HOLY ANGEL UNIVERSITY
BASIC EDUCATION DEPARTMENT
SY: 2016-2017
SYLLABUS
IN
SCIENCE –GRADE 8
SYLLABUS IN SCIENCE 8
SY:2016-2017
Program 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 .
Grade Level Standards:
Learners will now recognize reproduction as a process of cell division resulting in growth of organisms. They will also deal
deeper into the process of digestion studied in the lower grades giving emphasis on proper nutrition for overall wellness.
This will lead them to participate in activities that will protect and conserve economically important species used for food.
Learners will explain the behavior of matter in terms of the particles it is made of. They will also 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 will explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean
waters. They will also learn about the other members of the solar system.
Learners will investigate the effects of some factors on the motion of an object based on the Laws of Motion. They will
also differentiate the concept of work as used in science and in layman’s language. They will also learn about factors that
affect the transfer of energy such as the molecular structure of the medium and temperature difference.
FIRST QUARTER: FORCE, MOTION AND ENERGY
Content Standards:
The learner demonstrates understanding of the laws of motion; work in relation to energy; and the types of energy.
Performance Standards: The learner maximizes the benefits of energy while minimizing its use of its sources; develops
a written plan and implement a Newton‘s Olympics.
Time
Frame
Week
1
Topics




Laws of Motion:
Law of Inertia
Law of Acceleration
Law of Interaction
Values:
 Comply with traffic rules and
regulations for road safety


Interact with others
harmoniously
Deal and handle conflicts
with others reasonably
Learning Competencies
Assessment
The Learners should be able to…
Formative:


Graded recitation

Demonstration

Board work/Seatwork –
Problem Solving on Mass
and Weight

Practice Exercises

Enrichment Activities

Quiz

Laboratory Reports




S8FE-Ia-15 :investigate the relationship of
the amount of force applied and the mass
of the object to the amount of change in
the object’s motion
S8FE-Ia-16 :infer that when a body exerts
a force on another an equal amount of
force is exerted back on it
8FE-Ib:17:demonstrate how a body
responds to changes in motion;
S8FE-Ib-18: relate the laws of motion to
bodies in uniform circular motion
S8FE-Ib-19: infer that circular motion
Summative:
Time
Frame
Topics
Learning Competencies
requires the application of constant force
directed toward the center of the circle;
Assessment

Chapter Test

Design a Water Rocket

Design an Experiment
using a balloon that will
demonstrate Newton’s
Third Law
Fabricate a mousetrap
maximizing speed and
distance

Week
2

Work, Power and Energy

8FE-Ic-20:identify situations in which work
is done and in which no work is done;

S8FE-Ic-21:describe how work is related
to power and energy;
Values:


Safety consciousness and
concern for others

Understanding of the
physics taking place in every
sports event,, and then

using this knowledge to the
athlete’s advantage may
merit a gold medal.
Formative:
 Recitation
 Quiz

Chapter test
S8FE-Id-22: differentiate potential and
kinetic energy

Laboratory Reports and
Performance
S8FE-Id-23 :relate speed and position of
object to the amount of energy possessed
by a body;

Seatwork – Problem
Solving

Enrichment Activities

Boardwork– Problem
o Solving on
Time
Frame
Topics
Learning Competencies
Assessment
conservation of
mechanical energy
Summative:
 Research work( Ask the
students to do Enrichment
Activity in an amusement
park)
Week
3

Sound

iS8FE-Ie-24: infer how the movement of
particles of an object affects the speed of
sound through it;
Formative:
 Recitation

Values:



Conserve energy
S8FE-Ie-25: investigate the effect of
temperature to speed of sound through fair
testing

Promote concern for the
environment
Research work( Ask the
students to do Enrichment
Activity)
Laboratory reports and
performances
Summative:
 Chapter test

Design an experiment that
will measure the speed of
sound in a medium at
different temperature
Time
Frame
Week
4
Topics

Light
Learning Competencies

S8FE-If-26 : demonstrate the existence of
the color components of visible light using
a prism or diffraction grating;

8FE-If-27 : explain the hierarchy of colors
in relation to energy;

S8FE-If-28 : explain that red is the least
bent and violet the most bent according to
their wavelengths or frequencies;
Values:

