St. Vincent’s Catholic School of Bayambang, Inc.

Bayambang, Pangasinan
JUNIOR HIGH SCHOOL
S.Y. 2021 – 2022

SUBJECT SYLLABUS IN SCIENCE 9

LEARNING PLAN
SCHOOL VISION
In communio, the St. Vincent’s Catholic of Bayambang, Inc. form Christian steward through holistic
catholic Education and formation

SCHOOL MISSION
To achieve the vision, the St. Vincent’s Catholic of Bayambang, Inc. is committed to the following
mission;
AUTHENTICITY: To establish among member schools a Catholic Identity rooted in Gospel values,
centered on the Eucharist and committed to faith formation, academic excellence and service;
LEADERSHIP: To ensure an efficient operation of the schools through effective governance which
provides direction, authority and leadership;
DYNAMISM: To provide a clearly articulated rigorous curriculum aligned with relevant standards, 21 st
century skills, Gospel values implemented through effective instruction;
COMMUNITY: To establish networking and linkages through communion with other schools, the Church
and other social institutions; and
SYSTEM: To enact comprehensive organizational plans based on compelling mission for institutional
advancement through academic instruction, promotion, enrolment management, technology development
and innovative stewardship.

Subject Description
This learning area is designed 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.
It also 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.
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.

Learning Standards
The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit
scientific attitudes and values to solve problems critically, innovate beneficial products, protect the environment and conserve
resources, enhance the integrity and wellness of people, make informed decisions, and engage in discussions of relevant issues that
involve science, technology, and environment.

Key Stage Standards

At the end of Grade 8, the learners should have developed scientific, technological, and environmental literacy and can make
that would lead to rational choices on issues confronting them. Having been exposed to scientific investigations related to real life,
they should recognize that the central feature of an investigation is that if one variable is changed (while controlling all others), the
effect of the change on another variable can be measured. The context of the investigation can be problems at the local or national
level to allow them to communicate with learners in other parts of the Philippines or even from other countries using appropriate
technology.
The learners should demonstrate an understanding of science concepts and apply science inquiry skills in addressing real-
world problems through scientific investigations.

Grade Level Standards

At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They
can differentiate the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of
energy, such as temperature difference, and the type (solid, liquid, or gas) of the medium.
 Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters.
They recognize other members of the solar system.
Learners can explain the behavior of matter in terms of the particles it is made of. They recognize that ingredients in food and
medical products are made up of these particles and are absorbed by the body in the form of ions.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper into
the process of digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can participate
in activities that protect and conserve economically important species used for food.

