Division of Zamboanga City

( For The information and compliance of all teachers teaching Science )

Date : August 11 , 2017

STANDARDS OF PRACTICE FOR SCIENCE ( SPS )

A. Guide In Using the Unpacked Learning Competencies :

1. The teacher shall follow the unpacked learning competencies (ULCs) in the preparation of the
lesson plan . One-Two learning objectives/competencies are ideal and achievable.
However ,three lesson objectives may be allowed in a lesson provided the content and skills are
very related. It is therefore left to the careful evaluation of the teacher concerned to decide if
three objectives are still time-bound.
2. The ULCs are consecutively numbered. When planning for a lesson , the teacher is advised to
follow the sequence without changing the skills in the LC. The main learning competencies from
the CG ( those that are coded ) are already incorporated in the unpacked LCs .
3. The number of weeks needed to cover the competencies may be flexible for as long as the sets
of competencies shall be fully covered.
4. For grades 3-6 , it is advised that basic process and integrated skills shall be taught on the first
week of every opening of classes. Sample learning competencies are provided in the unpacked
LCs.
5. The number of the ULC in the list will be followed in the Lesson Plan corresponding to the
number reflected. Example :

I. Objectives :

28 Give the general descriptions of spore-bearing plants and cone-bearing

plants. (K)
29. Give examples of spore-bearing and cone-bearing plants . ( K )

6. The ULCs must be followed . Addition of LC is allowed provided the skills and content are
within the content standards. When addition of LC in necessary , the “ added” LC shall be
written below the ULC that is closely connected/related and must be sub-numbered. Refer to
the illustrative example :

I. Objectives :
29. Give the general descriptions of spore-bearing plants and cone-bearing plants. (K)
29.1 Identify features of cone-bearing from spore-bearing plants. ( added LC )
30. Give examples of spore-bearing and cone-bearing plants . ( K )

7. If the unpacked LC is the main LC in the CG , place the code after the LC

I. Objectives :

20. Discuss the categories of tropical cyclone . ( U )

21. Explain how typhoons develop .(U) ( S8ES-IId-18)
 8. For Schools with Special Science Programs , The Curriculum must be enriched. This
means that unpacked LCs must be enriched in both skill and content , enriched activities and
process and enriched assessment. The enrichment should be made visible in the lesson plan.
Example :

I. Objectives :

30. Give the general descriptions of spore-bearing plants and cone-bearing plants. (K)
31. Give examples of spore-bearing and cone-bearing plants . ( K )
31.1 Present a simple investigation on how spores reproduce thru IT integration. ( enriched LC )

9. The K-U-D found after the unpacked LCs represent “ Knowledge , Understanding and Doing” .
This means that the competencies we teach to the learners must follow the learning
progression principle which is from simple to complex in both skills and content.

9.1 The “ knowledge “ skill is the same with the “ remembering” skill of Bloom’s , while the “
understanding” skill covers from “ understanding , applying , analyzing and evaluating “ skills of
Bloom’s and the “doing” skill is the “ creating” for Bloom’s which is a performance-based skill.

9.2 When planning for assessment whether formative or summative , the Bloom’s Taxonomy shall
be followed in determining the cognitive skills of the assessment questions.

10. Printed copies of the unpacked LCs must be attached to the lesson plan for easy reference.

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GRADE 7
QUARTER IV – Earth and Space

CONTENT
[Link] Philippine Environment

1.1 Location of the Philippines using a coordinate system

1.2. Location of the Philippines with respect to landmasses and bodies of water
1.3. Protection and conservation of natural resources
CONTENT STANDARD PERFORMANCE STANDARD
The learners demonstrate an understanding The learners shall be able to:
of:
Analyse the advantage of the location of the
The relation of geographical location of the Philippines in relation to the climate, weather,
Philippines to its and seasons.
Environment.

LEARNING COMPETENCY
The learners should be able to…
A. demonstrate how places on Earth may be located using a coordinate system;
(S7ES-IVa-1)

UNPACKED LEARNING COMPETENCIES ( week 1 )

1. Identify the latitude, longitude, equator, and prime meridian.(K)
2. Explain the importance of the coordinate system in locating places on Earth.(U)
3. Demonstrate how places on Earth may be located using a coordinate system.(D)

LEARNING COMPETENCY
The learners should be able to…
 B. Describe the location of the Philippines with respect to the continents and oceans
of the world. (S7ES-IVa-2)

UNPACKED LEARNING COMPETENCIES ( part of week 1 )

4. Identify the different landmasses and bodies of water surrounding the Philippines. (K)
5. Illustrate the location of the Philippines showing the boundaries of landmasses and
bodies of water.(U)
6. Describe the location of the Philippines with respect to the continents and oceans of the
world. (U)

LEARNING COMPETENCY
The learners should be able to…
C. Recognize that soil, water, rocks, coal and other fossil fuels are earth materials
that people use as resources.(S7ES-IVb-3)

