2021 Edition

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PREFACE
The CLMD4A Budget of Work (BOW) is one of the prime
projects anchored to DepEd’s Sulong Edukalidad, a national
program that shifts to and focuses on quality basic education.
This program is a manifestation of significant shift of focus to
improving quality of basic education in the region with
enhanced teacher performance and improved mastery of
learning competencies on the part of the learners.

In response to the first key reform area (KRA) of Sulong

Edukalidad known as K to 12 curriculum review and update,
DepEd CALABARZON develops the CLMD4A BOW which aims
to redirect the teaching of the target learning competencies
(LCs) into more precise and quality-driven direction by
placing emphasis on the most essential learning
competencies (MELCs) involving more relevant knowledge,
skills, and attitudes/values (KSAVs) significant to the
ever-changing 21st century society. Also, this project directs
the adaptation and reformation of the curriculum to the
current demands of the society while the country is adjusting
to the emerging needs of the new normal.

Guided by the provisions of Republic Act 10533, Section

5, Paragraphs B and H and Rule II Section 10.2 Paragraphs B
and H of DepEd Order No. 43 s. 2013, DepEd CALABARZON,
through the CLMD, takes an initiative in developing the PIVOT
4A BOW in making the curriculum relevant, responsive and
flexible by localizing, indigenizing, contextualizing and
enhancing it to ensure mastery of the target LCs and MELCs
and promoting holistic development of learners’ knowledge,
skills and attitude/values (KSAVs) from Kindergarten to Grade
12.

With the ever-changing demands of the 4th Industrial

Revolution classrooms and the differences in educational
structures from one region to another, the development of the
CLMD4A BOW takes the lead in making the K to 12 Basic
Education Curriculum suitable to the needs of teachers and
learners in CALABARZON as this would guide them in
re-structuring their lessons, delivery and assessment.

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CLMD4A BUDGET OF WORK
CLMD4A Budget of Work (BOW), as a regional
curriculum blueprint, highlights the Most Essential Learning
Competencies being the heart of the LCP. This categorizes
the K to 12 competencies into two: the most essential
learning competencies (MELCs) and the enabling
competencies.

CLMD4A BUDGET OF WORK (BOW)

CLMD4A Budget of Work (BOW) is one of the prime

projects of the Region as a response to the first key reform
area (KRA) of Sulong Edukalidad known as K to 12
curriculum review and update.

CLMD4A Curriculum Design

Curriculum Design for CLMD4A BOW (Pawilen, 2019)

Figure 1. CLMD4A BOW Curriculum Design

DepEd CALABARZON develops the CLMD4A BOW to

redirect the delivery of the target learning competencies (LCs)
into more precise and quality-driven direction by placing
emphasis on the most essential learning competencies (MELCs)
founded on more relevant knowledge, skills, and
attitudes/values (KSAVs) significant to the ever-changing 21st
century society. Also, this project directs the adaptation and

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reformation of the curriculum to the current demands of the
society while the region is adjusting to the emerging needs of the
new normal.

With the ever-changing demands of the 4th Industrial

Revolution classrooms and the differences in educational
structures from one region to another, the development of
CLMD4A BOW takes the lead in making the K to 12 Basic
Education Curriculum suitable to the needs of teachers and
learners in CALABARZON as this would guide them in re-
structuring their lessons, delivery and assessment.

Basically, CLMD4A BOW is a teaching resource material

and reference that contains LCs, MELCs and time allotment
arranged into columns for easy reference and notation. This
would guide teachers in designing and planning their lessons. Its
design is influenced by various teaching-learning principles
focusing on the following:
a. the nature of learners,
b. KSAVs learners should learn, and
c. brevity of KSAVs.

CLMD4A BOW focuses on recalling, remediating, reflecting

and relearning principles attuned to diverse learners (Zape,
2020). The context of this CLMD4A BOW is not only to decongest
the curriculum but to refocus curricular direction in the region
towards quality teaching-learning processes and desired
learning outcomes. This also embodies the complete cycle of
learning from acquisition to reflection which is important in
developing holistic learners in the 21st century learning
environment.

In understanding the contexts of CLMD4A BOW, identifying

enabling competencies is necessary (Pawilen, 2020). Enabling
competencies are important to bridge and guide teachers and
learners in the process of understanding complex learning
competencies.

Each CLMD4A BOW has different parts and/or features

considering the nature and uniqueness of each learning area.
Basically, designs of PIVOT 4A BOW are grouped into four (4)---
(a) Kindergarten, (b) languages (English, Filipino and MTB-MLE),
(c) other non-language learning areas, and (d) Senior High
School.

- CLMD4A BOW for Kindergarten consists of quarter, MELCs,

domains of child development, learning competencies
and assignment which may either be first to appear or a
follow-up competency. The domains of child
development are considered as the basic features and
framework of early childhood education.

- CLMD4A BOWs in Mother Tongue-Based Multilingual

Education (MTB-MLE), English and Filipino contain the
following parts: quarter, MELCs, domains, learning

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 competencies and number of days taught. The unique
features of these BOWs as compared to other learning
areas are the language domains reflecting different
learning targets and/or macro skills. Domains vary from
one grade level to another.

- CLMD4A BOWs in non-Kindergarten and non-language

learning areas contain the following parts: quarter, MELCs,
learning competencies and number of days taught.
Meanwhile, CLMD4A BOW in MAPEH is also divided into its
four components: Music, Arts, Physical Education and
Health. Also, CLMD4A BOW in EPP/TLE is also presented and
categorized as to components and/or specializations.