Scope and Sequence

TOPICS LEARNING COMPETENCIES NO. OF HOURS STRATEGIES METHODS OF

OUTCOMES ASSESSMENT
A. First Grading  Trace the pathways  explain how the
(Living Things of gas from the respiratory and
and their environment to the circulatory Pre-Assessment:
Environment) blood systems work diagnostic recitation,
 Relate the function together to concept mapping
1. Respiratory and of the respiratory transport
Circulatory Systems system to the nutrients, gases,
Working with the circulatory system in and other Formative
other Organ Systems providing oxygen to molecules to and Visual Learning Assessment:
the cell from the different Recitation and quiz
2. Heredity:  Apply concepts parts of the body; 5
Inheritance and learned in the  infer how one’s
Variation respiratory and lifestyle can affect Comparative Story writing,
2.1 Location of genes circulatory systems the functioning of situational analysis flowchart creation on
on chromosomes in having a healthy respiratory and the pathway of gas
2.2 Non-Mendelian lifestyle circulatory and nutrients in the
inheritance  Describe the systems; body, quiz, role play
2.2.1 Incomplete structure of the DNA  explain the
dominance  Predict the outcome different patterns Open discussion Recitation and
2.2.2 Sex-linked of various genetic of non-Mendelian seatwork on sex
traits crosses and inheritance; determination of
2.2.3 Multiple alleles understand genetic  relate species offspring
2.3 Multiple genes problems involving extinction to the
incomplete failure of 10 Individual inputs in
3. Biodiversity and dominance, sex populations of the open discussion
Evolution linked traits, and organisms to Article reading and
3.1 Causes of Species multiple alleles adapt to abrupt discussion
Extinction  State the importance changes in the
3.1.1 natural of knowing one’s environment; Concept mapping
3.1.2 anthropogenic blood type  differentiate basic
 Measure species features and
4. Ecosystems importance of Teacher discussion,
richness and
4.1 Flow of Energy photosynthesis journal writing Journal writing on
evenness
and Matter in and respiration factors that
 Identify the natural
Ecosystems contribute to species
way of extinction
4.1.1 Photosynthesis  Classify extinction
4.1.2 Respiration into categories Socratic method of
 Communicate the 7.5 discussion Board work:
causes of extinction flowcharting on
 Relate species stages of
extinction to the photosynthesis
failure of
populations of
organisms to adapt Analysis of sample Post-Assessment:
to abrupt changes in pedigree Unit Test &
the environment Summative Test
 Describe how leaves 7.5
are adapted to
perform the function
of photosynthesis
 Explain how leaves
harness light energy Word
from the sun association/concept
 Distinguish the mapping, synthesis
difference between through think-pair-
the light and the dark share session
reactions of
photosynthesis
 Discuss the process
of cellular
respiration
B. Second Grading  Observe the  explain how the
(Matter) physical properties Quantum
of some substances Mechanical Model
1. Chemical Bonding  Classify a compound of the atom
1.1 Ionic and based on its type of describes the
Covalent Bonding chemical bond energies and Pre-Assessment:
1.2 Metallic Bonding  Differentiate the positions of the Guided discussion Completing of KWL
types of chemical electrons 10 chart
2. The Variety of bonds  recognize
Carbon Compounds  Predict the properties different types of Article reading and
2.1 Carbon Atoms of a compound based compounds (ionic analysis Formative
2.2 Organic on the nature of its or covalent) based Assessment:
Compounds chemical bonds on their properties recitation
 Infer the significance such as melting
3. Mole Concept of chemical bonding point, hardness, Teacher discussion
3.1 Mass  Describe the unique polarity, and 10 Quiz
3.2 Moles properties of carbon electrical and
3.3 Percentage  Predict the thermal
Composition of a relationship of the conductivity; Board work CLG task: research
Compound number of carbon  explain how ions and reporting on
atoms and their are formed; properties of metals
physical properties  explain how the
 Classify organic structure of the Recitation
compounds based on carbon atom 10 Research,
their functional affects the type of brainstorming and
groups bonds it forms; reporting Seatwork
 Identify organic  recognize the
compounds present general classes
and uses of Board work on
in some common
organic functional groups
products
 Observe changes in compounds;
matter  use the mole
concept to express Post-Assessment:
 Predict the Unit and Summative
relationship between mass of
substances; and test
mole and mass
 Perform some  determine the
calculations percentage
involving mole, composition of a
mass, percentage compound given
composition, and its chemical
empirical and formula and vice
molecular formulas versa.
 Infer the significance
of the mole concept
C. Third Grading  Explain how  describe the Pre-Assessment:
(Earth and volcanoes are different types of diagnostic recitation
Space) formed volcanoes; through storytelling
 Describe the  explain what
1.Volcanoes different types of happens when
1.1 Type of volcanoes volcanoes erupt; Formative
volcanoes  Classify volcanoes  illustrate how Assessment: quiz on
1.2 Volcanic as active or inactive energy from identifying the type
Eruption  Compare and volcanoes may be 9 Teacher discussion of volcano
1.3 Energy from contrast shield, tapped for human
volcanoes cinder cone, and use;
composite volcanoes  explain how
2.Climate  Infer the relationship different factors Quiz
2.1 Factors that affect between volcanism affect the climate Video/image analysis
climate and hotspots observe of an area;
2.2 Global climate a simulated volcanic  describe certain 9
phenomenon eruption climatic Creative journal
 Illustrate how energy phenomena that Teacher-facilitated output on the effects
3. Constellations from volcanoes may occur on a global discussion of geologic activities
3.1 Characteristics of be tapped for human level;
stars use  show which
3.2 Arrangement of
 Communicate what constellations may
stars in a group be observed at Open class discussion Recitation
causes different
3.3 Changing different times of
climates
position of the year using
 Classify climates
constellations during models. Reporting on the
based on specific
the night 12 Processing of impacts of climate
criteria
and at different times information carousel change and the
of the year  Observe the factors activity different
3.4 Beliefs and that affect climate international treaties
practices about and adapt
constellations and accordingly
astrology  Explain how climate Research Post-Assessment:
change occurs at a Unit and summative
global level test
 Differentiate climate
from weather
 Identify the different
climates in the
Philippines and the
world
 Infer the
characteristics of
other distant stars
 based on the
characteristics of the
observable Sun
 Infer that the
arrangement of stars
in a group
(constellation) does
not change
 Observe that the
position of a
constellation
changes through the
night
 Disprove popular
beliefs and practices
about constellations
D. Fourth Grading  Demonstrate  describe the Pre-Assessment:
(Force, Motion projectile motion and horizontal and Situation analysis
& Energy) momentum vertical motions of
 Investigate the effect a projectile;
1. Motion in Two on the angle of  investigate the Formative
Dimensions incline on the range, relationship Assessment:
1.1Projectile Motion airtime, and between the angle Recitation
1.2Impulse, horizontal velocity of of release and the Experiential learning
Momentum and a projectile launched height and range
Impulse horizontally of the projectile; Quiz, cartoon strip
1.3Conservation of  Predict the  relate impulse and 7.5 Guided discussion making on
Linear Momentum outcome of momentum to conservation of
an collision of objects momentum
2. Work Power and experiment (e.g., vehicular
Energy on the law of collision);
2.1 Changes in form conservation  infer that the total Teacher Video/photo analysis
of mechanical energy of momentum before demonstration and of vehicular
2.2 Conservation of momentum and after collision question-prompted collisions
energy  Demonstrate is equal; discussion Quiz
the law of  perform activities
3. Heat, Work, and conservation to demonstrate
Efficiency of conservation of Article analysis Post-Assessment:
mechanical mechanical Unit and Summative
4. Electricity and energy energy; test
magnetism  Measure the  construct a model 7.5 Video analysis
4.1 Power generation experimental to demonstrate
and energy losses value of that heat can do
4.2 Transmission and mechanical work; Discovery learning
distribution of equivalent of 7.5
 explain how heat
electrical energy heat transfer and
from power plants to  Measure energy
homes accurately transformation
the length of make heat engines
a material like geothermal
plants work; and
 explain how
7.5
electrical energy is
generated,
transmitted, and
distributed.

