Saint Louis De Montfort Academy

SCIENCE

GRADE LEVEL: 9 SY: 2019-2020

TEACHER: Lindon Jay I. Encluna email:[email protected]

Course Description

Science education aims to develop scientific literacy among

learners 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
social, economic, personal and ethical aspects of life. The science
curriculum promotes a strong link between science and technology,
including indigenous technology, thus preserving our country’s cultural
heritage.
The K to 12 science curriculum will provide learners with a
repertoire of competencies important in the world of work and in a
knowledge-based society. It envisions the development of scientifically,
technologically, and environmentally literate and productive members of
society who are 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 brain-based learning.
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 learners’ 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 learners’ 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 in spiral progression, thus paving the way to a
deeper understanding of core concepts. The integration across science
topics and other disciplines will lead to a meaningful understanding of
concepts and its application to real-life situations.

Teaching Strategies and Student Activities

Grade 9 Science is designed to present science concepts in the context of real

world applications and includes four areas of study: Living Things and Their
Environment, Matter, Earth and Space, and Force, Motion and Energy. The
students will observe, inquire, question, formulate and test hypotheses, analyze
data using appropriate measuring skills, report, and evaluate findings.

The students, as scientists, will have hands-on, active experiences (exposure to

real life situations and scenarios) throughout the instruction of the science
curriculum. Our course will provide opportunities for curriculum integration in
Mathematics, Information and Communication Technology, Health Education,
and Social Science.

Students will participate in classroom activities such as discussions, skill

building activities, quick lab activities, experiments and presentations,
reporting, brainstorming, think pair share, and role playing. In addition,
students through these activities are expected to have the opportunity to build
their skills of communication, critical thinking, and creativity which empowers
students to solve problems, to evaluate their solutions and to communicate their
ideas to the class. Out of school Educational Tour will be also organized in order
to enrich and broaden or extend students’ learning of concepts and skills.

Assessment

Grades will be derived from: Quizzes, Class Participation, Group/Individual

Work/Projects, Homework, Summative Tests, and Quarter Exam. These
assessments will be derived from and will also include the following: Ongoing
Assessment, Informal and Formal Assessment and Performance Assessment.

Primary Textbook

Science 9: Abiva Publishing

Technology Resources

Think Central is the digital partner of this course. Lesson resources,

assignments, and a wide range of assessments to support students’ learning are
supported by this website.
https://wwwk6.thinkcentral.com/ePC/viewResources.do?
method=retrieveResources&transactionType=view&buid=SCI_NA12_AGU_G03U0
0L00_A_000_EN

National Geographic YouTube Channel : http://www.bing.com/videos/search?

q=national+geographic+youtube+channel&qpvt=national+geographic+youtube+chan
nel&FORM=VDRE

http://www.harcourtschool.com/menus/health_center.html (Harcourt website)

Process Skills for Grade 9 Science

Standard 1:

It should be a goal of the teacher to foster the development of science process

skills. The application of these skills allows students to investigate important
issues in the world around them. Inquiry-based units will include many or most
of the following process skills. These process skills should be incorporated into
students’ instruction as developmentally appropriate or according to learners’
level.

 Acquiring Data - collecting qualitative and quantitative data as observations

and measurements.

 Analyzing Investigations and Their Data - interpreting data, identifying

errors, evaluating the hypothesis, formulating conclusions, and recommending
further testing where necessary.

 Classifying – arranging or distributing objects, events, or information

representing objects or events in classes according to some method or
system.
 Communicating – giving oral and written explanations or graphic
representations of observations

 Comparing and contrasting – identifying similarities and differences

between or among objects, events, data, systems, etc.

 Creating models – displaying information, using multi-sensory

representations

 Designing Investigations - designing an experiment by identifying materials

and describing appropriate steps in a procedure to test a hypothesis.

 Experimenting - carrying out an experiment by carefully following directions

of the procedure so the results can be verified by repeating the procedure
several times.

 Gathering and organizing data – collecting information about objects

and events which illustrate a specific situation

 Generalizing – drawing general conclusions from particulars

 Identifying variables – recognizing the characteristics of objects or

factors in events that are constant or change under different conditions

 Inferring – drawing a conclusion based on prior experiences

 Interpreting data – analyzing data that have been obtained and

organized by

 determining apparent patterns or relationships in the data

 Making decisions – identifying alternatives and choosing a course of

action from among the alternatives after basing the judgment for the
selection on justifiable reasons.