- CLMD4A BOWs for Senior High School contain the following

parts: quarter, MELCs and number of days taught.

The development of CLMD4A BOW in each learning area

for Key Stages 1-4 ensures the achievement of the grade level
and key stage standards in response to the Department’s call to
produce proficient and lifelong learners who can apply their
KSAVs in solving real-world problems.

MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

The Central Office, through the Bureau of Curriculum

Development (BCD), due to prevailing situation in the country on
the Corona Virus Disease 2019 or COVID-19, has identified the
most essential learning competencies (MELCs) in each learning
area for Key Stages 1-4. MELCs are knowledge, skills and
attitudes/values (KSAVs) that shall be mastered by each learner
to achieve the set content and performance standards in each
quarter, grade level or key stage.

MELCs are the most important LCs in each learning area

and grade level needed by each learner to learn, understand,
use and apply in an environment/situation of varying contexts.
These are also the standard LCs that teachers must focus on in
terms of delivery and assessment.

In response to this call, DepEd CALABARZON initializes and

introduces the CLMD4A Budget of Work (BOW) highlighting the
identified MELCs. CLMD4A BOWs used MELCs as the key focus in
each quarter in each learning area and grade level. The number
of MELCs varies from one quarter to another and one grade level
to another.

In planning lessons for each quarter, teachers shall look into

the CLMD4A BOW and locate the indicated. All LCs in CLMD4A
BOW shall still be taught with great emphasis on the MELCs. As
such, more activities and assessment procedures shall be given
in dealing with these MELCs.

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ENABLING COMPETENCIES

While MELCs are readily available, the region mapped

MELCs which are terminal in nature. As such, it is essential that
these MELCs be introduced and/or bridged with enabling
competencies in the proficient demonstration of target
knowledge, skills and attitude/values. Basically, enabling
competencies are pre-requisite skills, knowledge and
attitude/values needed by learners in learning/understanding
the target learning competencies.

In this regard, CLMD4A BOW employs review and mapping

principles to arrive at the specific learning competencies for
delivery with respect to the time allotment per learning area and
modality appropriate at this time. These MELCs and LCs were
identified using the SMART test. Enabling competencies are
written in objective form under knowledge, skills and/or
attitude/value targets. In CLMD4A BOW, some MELCs already
function as enabling competencies in achieving other MELCs.

Further, enabling competencies shall be used by teachers

as their guide in writing their LeaPs using the IDEA instructional
process. The identified enabling competencies shall be used as
springboard to meet the expectation of the MELC.

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 CLMD4A BUDGET OF WORK (BOW) IN SCIENCE

As DepEd CALABARZON (Region IV-A) supports the commitment of the

Department of Education to address the challenges of quality in basic education and
realize its goals and objectives through the Sulong Edukalidad, with KITE as its four key
reform areas:
• K to 12 Curriculum Review and Update
• Improvement of the Learning Environment
• Teachers` Upskilling and Reskilling
• Engagement of Stakeholders for Support and Collaboration,

The Curriculum and Learning Management Division (CLMD) upholds the vision
and mission of the K to 12 program, stated in Section 5 of Republic Act 10533, or the
Enhanced Basic Education Act of 2013 “the curriculum shall be flexible enough to
enable and allow schools to localize, indigenize and enhance the same based on
their respective educational and social contexts. The production and development
of locally produced teaching materials shall be encouraged and approval of these
materials shall devolve to the regional and division education units.

To accomplish this, the region responded through its program CLMD4A BOW
Strategic Thrust No. 1 that seeks to (a) identify learning competencies in need of pre-
requisite skills; and (b) organize evaluated learning competencies into 4AQuBE
budget of work (BOW) in all learning areas for Key Stages 1-3. Together with other
learning areas, this Teaching Guide in the utilization of 4AQuBE BOW was developed
and reviewed by representative Education Program Supervisors (EPS) in Science in five
(5) clustered divisions in Region IV-A. This CLMD4A BOW in Science 3 to 10 are the
mapped Most Essential Learning Competencies (MELC) that every Science learner
must exhibit at the end of each grade level per quarter. This will be taught in flexible
time for 40 days with emphasis on the terminal objectives articulated as the MELC.

The spiral progression of the curriculum was considered, and the mastery of
skills were unfolded as the basis by which more time was given emphasis on MELC
whereby learners will achieve a level of mastery in pre-requisite knowledge and skills
before moving forward to subsequent and enhancement skills. This is anchored on the
Mastery Learning Model by John B. Caroll and B.S. Bloom. It is based on the
assumptions that almost all students can learn and attain the mastery level if sufficient
time, adequate instructions and timely help is provided to them according to their
interest and abilities. Thus, time spent on learning is the key to mastery. This BOW
represents emphasis on the repertoire of competencies important in the world of work
and in a knowledge-based society.

There are 286 Learning Competencies in the K to 12 Science 3 to 10 Curriculum

(as of August 2016). In light of the regular instructional time, the Philippine educational
system has been affected by many class disturbances not only limited by the natural
disasters or phenomena but by other factors beyond the control of school system such
as the unavailability/limited number of appropriate learning resources, large class size,
ancillary assignments of teachers, and non-major teachers teaching Science, to
name a few. In addition to this, the global pandemic on the challenges brought by
Covid-19 shifted the curriculum to adapt in the new normal. Thus, the birth of this

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intervention to decongest curriculum yet adhere for the quality of learning outcomes
was responded and will help teachers to adjust in the new normal of the learning
delivery, as well as the schools division governance in curriculum management.

