PASCUAL RIVERA PIMENTEL MEMORIAL ACADEMY

Poblacion Sur, Sta. Cruz, Ilocos Sur

AMT (Acquisition, Meaning Making, and Transfer Goal) PLAN

UNIT STANDARDS, LEARNING GOALS, COMPETENCIES, AND TARGETS

Subject Area: Science Grade: 8 Quarter: 1st Writer: Arvin John T.Benedicto
Unit Topics:
 Laws of Motion
1.1 Law of Inertia
1.2 Law of Acceleration
1.3 Law of Interaction
 Work Power and Energy
 Sound
 Light
 Heat
 Electricity

STANDARDS LEARNING LEARNING COMPETENCIES LEARNING TARGETS ASSESSMENTS STRATEGIES

GOAL
Content: ACQUISI- The learners should be able to... The student will know… SUMMATIVE POWERPOINT
The l earners TION 1. investigate the relationship between (Knowledge) QUIZZES PRESENTATIONS
demonstrate an the amount of force applied and the  to relate the laws of motion
understanding of : mass of the object to the amount of to bodies in uniform circular ACTIVITY/ DISCUSSIONS
 Newton’s three change in the object’s motion; motion; EXPIREMENTS
laws of motion 2. infer that when a body exerts a force  to describe how work is INQUIRY BASED
and uniform on another, an equal amount of force related to power and energy; TEACHING
circular motion. is exerted back on it;  to differentiate potential and CLASS
 work using 3. demonstrate how a body responds to kinetic energy; RECITATIONS THINK PAIR AND SHARE
constant force, changes in motion;  to relate speed and position
power, 4. relate the laws of motion to bodies in of object to the amount of PROJECT/ COOPERATIVE LEARNING
gravitational uniform circular motion; energy possessed by a body; PRODUCT MAKING
potential energy, 5. infer that circular motion requires the and
kinetic energy, application of constant force directed  to differentiate electrical
and elastic toward the center of the circle; power and electrical energy;
potential energy 6. identify situations in which work is
done and in which no work is done; Students will be skilled at...
 the propagation 7. describe how work is related to (Skills)
of sound through power and energy;  investigating the relationship
solid, liquid, and 8. differentiate potential and kinetic between the amount of force
gas energy; applied and the mass of the
 some properties 9. relate speed and position of object to object to the amount of
and the amount of energy possessed by a change in the object’s
characteristics of body; motion;
visible light 10. infer how the movement of particles  inferring that when a body
 heat and of an object affects the speed of sound exerts a force on another, an
temperature, and through it; equal amount of force is
the effects of heat 11. investigates the effect of temperature exerted back on it;
on the body to speed of sound through fair testing;  demonstrating how a body
 current- voltage- 12. demonstrate the existence of the color responds to changes in
resistance components of visible light using a motion;
relationship, prism or diffraction grating;  inferring how the movement
electric power, 13. explain the hierarchy of colors in of particles of an object
electric energy, relation to energy; affects the speed of sound
and home 14. explain that red is the least bent and through it;
circuitry violet the most bent according to their  investigating the effect of
wavelengths or frequencies; temperature to speed of
15. infer the relationship between sound through fair testing;
current and charge;  demonstrating the existence
16. explain the advantages and of the color components of
disadvantages of series and parallel visible light using a prism or
connections in homes; diffraction grating;
17. differentiate electrical power and  explaining the hierarchy of
electrical energy; and colors in relation to energy;
18. explain the functions of circuit  explaining that red is the
breakers, fuses, earthing, double least bent and violet the most
insulation, and other safety devices in bent according to their
the home. wavelengths or frequencies;
 inferring the relationship
between current and charge;
 explaining the advantages
and disadvantages of series
and parallel connections in
homes; and
 explain the functions of
 circuit breakers, fuses,
earthing, double insulation,
and other safety devices in
the home.