 Manipulating materials – handling or treating materials and

equipment safely, skillfully, and effectively.

 Measuring – making quantitative observations by comparing to a

conventional or nonconventional standard

 Observing – becoming aware of an object or event by using any of the

senses (or extensions of the senses) to identify properties

 Predicting – making a forecast of future events or conditions expected

to exist
 First Quarter Grade 9 Standards:

1. learners have gained a a deeper understanding of the digestive, respiratory,

and circulatory systems to promote overall health. They have become familiar
with some technologies that introduce desired traits in economically important
plants and animals.

FIRST QUARTER COURSE OBJECTIVES

To explain how the respiratory and circulatory systems work together to transport
nutrients, gases, and other molecules to and from the different parts of the body

To infer how one’s lifestyle can affect the functioning of respiratory and circulatory
systems

To describe the location of genes in chromosomes

To explain the different patterns of non-Mendelian inheritance

To relate species extinction to the failure of populations of organisms to adapt to

abrupt changes in the environment

To differentiate basic features and importance of photosynthesis and respiration

FIRST QUARTER TENTATIVE WEEKLY SCHEDULE

Wee Unit Section Suggested Activities
k

1 Unit 1 Lesson 1 Creating Respiratory

Respiratory and System Model, Reporting,
Respiratory System
Circulatory Gallery Walk of the Parts
System Working of the Respiratory System
With The Other
Organs

    Lesson 2 Role Playing Activity

(Hospital Scene), Survey
Diseases Affecting
Respiratory System and
Ways to Prevent It

 2   Lesson 3  Creating Circulatory

System Model, Reporting,
Circulatory System
Gallery Walk

  Lesson 4 Role Playing Activity

(Hospital Scene), Survey 
Diseases Affecting
Circulatory System and
Ways To Prevent It

3  Unit 2 Lesson 1 Picture Analysis,

Generated Future
Heredity: Location of Genes on
Offspring (by pair),
Inheritance and Chromosomes
Combine Machine
Variation 

    Lesson 2 Assorting Flowers Activity

Non-Mendelian
Inheritance: Incomplete
Dominance

4 Lesson 3 Non-Mendelian Research: Famous

Inheritance: Sex-Linked Filipino Celebrities With
 Traits Sex-Linked Traits

    Lesson 4  Simulation Activity:

Blood Donation
Non-Mendelian
Inheritance: Multiple
Alleles

   Lesson 5 Combining Genes

Activity 
Multiple Genes

5 Unit 3 Lesson 1

Biodiversity Natural Causes of the Reporting, Make Your

and Evolution Extinction of the Species Own Organism Activity

    Lesson 2

Anthropogenic Causes of Action Plan to Protect

the extinction of the Current Species
Species

6 Unit 4 Lesson 1

Flow of Energy Photosynthesis Concept Mapping

and Matter in
Ecosystems 

    Lesson 2

Investigating Experiment on
Photosynthesis Photosynthesis

7   Lesson 3 Concept Mapping

Respiration

    Lesson 4 Venn Diagram

Photosynthesis and
Respiration

       
 8 First Quarter
Examinations

Standards to be covered in the 2nd Quarter

1. Using their understanding of atomic structure learned in Grade 8, learners

describe how atoms can form units called molecules. They also learn about ions.
Further, they explain how atoms form bonds (ionic and covalent) with other
atoms by the transfer or sharing of electrons.

2. They also learn that the forces holding metals together are caused by the
attraction between flowing electrons and the positively charged metal ions.

3. Learners explain how covalent bonding in carbon forms a wide variety of

carbon compounds.

4. Recognizing that matter consists of an extremely large number of very small

particles, counting these particles is not practical. So, learners are introduced to
the unit—mole.

5. Learners explain how new compounds are formed in terms of the

rearrangement of particles. They also recognize that a wide variety of useful
compounds may arise from such rearrangements.
 SECOND QUARTER COURSE OBJECTIVES

To describe how the Bohr model of the atom improved Rutherford’s atomic model

To explain how the Quantum Mechanical Model of the atom describes the energies
and positions of the electrons

To explain the formation of ionic and covalent bonds

To recognize different types of compounds (ionic or covalent) based on their

properties such as melting point, hardness, polarity, and electrical and thermal
conductivity

To recognize different types of compounds (ionic or covalent) based on their

properties such as melting point, hardness, polarity, and electrical and thermal
conductivity;