GRADING POLICY
COMPONENTS PERCENTAGES
WRITTEN WORKS 50 %
PERFORMANCE TASKS 50 %
TOTAL 100 %

VSUBJECT POLICY
Attend Class
Students are expected to attend all class sessions as listed on the school calendar.
Participate
If you monitor, track, and/or score student participation, explain how you will keep track and how often students should be accessing the
course.
Build Rapport
If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let your teacher know as
early as possible. As you will find, building rapport and effective relationships are key to becoming an effective professional. Make sure that
you are proactive in informing your teacher when difficulties arise during the school so that they can help you find a solution.
Complete Requirements
All requirements which include written works, performance tasks and quarterly examinations for this subject must be completed by the
given deadline or special permission must be requested from teacher before the due date. Extensions will not be given beyond the next
academic tasks except under extreme circumstances. Late submission will affect the student’s grades.

VII. BIBLIOGRAPHY
A. References:
Ferriols-Pavico, Josefina, et.al, Exploring Life Through Science, The New Grade 10, Phoenix Publishing House, Inc., Quezon City@2015.
Moros, Evelyn M. et. al, Practical Science 9, Diwa Learning Systems Inc., Makati City @2018
Macabangon, Susan Z. Telling and Re-Telling the Story of Jesus Through Science, Rex Crown Publications, Inc.@2015.
B. Electronics:
http://www.hometrainingtools.com/make-a-heart-pump-science-project/a/1852/
http://www.smm.org/heart/lessons/movs/heartPump.htm
http://www.dnatube.com/video/2864/Blood-circulation
http://www.fi.edu/learn/heart/systems/pulmonary.html
http://www.hometrainingtools.com/make-a-heart-pump-science-project/a/1852/.
http://www.glencoe.com/sites/common_assets/health_fitness/gln_health_fitness_zone/pdf/heart_rate_monitor_activities/the_heart/
the_heart_activity_2.pdf
http://www.karenmayes.com/pages/dna.pdf
http://www.wikidoc.org/index.php/Autosomal_recessive
http://www.cruse.org.uk/children
http://www.helpteaching.com/ accessed October 8, 2013
http://www.dailywhat.org.uk/ accessed October 9, 2013
http://www.science.org.au/reports/climatechange2010.pdf accessed October 9, 2013
http://www.mathforum.org/workshops/universal/documents/notice_wo nder_intro.pdf http://www.teachengineering.org/view_activity.php?
url=collection/cub_/activities/cub_energy/cub_energy_lesson03_activity3.xml
http://mypages.iit.edu/~smile/ph8709.html
http://www.physicsclassroom.com/class/1dkin/u1l5a.cfm

Prepared by: Checked and approved by:

MS. ERIKA MAE M. CUSTODIO MR. EDGARDO B. SALINAS

Principal

MS. ALFIEL B. AQUINO

Subject Teachers