A. Features/Elements

The CLMD4A Budget of Work (BOW) in Science is a resource material in

teaching Science that contains learning competencies in sequence of
domain/strands per quarter as follows:

Quarter G3 G4 G5 G6 G7 G8 G9 G10
I MT MT MT MT MT FE LT ES
II LT LT LT LT LT ES MT FE
III FE FE FE FE FE MT ES LT
IV ES ES ES ES ES LT FE MT

• MT- Matter
• LT – Living Things and Their Environment
• FE – Force, Motion and Energy
• ES – Earth and Space

Each domain are composed of strands taught every quarter in spiral

progression from Grades 3 to Grade 10 as follows:

• Matter (MT)
- Changes that Matter Undergo
- Properties and Structure of Matter

• Living Things and Their Environment (LT)

- Parts and Functions of Animals and Plants
- Heredity: Inheritance and Variation
- Biodiversity and Evolution
- Ecosystem

• Force, Motion and Energy (FE)

- Force and Motion
- Energy

• Earth and Space (ES)

- Geology
- Meteorology
- Astronomy

The matrix of the CLMD4A BOW shows the Most Essential Learning
Competencies (MELC) that every learner is expected to achieve at the end of each
quarter by grade level. It is presented in four collumns. The first column (I) represents
the quarter in the grade level of Science domain/strand with the intended MELC. The
second column (II) shows the continuous numbering of MELC per grade leve/quarter.
The third column (III) states the learning competencies of the mapped MELC with pre-

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requisite skills placed before the terminal objectives of the numbered Most Learning
Competencies (MELC). These pre-requisite skills are the enabling skills which are not
numbered in column II that must be taught by teacher and learned by all Science
pupils/students prior to achievie the terminal objectives of the MELC. Lastly, column
(IV) presents the number of days to be taught that the MELC must be realized.

B. How to Use this BOW?

The flexibility of learning depends on the pacing of students and teachers, yet,
this 40-days non-negotiable instructional time per quarter will allow teachers to focus
entirely in the delivery of learning for the MELC. Anchored on the 2C2IR teaching-
learning approaches, other appropriate teaching strategies or learning models may
be used as necessary.

The CLMD4A BOW in English is composed of seven (7) columns. The first column
is intended for the Quarter; the second one for the Most Essential Learning
Competencies (MELC); the third for the Learning Competencies; the fourth one for No.
of Days Taught, and the last three columns for the Learning Delivery Platforms.

Quarter Most Essential Learning Learning No. of Learning Delivery

Competencies (MELC) Competencies Days Platform
(A) (B) (C) Taught (G)
(D)
TV Radio Both
(H) (I) (J)
(E)
(E)

(F) 1

In using the CLMD4A BOW in Science, it is important to understand the figure

above marked by the following specifications:

A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Learning Competencies
D. Number of Days Taught
E. Enabling Competencies. These were taken from the K to 12 Curriculum Guide
which teachers shall use in bridging the lessons especially in reaching and
targeting the Most Essential Learning Competencies (MELC).
F. Most Essential Learning Competencies (MELC). In each CLMD4A BOW, the
MELC is symbolized or marked by numbers. These identified MELCs may be of
the same variant of the K to 12 LCs or enabling competencies. But in some
cases, MELCs were produced by merging/fusing some LCs or enabling
competencies.
G. Learning Delivery Platform. It shows the possible learning delivery platforms
aside from the modular and online approaches. These could be through (H)
TV Lesson, (I) Radio Lesson, and (J) Both.

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 Further, Science teachers should:

• look for the grade level they are handling and the existing quarter at the time
of teaching-learning delivery;
• check the MELC or LCs to be taught in a particular quarter;
• take note that the first LC or set of LCs in the BOW becomes the first lesson to
be taught in a quarter;
• determine if the MELC has enabling competencies/skills that must be mastered
first prior to attaining the terminal competencies (MELC) or the LCs which are
not numbered in column II;
• design their lessons using the CLMD4A considering the number of days these
LCs must be taught, the instructional objectives to meet the learning
targets/goals of the lesson, the appropriate teaching
strategies/approaches/methods specifically the use of 2C2IR and other
models in teaching, and the alignment of the desired learning outcomes to
exhibit the mastery level in the achievement of MELC; and
• deliver the LCs as specified in the BOW/quarter using varied platforms of
teaching and learning modalities /Blended Learning.