Week
5
Show appreciation for the
physics of recreation
FIRST MID-QUARTER EXAMINATION
Assessment
Formative:
 Recitation
 Laboratory report and
performance
 Quiz
Summative:
 Getting the time interval
between the flash of
lightning and sound of
thunder and the distance of
the thunder using formula.
Time
Frame
Week
6
Topics

Heat
Learning Competencies

S8FE-Ig-29: differentiate between heat
and temperature at the molecular level;
Values:



Accuracy in observation,
interdependence, and
resourcefulness
Advocate measures that will
lessen in one way or another
global warming and climate
change
Week
7

Show care and concern
for the environment
Electricity
Formative:
 Recitation

Research work(Enrichment
Activities)

Seatwork/Practice Exercise

Quiz

Laboratory reports and
Performances
Summative:
 Chapter test
 Design an experiment that
will show that melting of
polar caps and ice glaciers
will lead to a rise in sea
level.
Act to reduce emission of
greenhouse gases

Assessment

S8FE-Ih-30 : infer the relationship
between current and charge;
Formative:
 Recitation
Time
Frame
Topics

Learning Competencies
Electric Current
Values:

Week
8
Electricity

Resistance

Simple Circuits

Problem solving

Practice Exercises

Quiz
Summative:
 Long Test
Inquisitiveness and critical
thinking

Assessment


S8FE-li-31 : explain the advantages
and disadvantages of series and
parallel connections in homes;
Compare operating a radio
using a battery and
operating it using electricity
in terms of costs, benefits,
economic impact, social
impact, and environmental
impact.
Formative:
 Recitation

Laboratory reports

Laboratory performance

Seatwork
Values:

Uphold and practice
Time
Frame
Topics

Week
9
Learning Competencies
Assessment
conservation of energy

Practice economy and
practicality in using energy
Summative:
 Making a battery by
sticking a pair of paper clip
and a piece of copper wire
into a) ponkan orange b)
native dalandan c) Sunkist
orange. Determine their
voltages
Electricity

Electrical Power and Energy

Household Electricity

Biological Effects of Current
Values:

Accuracy in observation

Energy conservation

S9FE-li-32: differentiate electrical power
rating and energy consumption of various
electrical appliances
Quiz
Formative:
 Recitation
 Laboratory reports
 Laboratory performance
 Seatwork – Problem
solving
 Quiz
 Enrichment activities
Summative:
Written Report:
 Appliances with their
corresponding electrical
current for their operation

Electrical Energy
Time
Frame
Topics
Learning Competencies
Assessment
Consumption

Chapter test
 Performance Task:
Designing a Sound-Proof
Bedroom
Week
10
FIRST QUARTER EXAMINATION
SECOND QUARTER: EARTH AND SPACE
Content Standards :The learner …..
 demonstrates understanding of the relationship between faults and earthquakes.
 demonstrates understanding of formation of typhoons.
 demonstrates understanding of characteristics of meteors and comets.
Performance Standards : The learner ……
 makes informed decisions based on knowledge of the location of active faults in the community.
 shows emergency preparedness ( includes following advisories given by responsible
government agencies ) before, during and after an earthquake.
 demonstrates precautionary measures before, during and after a typhoon.




includes following advisories, storm signals, and calls for evacuation given by responsible
government agencies.
participates in activities that lessen the harmful effects of typhoons.
discusses whether or not beliefs and practices about comets and meteors have scientific basis.
Time
Frame
Topics
Learning Competencies
Assessment
The Learner should be able to…
Week 1
Earthquakes and Faults
 Active and Inactive Faults
 How movements along
faults generate
earthquakes

Week 2
Earthquake focus and
epicenters

S8ES-IIa-14:describe what a fault is.