MEANING Enduring Understanding Essential Questions SUMMATIVE POWERPOINT

MAKING Students will understand that... Students will keep considering… QUIZZES PRESENTATIONS
the Newton’s three laws of motion and What are the Newton’s laws
uniform circular motion can be applied in of motion? ACTIVITY/ DISCUSSIONS
sports through Newton’s Olympics; What do you use to do work? EXPIREMENTS
work uses constant force, power, How does sound propagate INQUIRY BASED
gravitational potential energy, kinetic in the different phases of TEACHING
energy, and elastic potential energy; matter? CLASS
the propagation of sound through solid, What are the properties of RECITATIONS THINK PAIR AND SHARE
liquid, and gas are different; light?
some properties and characteristics of What are the effects heat and PROJECT/ COOPERATIVE LEARNING
visible light varies; and temperature to the body? PRODUCT MAKING
heat and temperature affects the body To ensure safety in our home
current- voltage- resistance relationship, electric circuitry what should PORTFOLIO
electric power, electric energy, and home we take consider?
circuitry are important aspect to ensure ESSAY
safety.

Performance: TRANSFER The students will be able to independently The students are able to… PERFORMANCE POWERPOINT
The learners shall be GOAL use their learning to…  perform the Newton’s TASK PRESENTATIONS
able to:  develop a written plan and implement a Olympics and relate it to the
 develop a written “Newton’s Olympics” by using the Newton’s laws of motion. SUMMATIVE DISCUSSIONS
plan and Newton’s laws of motion  determine where sounds QUIZZES
implement a  determine where sounds travel faster travel faster INQUIRY BASED
“Newton’s  ensure electric safety with taking  ensure electric safety with ACTIVITY/ TEACHING
Olympics” consider current- voltage- resistance taking consider current- EXPIREMENTS
 discuss relationship, electric power, electric voltage- resistance THINK PAIR AND SHARE
phenomena such energy, and home circuitry relationship, electric power, CLASS
as blue sky,  Use the properties and characteristics of electric energy, and home RECITATIONS COOPERATIVE LEARNING
rainbow, and red visible light to discuss phenomena such circuitry
sunset using the as blue sky, rainbow, and red sunset  Use the properties and PROJECT/
concept of using the concept of wavelength and characteristics of visible light PRODUCT MAKING
wavelength and frequency of visible light; and to discuss phenomena such
frequency of  determine the effects of heat in the body. as blue sky, rainbow, and red
visible light sunset using the concept of
wavelength and frequency of
visible light; and
 determine the effects of heat
in the body.
 PASCUAL RIVERA PIMENTEL MEMORIAL ACADEMY
Poblacion Sur, Sta. Cruz, Ilocos Sur

AMT (Acquisition, Meaning Making, and Transfer Goal) PLAN

UNIT STANDARDS, LEARNING GOALS, COMPETENCIES, AND TARGETS

Subject Area: Science Grade: 8 Quarter: 2nd Writer: Arvin John T.Benedicto
Unit Topics:
 Earthquakes and Faults

1.1 Active and inactive faults 1.5 Earthquake intensity and magnitude
1.2 How movements along faults generate earthquakes 1.6 Earthquake preparedness
1.3 How earthquakes generate tsunamis 1.7 How earthquake waves provide information about the interior of the
1.4 Earthquake focus and epicenter Earth

 Understanding Typhoons

2.1 How typhoons develop

2.2 Why the Philippines is prone to typhoons
2.3 How landforms and bodies of water affect typhoons within the Philippine Area of Responsibility (PAR)