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 GRADE 3 – SCIENCE

No. of Learning Delivery

Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Quarter 1
Describe the different objects based on their
characteristics (e.g. shape, weight, volume, ease of
low) 20
Classify objects and materials as solid, liquid, and gas
1 /
based on some observable characteristics
describe ways on the proper use and handling solid,
liquid and gas found at home and in school;
Describe changes in materials based on the effect of
temperature:
20
1. Solid to liquid
2 /
2. Liquid to solid
3. Liquid to gas
4. Solid to gas
Quarter 2
Enumerate healthful habits to protect the
sense organs;
5
Describe the functions of the sense organs of the
3 /
human body;
4 Describe animals in their immediate surroundings; /
5
5 Identify the external parts and functions of animals /
6 Classify animals according to body parts and use; /
Describe ways of proper handling of animals 5
7 State the importance of animals to humans; /
8 Describe the parts of different kinds of plants /
Describe ways of caring and proper handling of plants 5
9 State the importance of plants to humans /
10 Compare living with nonliving things /
infer that living things reproduce;
Identify observable characteristics that are passed on 5
11 from parents to offspring (e.g., humans, animals, /
plants);
Identify the basic needs of humans, plants and animals
12 5 /
such as air, food, water, and shelter
Explain how living things depend on the environment
13 5 /
to meet their basic needs;
Recognize that there is a need to protect and
14 5 /
conserve the environment.
Quarter 3
Identify things that can make objects move such as
people, water, wind, magnets;
Describe the movements of objects such as fast/slow,
forward/backward, stretching/compressing; 20
Describe the position of a person or an object in
15 relation to a reference point such as chair, door, /
another person;
Describe sources of light and sound, heat and
electricity;
Enumerate uses of light, sound, heat and electricity 20
Describe the different uses of light, sound, heat and
16 /
electricity in everyday life
Quarter 4
Describe the things found in the surroundings; 10

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 No. of Learning Delivery
Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Relate the importance of surroundings to people and
17 /
other living things;
Describe the changes in the weather over a period of
18 10 /
time
Communicate how different types of weather affect
activities in the community;
10
Enumerate and practice safety and precautionary
19 /
measures in dealing with different types of weather.
Enumerate safety measures to avoid the harmful
effects of the Sun’s heat and light;
Communicate how the natural objects in the sky
10
affect daily activities;
Describe the natural objects that are found in the sky
20 /
during daytime and nighttime

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 GRADE 4 – SCIENCE

No. of Learning Delivery

Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Quarter 1
Classify materials based on the ability to absorb water, float,
1 10 /
sink, undergo decay.
Describe changes in solid materials when they are bent,
2 10 /
pressed, hammered, or cut.
Describe changes in properties of materials when exposed
3 to certain conditions such as temperature or when mixed 10 /
with other materials.
Identify the effects of decaying materials on one`s health
and safety
Demonstrate proper disposal of waste according to the
10
properties of its materials
Identify changes in materials whether useful or harmful to
4 /
one’s environment.
Quarter 2
Identify the causes and treatment of diseases of the major
organs.
5
Practice habits to maintain a healthy body
5 Describe the main function of the major organs /
Communicate that the major organs work together to
6 5 /
make the body function properly.
Make a survey of animals found in the community and their
specific habitats;
Compare body movements of animals in their habitat. 5
Infer that body structures help animals adapt and survive in
7 /
their particular habitat.
Make a survey of plants found in the community and their
specific habitats;
Conduct investigation on the specialized structures of
plants given varying environmental conditions: light, water, 5
temperature, and soil type
Identify the specialized structures of terrestrial and aquatic
8 /
plants.
9 Compare the stages in the life cycle of organisms. 5 /
Describe the effect of the environment on the life cycle of
10 5 /
organisms.
Describe some types of beneficial and harmful interactions
11 5 /
among living things.
Describe the effects of interactions among organism in their
12 5 /
environment.
Quarter 3
Practice safety measures in physical activities and
proper handling of materials; 10
13 Explain the effects of force applied to an object. /
Describe the force exerted by magnets
10
14 Characterize magnetic force. /
15 Describe how light, sound and heat travel. 10 /
Describe ways to protect oneself from exposure to
excessive light, heat, and sound.
10
Investigate properties and characteristics of light and
16 /
sound.
Quarter 4
Compare and contrast the characteristics of
17 5 /
different types of soil.

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 No. of Learning Delivery
Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Explain the use of water from different sources in the context
18 5 /
of daily activities.
Infer the importance of water in daily activities.
5
19 Trace and describe the importance of water cycle. /
Record in a chart the weather conditions.
Make simple interpretations about the weather as recorded
in the weather chart. 5
Use weather instruments and describe the different
20 /
weather components in a weather chart
Identify safety precautions during different weather
21 5 /
conditions.
Describe the changes in the position and length of shadows
22 5 /
in the surroundings as the position of the Sun changes.
Describe the role of the Sun in the water cycle;
Describe the role of the Sun to living things 10
23 Describe the effects of the Sun to human activities /