S8ES-IIa-15:differentiate between active
and inactive faults

S8ES-IIa-15:using models or
illustrations, explains how movements
along faults generate earthquakes.
Values:
o Recognize danger signs
related to earthquakes
o Develop the culture of
safety

S8ES-IIa-15: differentiate the epicenter
of an earthquake from its focus

S8ES-IIa-15: identify faults in the
community


S8ES-IIa-15:differentiate the intensity of
Intensity and Magnitude
Formative:
 Recitation
 Picture Analysis /
 Venn Diagram
 Graphic organizer
 Map Reading / Analysis
 Laboratory Reports
Summative:
 Recitation
 Quiz
 Chapter Test
Formative:
Time
Frame
Topics


Earthquake
Preparedness
How earthquake waves
provide information about
the interior of the Earth
Learning Competencies
an earthquake from its magnitude

S8ES-IIc-17:explain how earthquake
waves provide information about the
interior of the earth
Values:
Heed public warnings and
be empowered for
response
Week 3
Understanding Typhoons
 How typhoons develop
 Why the Philippines is
prone to typhoons
Values:
Help people to use
technology to have
access to information for
public safety.

S8ES-IId-18: explain how typhoons
develop

S8ES-IId-19: infer why the Philippines is
prone to typhoons
Assessment



Graded recitation
Laboratory Reports
News Clipping Analysis
Summative:
 Model Making – Earth’s
interior model
 Research work –
Earthquakes that
happened in different
places
 Quiz
 Chapter Test
Formative:
 Recitation
 Weather Map Analysis
 Laboratory Reports
 News analysis
Summative:
 Quiz
 Chapter Test
 Improvising Weather
Instruments
 Identifying Symbols –
Drawing of weather
Time
Frame
Topics
Learning Competencies
Assessment
descriptions
Week 4


How landforms and
bodies of water affect
typhoons
Philippine Area of
Responsibility


Values:
Use scientific method to
detect nature’s early
warning danger signs
for a coming weather
disturbance
Week 5
Formative:
 Recitation
 Laboratory Reports
S8ES-IIf-21: trace the path of typhoons
 Weather Map Analysis
that enter the Philippine Area of
 News Analysis
Responsibility (PAR) using a topographic  Graphic Organizer
map and tracking data
Summative:
 Quiz
 Chapter Test
S8ES-IIe-20: explain how landforms and
bodies of water affect typhoons
SECOND MID- QUARTER EXAMINATION
Week 6

Other Members of the 
Solar System
Comets

Values:
S8ES-IIg-22: compare and contrast
comets, meteors and asteroids
S8ES-IIh-23: predict the appearance of
comets based on recorded data of
Formative:
 Recitation
 Film Viewing
 Reaction paper / report
 Picture Analysis
Time
Frame
Week 7
Topics

Learning Competencies
Exhibit humility in the
thought that Earth is just
a small part of a bigger
system and humans are
just a speck in it.
previous appearances
Meteors


Asteroids
Values;
o Serve as a referee
between science
and superstitious
beliefs
o Show appreciation


Laboratory reports
Research Work
Summative:
 Quiz
 Chapter Test
S8ES-Iii-j-24: explains the regular
occurrence of meteor showers
Values:
o Show appreciation
for the night sky.
o Serve as a referee
between science
and superstitious
beliefs.
Week 8
Assessment
Formative:
 Recitation
 Film viewing
 Reaction paper / report
 Picture Analysis
 Laboratory reports
 Research work
Summative:
 Quiz
 Chapter Test

S8ES-IIh-23: explains the
appearance of asteroids based on
recorded data
Formative:
 Graded recitation
 Picture analysis
 Film Viewing
 Submission of reaction
paper / reports
 Picture Analysis
 Research work
Time
Frame
Topics
Learning Competencies
Assessment

for the night sky.
Laboratory reports
Summative:
 Quiz
 Chapter Test
Week 9




The Universe
Theories that explain the
Origin of the Universe
The Design of the
Universe
Different types of
Galaxies
How the Milky Way
Galaxy Looks Like
Values:
o The eight planets
and their respective
satellites move
around the sun with
remarkable
precision. In doing
our daily chores
and school tasks,
we have to be

S8ES-IIg-22: provides explanations on
the various theories referring to the
origin of the universe

S8ES-IIg-22: compares and contrasts
the three types of galaxies
Formative:
 Recitation
 Film viewing
 Submission of reaction
paper
 Research work
 Laboratory reports
Summative:
 Quiz
 Chapter Test
 Brochure MakingPlanetary Brochure