 Other members of the Solar System

3.1 Comets
3.2 Meteors
3.3 Asteroids

STANDARDS LEARNING LEARNING COMPETENCIES LEARNING TARGETS ASSESSMENTS STRATEGIES

GOAL
Content: ACQUISI- The learners should be able to … The student will know… SUMMATIVE POWERPOINT
The learners TION 1. using models or illustrations, explain (Knowledge) QUIZZES PRESENTATIONS
demonstrate an how movements along faults generate  to differentiate the epicenter
understanding of: earthquakes; of an earthquake from its ACTIVITY/ DISCUSSIONS
 the relationship 2. differentiate the focus; intensity of an EXPIREMENTS
between faults 2.1 epicenter of an earthquake from earthquake from its INQUIRY BASED
and earthquakes its focus; magnitude; active and TEACHING
2.2 intensity of an earthquake from its inactive faults; CLASS
 the formation of magnitude;  to compare and contrast RECITATIONS THINK PAIR AND SHARE
typhoons and 2.3 active and inactive faults; comets, meteors, and
their movement 3. demonstrate how underwater asteroids; PROJECT/ COOPERATIVE LEARNING
within the PAR earthquakes generate tsunamis; Students will be skilled at... PRODUCT MAKING
 characteristics of 4. explain how earthquake waves (Skills)
comets, meteors, provide information about the  using models or illustrations,
and asteroids interior of the earth explain how movements
5. explain how typhoons develop; along faults generate
6. infer why the Philippines is prone to earthquakes;
typhoons;  demonstrating how
7. explain how landmasses and bodies of underwater earthquakes
water affect typhoons; generate tsunamis;
8. trace the path of typhoons that enter  explaining how earthquake
the Philippine Area of Responsibility waves provide information
(PAR) using a map and tracking data; about the interior of the
9. compare and contrast comets, earth
meteors, and asteroids;  explaining how typhoons
10. predict the appearance of comets develop;
based on recorded data of previous  inferring why the Philippines
appearances; and is prone to typhoons;
11. explain the regular occurrence of  explaining how landmasses
meteor showers and bodies of water affect
typhoons;
 tracing the path of typhoons
that enter the Philippine
Area of Responsibility (PAR)
using a map and tracking
data;
 predicting the appearance of
comets based on recorded
data of previous
appearances; and
 explain the regular
occurrence of meteor
showers

MEANING Enduring Understanding Essential Questions SUMMATIVE POWERPOINT

MAKING Students will understand that... Students will keep considering… QUIZZES PRESENTATIONS
 there are relationships between faults What is the importance of
and earthquakes; knowing what is a fault and ACTIVITY/ DISCUSSIONS
it’s important to know how typhoons earthquakes? EXPIREMENTS
form and how they move within the PAR; Why do we need to know INQUIRY BASED
and about how typhoons form TEACHING
characteristics of comets, meteors, and and move within the PAR? CLASS
asteroids differs to each other. What are characteristics of RECITATIONS THINK PAIR AND SHARE
comets, meteors, and
asteroids? PROJECT/ COOPERATIVE LEARNING
PRODUCT MAKING

PORTFOLIO

ESSAY
Performance: TRANSFER The students will be able to independently The students are able to… PERFORMANCE POWERPOINT
The learners shall be GOAL use their learning to…  participate in decision TASK PRESENTATIONS
able to:  participate in decision making on where making on where to build
 participate in to build structures based on knowledge structures based on SUMMATIVE DISCUSSIONS
decision making of the location of active faults in the knowledge of the location of QUIZZES
on where to build community and the understanding of the active faults in the INQUIRY BASED
structures based relationship between faults and community and the ACTIVITY/ TEACHING
on knowledge of earthquakes. understanding of the EXPIREMENTS
the location of relationship between faults THINK PAIR AND SHARE
active faults in the With their knowledge about how a typhoon and earthquakes. CLASS
community form and how does it move within PAR. RECITATIONS COOPERATIVE LEARNING
 make an With their knowledge about how
emergency plan o make an emergency plan and a typhoon form and how does it PROJECT/
and prepare an prepare an emergency kit for use move within PAR. PRODUCT MAKING
emergency kit for at home and in school
use at home and o make an emergency plan and o make an emergency
in school prepare an emergency kit for use plan and prepare an
 demonstrate at home and in school emergency kit for use
precautionary o demonstrate precautionary at home and in school
measures before, measures before, during, and after o make an emergency
during, and after a typhoon, including following plan and prepare an
a typhoon, advisories, storm signals, and calls emergency kit for use
including for evacuation given by at home and in school
following government agencies in charge o demonstrate
 advisories, storm o participate in activities that lessen precautionary
signals, and calls the risks brought by typhoons measures before,
for evacuation during, and after a
given by  discuss whether or not beliefs and typhoon, including
government practices about comets and meteors have following advisories,
agencies in scientific basis according to storm signals, and
charge characteristics of comets, meteors, and calls for evacuation
 participate in asteroids given by government
activities that agencies in charge
lessen the risks o participate in
brought by activities that lessen
typhoons the risks brought by
 discuss whether typhoons
or not beliefs and
practices about  discuss whether or not
comets and beliefs and practices about
meteors have comets and meteors have
scientific basis scientific basis according to
characteristics of comets,
meteors, and asteroids
 PASCUAL RIVERA PIMENTEL MEMORIAL ACADEMY
Poblacion Sur, Sta. Cruz, Ilocos Sur