To explain properties of metals in terms of their structure

To explain how ions are formed

To explain how the structure of the carbon atom affects the type of bonds it forms

To recognize the general classes and uses of organic compounds

To use the mole concept to express mass of substances

To determine the percentage composition of a compound given its chemical formula

and vice versa

SECOND QUARTER TENTATIVE WEEKLY SCHEDULE

Wee Unit Section Suggested Activities

k
1 Unit 1 Lesson 1 Inquiry Flip chart p.13A

Electronic Bohr Model of Atom Model a Life Cycle

Structure of
Matter

  Lesson 2

Quantum Mechanical
Model of Atom
(energies and positions
of electrons)

2  Unit 3 Lesson 3 Why It Matters p. 108

Diversity 
Electronic Chemical Bonding:
Structure of Ionic and Covalent
Atom Bonding

   Unit 3 Plants and Lesson 3 How Do Inquiry Flip chart p.14 How
Animals Living Things Change? Do Living Things Change?

     

3 Unit 3 Plants and Lesson 4 What Are

Animals Structural
Adaptations?

  Lesson 5 How Can We Inquiry Flip chart p.17A

Model A Physical Instinct or Learned
Adaptation? Behaviour

4 Unit 3 Plants and Lesson 6 - What Are STEM Solve It. Helping
Animals Some Animal Animals to Migrate
Behaviors?

  Enrichment
Activities and
Assessment
 

5 Unit 4 Lesson 1 What Are Inquiry Flip chart p.19B Dig

 Ecosystems and Ecosystems?
Into Ecosystems
Interactions

    Lesson 2 What’s in an
 
Ecosystem?

6 Unit 4 Lesson 3 What Is a Food

Ecosystems and Chain?
Interactions

  Lesson 4 What Are Some

Food Chains?

7 Unit 4 Lesson 5 How Do

Inquiry Flip chart p.23A- Too
Ecosystems and Environmental Changes
Much Water
Interactions Affect Living Things?

      Inquiry Flip chart p.23B- Not

Enough Water

Why It Matter ? How Can We

Help?

8 Unit 4 Lesson 1 What Are Some Inquiry Flip chart p.26A Water
Ecosystems and Landforms? . At Work
Interactions

Lesson 2 How Does Inquiry Flip chart p.26B Find

Earth’s Surface Change Some Erosion
Slowly?

Lesson 3 How Can We Inquiry Flip chart p.28 How Can

Model Erosion? We Model Erosion?

9 Lesson 4 How Does

Earth’s Surface Change
Quickly?

Review Week

10 Quarter Exams
Standards to be covered in the 3rd Quarter

Grade 9 Standards
 1. Using models, learners will explain what happens when volcanoes erupt. They
will describe the different types of volcanoes and differentiate active volcanoes
from inactive ones. They will also explain how energy from volcanoes may be
tapped for human use.

2. learners will distinguish between weather and climate. They will explain how
different factors affect the climate of an area. They will also be introduced to
climatic phenomena that occur over a wide area (e.g., El Niño and global
warming)

3. Learners will now leave the Solar System and learn about the stars beyond.
They will infer the characteristics of stars based on the characteristics of the Sun.
Using models, learners will show that constellations move in the course of a
night because of Earth’s rotation, while different constellations are observed in
the course of a year because of the Earth’s revolution

THIRD QUARTER COURSE OBJECTIVES

 describe the different types of volcanoes

 differentiate between active and inactive volcanoes

 explain what happens when volcanoes erupt

 illustrate how energy from volcanoes may be tapped for human use

 explain how different factors affect the climate of an area

 describe certain climatic phenomena that occur on a global 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

 observe that the position of a constellation changes in the course of a night

 show which constellations may be observed at different times of the year using
models
Wee Unit Section Suggested Activities
k

1 Unit I Lesson 1

Volcanoes Volcano and its Parts Concept Mapping

  Lesson 2 Concept Mapping,

Picture Analysis
Types of Volcano

  Lesson 3

Active and Inactive Venn Diagram,

Volcanoes Picture

  Lesson 4 Creating Model of

Volcano, Experiment
Volcanic Eruption
on Volcanic
Eruption,

2 Lesson 5  

Energies From Volcanic Concept Mapping

Eruption

   Unit II Lesson 1

Climate What is Climate?   

     Lesson 2  

Factors Affecting
Climate

     
Wee Unit Section Suggested Activities
k