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 GRADE 5 – SCIENCE

No. of Learning Delivery

Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Quarter 1
Use the properties of materials whether they are useful or
1 10 /
harmful.
Investigate changes that happen in materials under the
following conditions:
2 15 /
1. presence or lack of oxygen; and
1. 2. application of heat
Recognize the importance of recycle, reduce, reuse,
recover and repair in waste management.
15
Design a product out of local, recyclable solid and/ or liquid
3 /
materials in making useful products.
Quarter 2
Give ways of taking care of the reproductive organs
Describe the parts of the reproductive system and their 5
4 /
functions.
Describe the changes that occur during puberty
5
5 Explain the menstrual cycle. /
Describe the different modes of reproduction in animals such
6 5 /
as in butterflies, mosquitoes, frogs, cats and dogs.
7 Describe the reproductive parts in plants and their functions. 5 /
Describe the different modes of reproduction in flowering
8 and non-flowering plants such as moss, fern, mongo and 10 /
others.
Discuss the interactions among living things and non-living
9 5 /
things in estuaries and intertidal zones.
Explain the need to protect and conserve estuaries and
10 5 /
intertidal zones.
Quarter 3
Use appropriate measuring tools and correct standard units
Describe the motion of an object by tracing and measuring
5
11 its change in position (distance travelled) over a period of /
time;
Discuss why some materials are good conductors of
12 5 /
heat and electricity.
Infer how black and colored objects affect the ability
to absorb heat;
5
Relate the ability of the material to block, absorb or
13 /
transmit light to its use.
14 Infer the conditions necessary to make a bulb light up; 5 /
Determine the effects of changing the number or type of
15 10 /
components in a circuit.
Infer that electricity can be used to produce magnets;
Design an experiment to determine the factors that affect 10
16 /
the strength of the electromagnet.
Quarter 4
17 Describe how rocks turn into soil. 5 /
Communicate the data collected from the
investigation on soil erosion;
5
Investigate extent of soil erosion in the community
18 /
and its effects on living things and the environment.
Observe the changes in the weather before, during and after
a typhoon;
10
Describe the effects of the winds, given a certain storm warning
signal;

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 No. of Learning Delivery
Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Describe the effects of a typhoon on the community.
Characterize weather disturbances in the Philippines and
19 /
describe their effects to daily life.
Relate the cyclical pattern to the length of a month;
Infer the pattern in the changes in the appearance of the 10
20 /
Moon.
Identify star patterns that can be seen at particular times of the
21 10 /
year.

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 GRADE 6 – SCIENCE

No. of
Learning Delivery
Quarter MELC Learning Competencies Days
Platform
Taught
Quarter 1 TV Radio Both
Describe the appearance and uses of homogenous and
1 20 /
heterogenous mixtures.
Tell the benefits of separating mixtures from products in the
community
Describe techniques in separating mixtures such as 20
2
decantation, evaporation, filtering, sieving and using /
magnet.
Quarter 2
3 Explain how the organs of each organ system work together. 5 /
Explain how the different organ systems work
4 5 /
together.
Determine the distinguishing characteristics of vertebrates
5 10 /
and invertebrates.
Discuss the interactions among living things and non-living
6 things in tropical rainforest, coral reefs and mangrove 10 /
swamps.
Explain the need to protect and conserve tropical
7 10 /
rainforests, coral reefs and mangrove swamps.
Quarter 3
Infer how friction and gravity affect movements of different
8 10 /
objects.
Demonstrate how sound, heat, light and electricity
9 15 /
can be transformed.
Demonstrate the practical and safe uses of simple
machines
15
Manipulate simple machines to describe their
10 /
characteristics and uses.
Quarter 4
Describe the changes on the Earth’s surface as a result of
11 5 /
earthquakes and volcanic eruptions.
Enumerate what to do before, during and after
12 5 /
earthquake and volcanic eruptions.
Discuss appropriate activities for specific seasons in the
Philippines 5
13 Describe the different seasons in the Philippines. /
Demonstrate rotation and revolution of the Earth using a
globe to explain day and night and the sequence of
seasons; 10
Differentiate between rotation and revolution and describe
14 /
the effects of the Earth’s motions
15 Compare the planets of the solar system. 5 /
Construct a model of the solar system showing the relative
16 10 /
sizes of the planets and their relative distances from the Sun.

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 GRADE 7 – SCIENCE

No. of Learning Delivery

Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Quarter 1
1 Describe the components of a scientific investigation. 4 /
Describe some properties of metals and non-metals such as
luster, malleability, ductility, and conductivity.
8
Recognize that substances are classified into elements and
2 /
compounds
Investigate properties of acidic and basic mixtures using natural
indicators; and
8
Distinguish mixtures from substances based on a set of
3 /
properties
4 Investigate properties of unsaturated or saturated solutions. 4 /
Express concentrations of solutions quantitatively by
5 preparing different concentrations of mixtures according to 8 /
uses and availability of materials.
Quarter 2
6 Identify parts of the microscope and their functions. 4 /
7 Focus specimens using the compound microscope. 4 /
Describe the different levels of biological organization from
8 4 /
cell to biosphere.
Differentiate plant and animal cells according to presence or
9 /
absence of certain organelles.
4
Explain why the cell is considered the basic structural and
10 /
functional unit of all organisms.
Identify beneficial and harmful microorganisms.
Describe the process of fertilization.
Differentiate asexual from sexual reproduction in terms of: 4
11 1. number of individuals involved /
2. similarities of offspring to parents.
Differentiate biotic from abiotic components of an
12 4 /
ecosystem.
Describe the different ecological relationships found in an
13 4 /
ecosystem.
Predict the effect of changes in one population on other
populations in the ecosystem.
4
Predict the effect of changes in abiotic factors on the
14 /
ecosystem.
Quarter 3
Describe the motion of an object in terms of distance
15 8 /
or displacement, speed or velocity, and acceleration.
Differentiate quantities in terms of magnitude and direction.
Create and interpret visual representation of the motion of 4
16 /
objects such as tape charts and motion graphs.
Differentiate transverse from longitudinal waves, and
mechanical from electromagnetic waves; 4
17 Infer that waves carry energy. /
Describe how organisms produce, transmit, and receive
sound of various frequencies (infrasonic, audible, and
ultrasonic sound).
Explain sound production in the human voice box, and how
4
pitch, loudness, and quality of sound vary from one person
to another.
Describe the characteristics of sound using the concepts of
18 /
wavelength, velocity, and amplitude.
Infer that light travels in a straight line. 4