Performance Task:
Design a model of what
you think a permanent
space station should be.
Indicate proper labeling.
Time
Frame
Topics
Learning Competencies
accurate and
precise.
o Each of the eight
planets in the solar
system has its own
unique set of
characteristics We,
humans, also have
unique
characteristics
which should be
respected
and considered.
Week 10
SECOND QUARTER EXAMINATION
Assessment
THIRD QUARTER: MATTER AND ITS INTERACTIONS
Content Standards: The Learner….
 Demonstrates understanding of the particulate nature of matter, explain the properties, physical changes, and
structure of substances and mixtures.
 Demonstrates understanding of the idea that the identity of a substance is determined by its atomic structure.
 Demonstrates understanding of the periodic table as an organizing tool to determine the chemical properties of
elements.These chemical properties of elements depend on the outermost electrons in the atom.
 Demonstrates the understanding of grouping elements as highly reactive metals, less reactive metals, highly
nonreactive nonmetals and nonreactive gases.
Performance Standards: The Learner….
 Makes a chart, poster, or multimedia presentation of elements, ions, and compounds that are important to living
organisms.
 Presents creatively how water behaves in its different states based on the arrangement of its particles (atom
and molecules).
 Interprets food labels in terms of amount of ions present in relation to the required daily mineral intake.
Time
Frame
Topics
Learning Competencies
Assessment
The Learners should be able to…
Week1
States of Matter


Physical and
Chemical Properties
of Matter

S8MT-IIIa-b8: infer the particulate nature of
matter from demonstration.

S8MT-IIIa-b8:explain the properties of solids,
liquids, and using the particulate nature of
matter.

S8MT-IIIc-d9:recognize the different particles
of matter as atoms and molecules.
Pure Substances
and Mixtures
Formative:
 Recitation
 Demonstration
 Enrichment Activities
 Quiz
 Laboratory Reports
Summative:
 Chapter Test
 Graded recitation
Time
Frame
Topics
Learning Competencies

S8MT-IIIc-d9:use the particulate nature of
matter to explain:Melting, Freezing,
Evaporation, Condensation

S8MT-IIIc-d9: explain the physical changes in
terms of the arrangement and motion of
atoms and molecules.
Values:
Adapt a keen sense of
observation and
consciousness on
safety.

S8MT-IIIa-b-8:use models to represent
elements, compounds and mixtures.

S8MT-IIIg-h-11:write names and symbols of
the first 20 elements.

Theory of Matter


Discovering the
Atom

S8MT-IIIe-f-10:name and describe the
subatomic particles.
S8MT-IIIe-f-10:determine the number of
protons, neutrons, and electrons in an atom.

Character and
Behavior of Matter
Values:
o Relate concepts
to daily life.
Assessment
o Interact with
others
harmonously.

Week 2
Week 3

Changes in Matter

Energy Changes
Formative:
 Recitation
 Quiz
 Laboratory Reports
Summative:
Chapter Test
Formative:
 Interactive Discussion
 Recitation
 Laboratory Reports
Summative:
Time
Frame
Topics
Learning Competencies


Values:
Express opinions
freely and
clearly.
Week 4

The Subatomic
Particles

Ions and Isotopes

S8MT-IIIe-f-10:recognize that an element is
identified by the number of protons in the
nucleus.
Formative:
 Interactive Discussion
 Laboratory Reports

S8MT-IIIe-f-10:differentiate between mass
number and atomic number, and between
ions and isotopes.
Summative:
 Graded recitation
 Quiz

S8MT-IIIe-f-10:explain how ions are formed.

S8MT-IIIe-f-10:write the formula of common
ions.
Week 5
Week 6
Quiz
Concept map about the
Atomic Structure

The Quantum
Mechanical Model
Values:
Accuracy and Precision
Assessment
THIRD MID- QUARTER EXAMINATION
Early Attempts in
Classifying Elements

S8MT-IIIg-h-11:trace the development of the
Periodic Table from observations based on
similarities in properties of elements.
Values:
Appreciate the works
of great people in the

S8MT-IIIg-h-11:describe the arrangement of
the elements in the Periodic Table.
Formative:
 Interactive Discussion
 Laboratory Reports
Summative:
 Construct a Timeline of
Time
Frame
Topics
Learning Competencies
Assessment
field of Science.