UNPACKED LEARNING COMPETENCIES ( one week )

7. Identify the resources of the planet earth. (K)
8. Describe natural resources. (K)
9. Explain how coal and other fossil fuels are being tapped in the environment. (U)

LEARNING COMPETENCY
The learners should be able to…
D. Describe ways of using Earths resources sustainably. (S7ES-IV-c-4)

UNPACKED LEARNING COMPETENCIES ( one week )

10. Explain the importance of conservation of natural resources. (U)
11. Describe ways of using Earths resources sustainably. (U)
12. Investigate the practice that leads to the unwise use of Earth’s resources. (D)

CONTENT
[Link] in the Atmosphere
2.1. Greenhouse effect and global warming
2.3. Land and sea breezes
2.4. Monsoons
2.5. Intertropical convergence zone
CONTENT STANDARD PERFORMANCE STANDARD
The learners demonstrate an understanding The learners shall be able to:
of:
Analyse the advantage of the location of the
The different phenomena that occur in the Philippines in relation to the climate, weather,
atmosphere and seasons.
LEARNING COMPETENCY
The learners should be able to…
E. Discuss how energy from the Sun interacts with the layers of the atmosphere;
(7ES-IVd-5)
UNPACKED LEARNING COMPETENCIES ( one week )
13. Identify the different layers of the earth’s atmosphere. (K)
14. Describe the composition of the earth’s atmosphere. (K)
15. Enumerate and describe the changes in the earth’s atmosphere. (U)
16. Explain how energy from the Sun interacts with the layers of the atmosphere. (U)

LEARNING COMPETENCY
The learners should be able to…
F. Explain how some human activities affect the atmosphere ; (S7ES-IVe-6)
UNPACKED LEARNING COMPETENCIES ( one week )
17. Identify some human activities that affect the atmosphere. (K)
18. Describe greenhouse effect and global warming. (U)
19. Explain how some human activities affect the atmosphere. (U)
20. Create a campaign video on how human activities affect the atmosphere. (D)

LEARNING COMPETENCY
The learners should be able to…
G. account for the occurrence of land and sea breezes, monsoons, and
intertropical convergence zone (S7ES-IVf-7)

UNPACKED LEARNING COMPETENCIES ( one week )

21. Describe how land breeze and sea breeze are formed. (K)
22. Describe the factors that contribute to monsoons formation and ITCZ. (K)
23. Explain what happens in the ITCZ. (U)
24. Explain the importance of monsoons. (U)
25. Simulate the occurrence of breezes. (D)
26. account for the occurrence of land and sea breezes, monsoons, and intertropical
convergence zone

LEARNING COMPETENCY
The learners should be able to…
H. Describe the effects of certain weather systems in the Philippines
(S7ES-IVg-8)

UNPACKED LEARNING COMPETENCIES ( one week )

27. Identify the factors that affect the weather. (K)
28. Describe the effects of weather system in the Philippines.(U)
29. Create a caricature on the effects of weather system in the Philippines. (D)

CONTENT
3. Seasons in the Philippines
3.1. Relation of seasons to the position of the Sun in the sky
3.2. Causes of seasons in the Philippines
CONTENT STANDARD PERFORMANCE STANDARD
The learners demonstrate an understanding The learners shall be able to:
of:
Analyse the advantage of the location of the
The relationship of the seasons and the Philippines in relation to the climate, weather,
position of the Sun in the sky and seasons.
LEARNING COMPETENCIES ( Unpacked already )
The learners should be able to…

I. using models, relate: (S7ES-IVh-9) ( one week )

30. the tilt of the Earth to the length of daytime;

31. the length of daytime to the amount of energy received;

32. the position of the Earth in its orbit to the height of the Sun in the sky;
33. the height of the Sun in the sky to the amount of energy received;
34. the latitude of an area to the amount of energy the area receives.
LEARNING COMPETENCY
The learners should be able to…
J. show what causes change in the seasons in the Philippines using models; (S7ES-IVi-10)
UNPACKED LEARNING COMPETENCIES ( one week )
35. Describe the physical features of the Earth. (U)
[Link] the relationship of the seasons with the position of the Sun in the sky. (U)
37. Using models show what causes the seasons in the Philippines to change. (U)

CONTENT
4. Eclipses
4.1. Solar Eclipse
4.2. Lunar Eclipse
CONTENT STANDARD PERFORMANCE STANDARD
Demonstrate understanding of...
the occurrence of eclipses
LEARNING COMPETENCY
The learners should be able to…
K. explain how solar and lunar eclipses occur; (S7ES-IVj-11)
UNPACKED LEARNING COMPETENCIES ( one week )
[Link] the phases of the moon. (K)
39. Explain how solar eclipse and lunar eclipse occur. (U)
40. Compare lunar eclipse and solar eclipse. (u)
41. Suggest practices on safety precautions when observing solar eclipse. (U)
42. Present data on the beliefs and practices of a community in relation to eclipses. (D)