20
 No. of Learning Delivery
Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Relate the characteristics of waves;
Explain color and intensity of light in terms of its wave
19 /
characteristics
20 Infer the conditions necessary for heat transfer to occur. 4 /
21 Describe the different types of charging processes. 4 /
Quarter 4
Describe the location of the Philippines with respect to
the continents and oceans of the world.
4
Demonstrate how places on Earth may be located
22 /
using a coordinate system.
Recognize that soil, water, rocks, coal, and other fossil fuels
are Earth materials that people use as resources. 4
23 Cite and explain ways of using Earth’s resources sustainably. /
Explain how some human activities affect the atmosphere.
Discuss how energy from the Sun interacts with the layers of 4
24 /
the atmosphere.
Describe the effects of certain weather systems in the
Philippines.
4
Account for the occurrence of land and sea breezes,
25 /
monsoons, and inter-tropical convergence zone (ITCZ).
Show what causes change in the seasons in the Philippines
using models;
Using models, relate:
1. the tilt of the Earth to the length of daytime;
2. the length of daytime to the amount of energy
received;
12
3. the position of the Earth in its orbit to the height ofthe
26 /
Sun in the sky;
4. the height of the Sun in the sky to the amount of
energy received;
5. the latitude of an area to the amount of energy the
area receives
Collect, record, and report data on the beliefs and practices
of the community in relation to eclipses 3
27 Explain how solar and lunar eclipses occur using models /

21
 GRADE 8 – SCIENCE

No. of Learning Delivery

Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Quarter 1
Investigate the relationship between the amount of force
1 applied and the mass of the object to the amount of 4 /
change in the object’s motion.
Demonstrate how a body responds to changes in motion.
Infer that when a body exerts a force on another, an equal 4
2 /
amount of force is exerted back on it.
Infer that circular motion requires the application of constant
force directed toward the center of the circle.
Differentiate potential energy and kinetic energy. 4
Identify and explain the factors that affect potential and
3 /
kinetic energy.
Investigates the effect of temperature to the speed of
4 4 /
sound
Explain that the red is the least bent and violet id the most
bent according to their wavelengths or frequencies
Demonstrate the existence of the color components of
4
visible light using a prism or diffraction grating
Explain the hierarchy of colors in relation to the energy of
5 /
visible light
Infer how the movement of particles of an object affects
the speed of sound through it.
4
Differentiate between heat and temperature at the
6 /
molecular level.
7 Infer the relationship between current and voltage. 4 /
Explain the advantages and disadvantages of series and
8 /
parallel connections in homes
Differentiate electrical power and electrical energy. 4
Explain the functions of circuit breakers, fuses, earthing,
9 /
double insulation, and other safety devices in the home.
Quarter 2
Using models or illustrations, explain how movements
10 4 /
along faults generate earthquakes.
Differentiate the:
1. epicenter of an earthquake from its focus;
11 8 /
2. intensity of an earthquake from its magnitude;
3. active and inactive faults.
Demonstrate how underwater earthquakes generate
tsunamis.
4
Explain how earthquake waves provide information about
12 /
the interior of the earth.
Explain how typhoons develop.
Infer why the Philippines is prone to typhoons.
Explain how landmasses and bodies of water affect
8
typhoons;
Explain how typhoon develops and how it is affected
13 /
by landmasses and bodies of water.
Trace the path of typhoons that enter the Philippine Area of
14 4 /
Responsibility (PAR) using a map and tracking data;
Predict the appearance of comets based on recorded data
of previous.
4
Explain the regular occurrence of meteor showers.
15 Compare and contrast comets, meteors, and asteroids. /
Quarter 3

22
 No. of Learning Delivery
Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Explain the properties of solids, liquids, and gases
16 8 /
based on the particle nature of matter.
Explain physical changes in terms of the arrangement and
17 8 /
motion of atoms and molecules.
Determine the number of protons, neutrons, and electrons in
18 8 /
a particular atom.
Trace the development of the periodic table from
observations based on similarities in properties of elements.
8
Use the periodic table to predict the chemical behavior of
19 /
an element.
Quarter 4
Identify healthful practices that affect the digestive
system.
Explain how diseases of the digestive system are
4
prevented, detected, and treated.
Explain ingestion, absorption, assimilation, and
20 /
excretion.
Compare mitosis and meiosis, and their role in the cell-
21 /
division cycle.
4
Explain the significance of meiosis in maintaining the
22 /
chromosome number.
Predict phenotypic expressions of traits following simple
23 4 /
patterns of inheritance.
24 Explain the concept of a species. /
4
25 Classify organisms using hierarchical taxonomic system. /
Explain the advantage of high biodiversity in maintaining
26 /
the stability of an ecosystem.
4
Describe the transfer of energy through the
27
trophic levels.
Analyze the roles of organisms in the cycling of
28 4
materials.
29 Explain how materials cycle in an ecosystem. 4
Suggest ways to minimize human impact on the environment
30 4
.

