONTENT PERFORMANCE POWER/ ASSESSMENT ACTIVITI RESOURCES INSTITUTION
TERM STANDARDS STANDARDS SUPPORTING ES AL CORE
COMPETENCIES VALUES
TERM The By the end of
3 learner’s the term;
learned
1. Typhoons that; learners draw ● Gather
on their information
● Bodies of understanding from secondary
water and of the sources to
landforms relationships explain:
affect between a. how typhoons
typhoons. landforms and develop
oceans to b. why the
explain the Philippines is
formation and prone to
impacts of typhoons
typhoons. They
also identify ● Use a map
that and a record of
predictable tracking data to
interactions of trace the path
the Sun-Earth- of typhoons that
Moon system enter the
result in tidal Philippine Area
effects. They of Responsibility
demonstrate (PAR).
understanding
of the technical ● Discuss how
meaning of bodies of water
acceleration and landforms
and apply their affect typhoons.
understanding
to everyday ● Father
situations information
involving from the
motion. They Department of
represent and Science and
interpret Technology
acceleration in (DOST) and
distance-time other reliable
and velocity- websites to
time graphs to identify how
make authorities
predictions support
about the communities
movement of affected by
objects. typhoons.
Learners link
2. Tides motion to ● Relate the
kinetic energy relative
● The and potential movements of
interaction energy and the Earth, Moon,
between the explain and Sun with
Sun, Earth, transformation the occurrence
and Moon s between of tides.
causes tides. them using
everyday ● Draw on
examples. information
Learners relate from secondary
understanding sources to
of kinetic identify
energy and situations where
potential tidal differences
energy to an could be
appreciation of exploited to
the hydro- generate
electric renewable
resources of energy.
the Philippines
3. Acceleration for the ● Identify that
and generation of forces cause
Distance- ● Forces electricity for objects to
time and cause objects use in homes, accelerate, and
Velocity- to accelerate communities, that
time Graphs acceleration of
● An object an object is its
is rate of change
accelerating of velocity.
if the
magnitude ● Observe and
and/or describe
direction of examples of
its velocity accelerating
changes. objects at
school and in
the local
community,
including
objects that
show uniform
circular motion.
● Construct and
annotate
distance-time
graphs and
velocity-time
graphs to
represent
uniform and
non-uniform
4. Kinetic acceleration.
Energy and
Potential ● Describe
Energy ● Kinetic kinetic energy
energy is the as the
energy of movement of
movement, objects or
and potential particles, and
energy is potential energy
stored as energy
energy. stored due to
the position of
objects or
particles.
● Identify
examples of
everyday
situations that
demonstrate:
a. kinetic
energy being
transformed to
potential energy
b. potential
energy being
5. Work and transformed to
Energy kinetic energy
● Recognize
● As an that work is
object falls done when a
from a height force causes the
its energy is displacement of
conserved an object.
because its
potential ● Recognize
energy is that power is
transformed the rate of
to kinetic doing work.
energy.
● Explain that
the mechanical
energy of an
object is the
sum of the
kinetic energy
6. Renewable and the
Energy potential energy
available to do
work.
● The
resources of ● Describe
the conservation of
Philippines energy in
provide many everyday
benefits to its situations
people and involving
their gravity, such as
activities. when objects
fall.
● Gather
information
from secondary
sources to
explain how
potential energy
stored in lakes
and dams in the
Philippines is
used to produce
kinetic energy
7. Properties to generate
of Light electricity for
use in homes,
communities,
● the and industry.
fundamental
Properties of ● Carry out
light guided
including how investigations to
it travels, describe and
interact with illustrate the
different reflection of
materials, light using plane
and produces and curved
observable mirrors and the
phenomena refraction of
such as light using
reflection, transparent
refraction, blocks, lenses,
absorption, and prisms with
transmission, examples from
dispersion, everyday
and the applications.
formation of
shadows.
● light is a
form of
energy that
travels in
straight lines
and enable
vision, and
they apply
these
concepts to
explain
natural
phenomena
and everyday
technologies
that rely on
behavior of
light.
Prepared by: Recommending Approval:
NESTOR A. FLOR, LPT MARK M. ROCAS, DBA
Science Teacher Vice President for Operation
Academic Head Corporate Secretary
Noted by:
GLORIA V. BIEN, EdD, DHum
School Principal
Approved by:
MAURICIA M. ROCAS, DHum, DELM
School President