Week 7
Week 8

S8MT-IIIg-h-11:gather information about the
elements from the Periodic Table.

S8MT-IIIg-h-11:use the Periodic Table to
predict the behavior of an element.
Values:
Understand and
appreciate the
importance of the
Periodic Table.

S8MT-IIIi-j-12:describe and groups elements
as: highly reactive metals, less reactive, highly
reactive nonmetal, and nonreactive
nonmetals.
Summative:
Make a graphic organizer
that compare and contrast
metals, nonmetals,
metalloids and transition
metals.
Trends in the Periodic
Table

S8MT-IIIi-j-12:describe the trends of elements
according to their atomic size, ionization
energy, electron affinity and electronegativity.
Formative:
 Interactive Discussion
 Laboratory Reports
 Practice Exercises
Reading the Periodic
Table
Values:
Appreciate individual
differences
Week 9
the periodic table.
Quiz
Elements in the Human The Learners…
Body and in Technology S8MT-IIIi-j-12:appreciate the Importance of
knowing the Properties of Elements in;
 Human body
Values:
 Technology
Formative:
 Interactive Discussion
 Laboratory Reports
 Quiz
Summative:
Quiz
Formative:
 Interactive Discussion
 Laboratory Reports
Summative:
Time
Frame
Topics
Respect and
understand God’s
creations.
Week 10
Learning Competencies

Environment
Assessment

Chapter Test
 Performance Task:
Make a photo album of an
element which will include
the history, significance and
products produced from the
element.
THIRD QUARTER EXAMINATION
FOURTH QUARTER: LIVING THINGS AND THEIR ENVIRONMENT
Content Standards: Learner demonstrates understanding that cells divide to produce new cells; of diseases that result
from nutrient deficiency and ingestion of harmful substances and their prevention and treatment; of the concept of
species as a reproductively distinct group of organisms; of the one way flow of energy and the cycling of materials in an
ecosystem.
Performance Standards: Learner conducts an interview with the school nurse or the local health workers on practices
that promote proper care for the organs of the digestive system; reports on the importance of variation in
plant and
animal breeding ; reports (e.g., through a travelogue) on the activities that communities engage in to protect and
conserve endangered and economically important species.
Time Frame
Topics
Learning Competencies
The Learners should be able to…
Week 1


Organs of the
Digestive system
Chemical Changes in
Food as it Undergoes
Digestion Brought
About by Gastric
Juices and Digestive


S8LT-IVa-13: describe the coordinated
functions of the organs of the digestive
system

Reaction/Analysis of a
filmstrip or video
S8LT-IVa-13: trace the path of food as it is
being digested

Quiz
Laboratory report

S8LT-IVa-13: explain how enzymes help in
digesting food


S8LT-IVa-13: explain how digested food is
absorbed through the villi and is carried
through the bloodstream to the liver
Summative:
Enzymes
Values:
Assessment/
Performance Task
Formative:
 Graded recitation
o Realize the
important role of
the digestive
system in
sustaining life

Graded illustrations of
Digestive tract and its parts

Project – Construction of a
model of the human digestive
system
o Describe the
goodness of
God’s loving
creation
Week 2

Disease Resulting

S8LT-IVb-14: reflect on healthful practices
Formative:
Time Frame
Topics
from Nutrientdeficiency and
Ingestion of Harmful
Substances


Prevention, Detection
and Treatment of
Diseases of the
Digestive System
Learning Competencies
that affect the digestive system
Assessment/
Performance Task
 Graded recitation

S8LT-IVc-15: discuss contemporary health
issues that promote proper nutrition and
overall wellness

Written report on the
importance of exercise and
proper diet

S8LT-IVc-15: research on certain
technologies that promote proper functioning
of the digestive system

Graded compilation of
medical techniques for overall
wellness

Reaction/Analysis about the
PowerPoint Presentation

Quiz
Contemporary Health
Issues that Promote
Proper Nutrition and
Overall Wellness
Values:
Summative:
o Exhibit awareness
of the importance
of a balanced diet.