23
 GRADE 9 – SCIENCE

No. of Learning Delivery

Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Quarter 1
Explain how the respiratory and circulatory systems work
1 together to transport nutrients, gases, and other molecules 8 /
to and from the different parts of the body.
Infer how one’s lifestyle can affect the functioning of
2 4 /
respiratory and circulatory systems.
Describe the location of genes in chromosomes.
8
3 Explain the different patterns of Non-Mendelian inheritance. /
Relate species extinction to the failure of populations of
4 4 /
organisms to adapt to abrupt changes in the environment.
Differentiate basic features and importance of
5 8 /
photosynthesis and respiration.
Quarter 2
Describe how Bohr model of the atom improved
Rutherford`s atomic model
4
Explain how the Quantum Mechanical Model of the atom
6 /
describes the energies and positions of the electrons
Explain the formation of ionic and covalent bonds.
Recognize different types of compounds (ionic or covalent)
4
7 based on their properties such as melting point, hardness, /
polarity, and electrical and thermal conductivity.
Explain properties of metals in terms of their structure.
4
8 Explain how ions are formed. /
Explain how the structure of the carbon atom affects
9 the type of bonds it forms. 8 /

Recognize the general classes and uses of organic

10 4 /
compounds.
11 Use the mole concept to express mass of substances. 4 /
Determine the percentage composition of a compound
12 4 /
given its chemical formula and vice versa.
Quarter 3
Describe the different types of volcanoes
Describe the different types of volcanoes and volcanic 4
13 /
eruption.
Differentiate between active and inactive volcanoes.
4
14 Explain what happens when volcanoes erupt. /
Illustrate how energy from volcanoes may be tapped for
15 8 /
human use.
16 Explain how different factors affect the climate of an area. 4 /
Describe certain climatic phenomena that occur on a global
17 4 /
level.
Infer the characteristics of stars based on the characteristics
of the Sun.
Infer that the arrangement of stars in a group (constellation)
does not change.
8
Observe that the position of a constellation changes in the
course of a night.
Show which constellations may be observed at different
18 /
times of the year using models.
Quarter 4
19 Describe the horizontal and vertical motions of a projectile; 4 /
Investigate the relationship between the angle of release and
20 4 /
the height and range of the projectile;

24
 No. of Learning Delivery
Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Examine effects and predict causes of collision- related
damages/injuries;
4
Relate impulse and momentum to collision of objects (e.g.,
21 /
vehicular collision);
Explain energy transformation in various activities/events
(e.g., waterfalls, archery, amusement rides);
4
Infer that the total momentum before and after collision is
22 /
equal;
Infer that the total mechanical energy remains the same
during any process;
Explain why machines are never 100-percent efficient; 4
Perform activities to demonstrate conservation of
23 /
mechanical energy;
24 Construct a model to demonstrate that heat can do work; 4 /
Infer that heat transfer can be used to do work, and that work
involves the release of heat.
4
Explain how heat transfer and energy transformation make
25 /
heat engines like geothermal plants work ; and
Explain how electrical energy is generated, transmitted, and
26 4 /
distributed.

25
 GRADE 10 – SCIENCE

No. of Learning Delivery

Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Quarter 1
Describe the distribution of active volcanoes, earthquake
epicenters, and major mountain belts;
Describe and relate the distribution of active volcanoes, 12
1 earthquake epicenters, and major mountain belts to Plate /
Tectonic Theory;
2 Describe the different types of plate boundaries. 4 /
Explain the different processes that occur along the plate
3 8 /
boundaries.
Describe the internal structure of the Earth.
4
4 Describe the possible causes of plate movement. /
Enumerate the lines of evidence that support plate
5 4 /
movement.
Quarter 2
Compare the relative wavelengths of different forms of
6 8 /
electromagnetic waves.
Cite examples of practical applications of the different
7 regions of EM waves, such as the use of radio waves in 8 /
telecommunications.
Explain the effects of EM radiation on living things and the
8 4 /
environment.
Predict the qualitative characteristics (orientation, type, and
9 magnification) of images formed by plane and curved 4 /
mirrors and lenses.
Apply ray diagramming techniques in describing the
characteristics and positions of images formed by lenses.
Identify ways in which the properties of mirrors and lenses 4
10 determine their use in optical instruments (e.g., cameras and /
binoculars.
Demonstrate the generation of electricity by movement of a
magnet through a coil.
4
Explain the operation of a simple electric motor and
11 /
generator.
Quarter 3
Describe the parts of the reproductive system and their
functions.
4
Explain the role of hormones involved in the female and male
12 /
reproductive systems.
Describe the feedback mechanisms involved in regulating
13 processes in the female reproductive system (e.g., menstrual 4 /
cycle).
Describe how the nervous system coordinates and regulates
14 4 /
these feedback mechanisms to maintain homeostasis.
15 Explain how protein is made using information from DNA. /
Explain how mutations may cause changes in the structure 4
16 /
and function of a protein.
Explain how fossil records, comparative anatomy, and
17 4 /
genetic information provide evidence for evolution.
18 Explain the occurrence of evolution. 4 /
Explain how species diversity increases the probability of
19 adaptation and survival of organisms in changing 4 /
environments.
Suggest ways to minimize human impact on the
4
environment.

26
 No. of Learning Delivery
Quarter MELC Learning Competencies Days Platform
Taught TV Radio Both
Explain the relationship between population growth and
20 /
carrying capacity.
Quarter 4
Investigate the relationship between:
1. volume and pressure at constant temperature of a
gas;
21 2. volume and temperature at constant pressure of a 8 /
gas;
3. explains these relationships using the kinetic molecular
theory.
Recognize the major categories of biomolecules such as
22 8 /
carbohydrates, lipids, proteins, and nucleic acids.
Apply the principles of conservation of mass to chemical
23 8 /
reactions.
Explain how the factors affecting rates of chemical reactions
24 are applied in food preservation and materials production, 8 /
control of fire, pollution, and corrosion.