AMT (Acquisition, Meaning Making, and Transfer Goal) PLAN

UNIT STANDARDS, LEARNING GOALS, COMPETENCIES, AND TARGETS

Subject Area: Science Grade: 8 Quarter: 3rd Writer: Arvin John T.Benedicto
Unit Topics:
 The Particle Nature of Matter
1.1 Elements, Compounds, and Mixtures
1.2 Atoms and Molecules
 Atomic Structure Sound
2.1 Protons
2.2 Neutrons
2.3 Electrons
 Periodic Table (PT) of Elements
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive metals
 Electricity
STANDARDS LEARNING LEARNING COMPETENCIES LEARNING TARGETS ASSESSMENTS STRATEGIES
GOAL
Content: ACQUISI- The learners should be able to … The student will know… SUMMATIVE POWERPOINT
The learners TION 1. explain the properties of solids, (Knowledge) QUIZZES PRESENTATIONS
demonstrate an liquids, and gases based on the  to determine the number of
understanding of: particle nature of matter; protons, neutrons, and ACTIVITY DISCUSSIONS
 the particle 2. explain physical changes in terms of electrons in a particular
nature of matter the arrangement and motion of atoms atom; REPORTS REPORTING
as basis for and molecules;  to trace the development of
explaining 3. determine the number of protons, the periodic table from CLASS ACTIVITY
properties, neutrons, and electrons in a particular observations based on RECITATIONS
physical changes, atom; similarities in properties of RESEARCH
and structure of elements; and PROJECT
substances and 4. trace the development of the periodic  to use the periodic table to GROUP ACTIVITY
mixtures table from observations based on predict the chemical
 the identity of a similarities in properties of elements; behavior of an element. PERFORMANCE TASK
and Students will be skilled at...
 substance 5. use the periodic table to predict the (Skills)
according to its chemical behavior of an element.  explaining the properties of
atomic structure solids, liquids, and gases
 the periodic table based on the particle nature
of elements as an of matter; and
organizing tool to  explaining physical changes
determine the in terms of the arrangement
chemical and motion of atoms and
properties of molecules.
elements MEANING Enduring Understanding Essential Questions SUMMATIVE POWERPOINT
MAKING Students will understand that... Students will keep considering… QUIZZES PRESENTATIONS
the particle nature of matter as basis for What is the importance of
explaining properties, physical changes, knowing the basic properties ACTIVITY DISCUSSIONS
and structure of substances and mixtures of matter?
is important thing to know to better What are the essential REPORTS REPORTING
understand our surrounding. elements we need in our life?
the identity of a substance according to Why is it important to CLASS ACTIVITY
its atomic structure will help us know organize the many different RECITATIONS
what is its uses. elements? RESEARCH
the periodic table of elements is used as PROJECT
an organizing tool to determine the GROUP ACTIVITY
chemical properties of elements PORTFOLIO
PERFORMANCE TASK
Performance: TRANSFER The students will be able to independently The students are able to… SUMMATIVE POWERPOINT
The learners shall be GOAL use their learning to…  present how water behaves QUIZZES PRESENTATIONS
able to:  present how water behaves in its in its different states within
 present how different states within the water cycle the water cycle ACTIVITY DISCUSSIONS
water behaves in
its different states REPORTS REPORTING
within the water
cycle CLASS ACTIVITY
RECITATIONS
RESEARCH
PROJECT
GROUP ACTIVITY
PORTFOLIO
PERFORMANCE TASK
 PASCUAL RIVERA PIMENTEL MEMORIAL ACADEMY
Poblacion Sur, Sta. Cruz, Ilocos Sur