Chapter test
o Discipline oneself
with the kind of
food to eat
Week 3

Organelles of the Cell 
Involved in Cell
S8LT-IVd-16: identify organelles that are
involved in cell division
Formative:
 Quiz
Time Frame
Topics
Learning Competencies
Assessment/
Performance Task
Division

Stages of Mitosis


S8LT-IVd-16: describe the process of mitosis
and its role in the cell division cycle
Laboratory report
Summative:
Values:
Uphold the
importance of the
cell cycle and
reproduction,
especially in the
perpetuation of
generation of
species.

Project - Construction of
models of the different stages
of mitosis

Reaction/Analysis of the
diagrams/slides of the stages
of mitosis
Time Frame
Week 4
Topics

Stages of Meiosis

Oogenesis

Spermatogenesis
Values:
o Curiosity about
chromosomes is
satisfied by
examining
prepared slides of
mitosis.
Learning Competencies

S8LT-IVe-17: describe the process of meiosis
and its role in the cell division cycle

S8LT-IVe-17: compare the number of
chromosomes of the daughter cells resulting
from mitosis and meiosis

S8LT-IVe-17: differentiate oogenesis and
spermatogenesis

S8LT-IVe-17: explain the significance of
meiosis in maintaining the chromosome
number

S8LT-IVf-18: describe how the union of egg
and sperm cells results to variation
Week 5
Assessment/
Performance Task
Formative:




Graded recitation
Laboratory report
Seatwork
Quiz
Summative:

Project – Construction of
models of the stages of
meiosis

Graded illustrations of
Gametogenesis Processes

Chapter test
FOURTH MID-QUARTER EXAMINATION
Formative:
Week 6


Species Diversity

Hierarchical
Taxonomic System of 
Species
Values:
8LT-IVg-19: explain the concept of species as
a reproductively distinct group of organisms


S8LT-IVh-20: classify organisms using the
hierarchical taxonomic system (domain,

kingdom, phylum, class, order, family, genus,
species) based on structure and function

Graded Recitation
Specimen Analysis
Oral Group Presentation
Quiz
Time Frame
Topics
Learning Competencies
o Practice
orderliness,
organization,
efficiency, and
system in doing
work
o Protection and
Conservation of
Rare and
Economically
Important Species
Week 7
Assessment/
Performance Task
 Laboratory report
Summative:


S8LT-IVh-21: explain the advantage of high
biodiversity over low biodiversity
Mnemonic Devise-Making
Formative:
 Journal writing
 Laboratory report
 Quiz
 Picture Analysis
 Graded recitation
Summative:



Week 8


Transformation of
Energy
Biogeochemical


S8LT-IVi-22: describe the transfer of energy
through the trophic levels
S8LT-IVi-23 : analyze the roles of organisms
Research paper
Graded group work
Drawing output
Formative:


Graded recitation
Situational Analysis
Time Frame
Topics
Cycles: water cycle,
oxygen-carbon cycle
,
nitrogen cycle
Learning Competencies
in the major biogeochemical cycles and
processes

S8LT-IVi-24 : explain how materials cycle in
an ecosystem
o Promote proper use
of energy especially
during critical times

Impact of Human
Activities in an
Ecosystem
Summative:




Values:
Week 9
Assessment/
Performance Task
 Laboratory reports
 Quiz
Role-playing Analysis
Film/Video Analysis
Case Analysis
Making Predictions

S8LT-IVj-25: suggest ways to minimize
human impact on the environment
Formative:
 Journal writing

S8LT-IVj-25: describe changes caused by
organisms in their environment to ensure
survival, which may affect the ecosystem

Laboratory reports
 Quiz
Summative:
 Chapter Test

Project-based learning
Creating posters that
encourage people not to use
products containing CFC

Making collage that shows
the relationship between
Time Frame
Topics
Learning Competencies
Assessment/
Performance Task
species population,
communities, etc.
Performance Task:
Song Composition: Diversity
Week 10
FOURTH QUARTER EXAMINATION
REFERENCES:
Pavico, J.F., et.al. (2015). Exploring Life Through Science 8. Quezon City: Phoenix Publishing House, Inc.
Aquino,M.D., et.al. (2015). Science Links 8. Manila: Rex Book Store, Inc.
DepEd K to 12 Science Module
FAPE Science Module