27
REFERENCES
Department of Education, “Special Curricular Programs -
Most Essential Learning Competencies with
Corresponding CG Codes”, 2020

Department of Education, “Most Essential Learning

Competencies”, 2020

Department of Education, DepEd Order No. 42, s. 2016,

“Policy Guidelines on Daily Lesson Preparation for the
K to 12 Curriculum”, 2016

DepEd CALALABARZON, Regional Order No. 10, s. 2020,

“Guidelines on the Implementation of MELC PIVOT
4A Budget of Work in All Learning Areas in Key Stages
1-4”, 2020

Pawilen, G. T. (2020, March 4). Identifying prerequisite skills,

knowledge & values to enhance curriculum
competencies [Workshop presentation] Workshop
on the Development of R4AQUBE Budget of Work
(BOW) in All Learning Areas in Key Stages 1-3,
Bagumbayan, Quezon City, Philippines.

Zape Jr., J. S. (2020, February 6). PIVOT 4A BOW: Prerequisite

skills [Meeting presentation] First Regional
Management Committee Meeting, Imus City,
Philippines.https://www.depedimuscity.com/RD%20
Cabral%20bats%20for%20'more%20responsive'%20P
PAs.php

28
Publisher : DepEd REGION IV-A CALABARZON
Curriculum and Learning Management Division
Gate 2 Karangalan Village, Cainta, Rizal
clmd.calabarzon@deped.gov.ph
2021

Project Director : FRANCIS CESAR B. BRINGAS

Assistant Project Director : CHERRYLOU D. REPIA
Project Lead : JOB S. ZAPE JR.
Project Manager : JHONATHAN S. CADAVIDO

Contributors

Kindergarten • Maria Fe C. Bautista • Enelyn T. Badillo • Merlita A. Sayago • Eliza P. Zaragoza • Michael A. Acuña • Elleden Grace L.
Denosta • Algie Bonite

Mother Tongue-Based Multilingual Education (MTB-MLE) • Maria Dylin Garcia • Jonathan Bernabe • Zarina Llarena • Dalisay Torres •
Robina delos Reyes • Malou de Ramos • Maricel Cubio

Filipino • Arnaldo O. Estareja • Marlyn A. Cabrera • Joseph E. Jarasa • Leonora Medina • Pilita A. Villanueva • Jedie A. Mendoza •
Purificacion L. Aqquiz • Fernando Enriquez • Raquel L. Azur • Mercedita Villanueva

English • Erma Valenzuela • Cristina C. Salazar • Leila M. Seco • Ma. Glecita C. Columna • Luningning C. Tapales • Abner L. Pureza •
Nedia E. Lagustan • Liza Martell Almonte • Marlen B. Sancha • Marvin Umali • Rodel Briones • Bernadette A. Alonzo-Condes • Reicon
C. Condes

Mathematics • Eduarda M. Zapanta • Ryan V. Castillo • Elizabeth R. Tolentino • Adelia H. Pacia • Mirza J. Linga • Florina C. Federico
• Marlon S. Marquez • Mila N. Ramirez • Odessa B. Manguiat • Yolanda M. Villadiego

Science • Ma. Leonora M. Natividad • Riza Soberano • Rodella Vista • Jocelyn Manzet • Aileen Vocal • Rowena Cabanding • Antonio
Faustino • Ma. Carmela Ezcel A. Orogo • Helen Gutierrez • Rosziel S. Rosales

Araling Panlipunan • Ricardo Makabenta • Lucia F. Pagalanan • Yolanda DC Lumanog • Editha Malihan • Danilo M. Mutia •
Concepcion G. Veluz • Julie Acosta • Rodel Q. Amita • Alfred James A. Ellar • Jean D. San Juan • Rizaldy R. Cristo

Music, Arts, Physical Education and Health (MAPEH) • Chereyna Guantia • Angela Morando • Judith Clemente • Marciano Valles •
Marianne Velasco • Melinda Calumaya • Arjay Buhain • Celeste Peria • Christopher Palacio • Carlito Ojacastro

Edukasyon sa Pagpapakatao (EsP) • Ana Reblora • Nida C. Tagalag • Edith Olan • Philip Cruz • Darwin Bargo • Josephine M. Monzaga
• Rod Rodriguez Jr. • Cesar Chester Relieve • Georgenia Jepa • Rizal Vidallo

Technology and Livelihood Education • Virgilio O. Guevarra Jr. • Edwina C. Nabo • Grace C. Endaya • Lani A. Alonte • Erlito B. Orlinga
• Ramy R. Dalida • Herman Catapang • Alberto M. Laroza • Louie L. Fulledo • Janelet E. Fuentes • Yolanda S. Oliver • Carmen H.
Macatugob

Senior High School • Sharon A. Villaverde • Sherwin I. Diala • Guadalupe A. De Jesus • Kristine Joan M. Hinanay • Krissa P. Umali

Homeroom Guidance Program • SPJ • SPFL • SPA • SPS • SPTVE • Jhonathan S. Cadavido

Cover Design • Melanie Mae N. Moreno • Layout • Jhonathan S. Cadavido

29
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