AMT (Acquisition, Meaning Making, and Transfer Goal) PLAN

UNIT STANDARDS, LEARNING GOALS, COMPETENCIES, AND TARGETS

Subject Area: Science Grade: 8 Quarter: 4th Writer: Arvin John T.Benedicto
Unit Topics:
 Structures and Functions: Focus on the Digestive System
1.1 Organs of the digestive system and their interaction with organs of the respiratory, circulatory, and excretory systems
1.2 Changes in food as it undergoes physical and chemical digestion
1.3 Diseases resulting from nutrient deficiency and ingestion of harmful substances
1.4 Prevention, detection, and treatment of diseases of the digestive system
 Heredity: Inheritance and Variation of Traits
2.1 Stages of mitosis
2.2 Stages of meiosis
2.3 Mendelian Genetics
 Biodiversity
3.1 Species diversity
3.2 Hierarchical taxonomic system of classification
3.3 Protection and conservation of endangered and economically important species
 Ecosystems
4.1 Transfer of Energy in Trophic Levels
4.2 Cycling of materials in the ecosystem
4.2.1Water cycle
4.2.2Oxygen-carbon cycle
4.2.3Nitrogen cycle
4.3 Impact of human activities in an ecosystem

STANDARDS LEARNING LEARNING COMPETENCIES LEARNING TARGETS ASSESSMENTS STRATEGIES

GOAL
Content: ACQUISI- The l earners should be able to… The student will know… SUMMATIVE POWERPOINT
The learners TION 1. explain ingestion, absorption, (Knowledge) QUIZZES PRESENTATIONS
demonstrate an assimilation, and excretion;  to identify healthful practices
understanding of: 2. explain how diseases of the digestive that affect the digestive ACTIVITY DISCUSSIONS
 the digestive system are prevented, detected, and system;
system and its treated;  to compare mitosis and REPORTS REPORTING
interaction with 3. identify healthful practices that affect meiosis, and their role in the
the circulatory, the digestive system; cell-division cycle; CLASS ACTIVITY
respiratory, and 4. compare mitosis and meiosis, and  to describe the transfer of RECITATIONS
excretory systems their role in the cell-division cycle; energy through the trophic RESEARCH
in providing the 5. explain the significance of meiosis in levels; PROJECT
body with maintaining the chromosome  to suggest ways to minimize GROUP ACTIVITY
nutrients for number; human impact on the
energy 6. predict phenotypic expressions of environment. PERFORMANCE TASK
 diseases that traits following simple patterns of Students will be skilled at...
result from inheritance; (Skills)
nutrient 7. explain the concept of a species;  explaining ingestion,
deficiency and 8. classify organisms using the absorption, assimilation, and
ingestion of hierarchical taxonomic system; excretion;
harmful 9. explain the advantage of high  explaining how diseases of
substances, and biodiversity in maintaining the the digestive system are
their prevention stability of an ecosystem; prevented, detected, and
and treatment 10. describe the transfer of energy treated;
 how cells divide through the trophic levels;  explaining the significance of
to produce new 11. analyze the roles of organisms in the meiosis in maintaining the
cells cycling of materials; chromosome number;
 meiosis as one of 12. explain how materials cycle in an  predicting phenotypic
the processes ecosystem; and expressions of traits
producing genetic 13. suggest ways to minimize human following simple patterns of
variations of the impact on the environment. inheritance;
Mendelian  explain the concept of a
Pattern of species;
Inheritance  classifying organisms using
 the concept of a the hierarchical taxonomic
species system;
 the species as  explaining the advantage of
being further high biodiversity in
classified into a maintaining the stability of
hierarchical an ecosystem;
taxonomic system  analyzing the roles of
 the one-way flow organisms in the cycling of
materials; and
 of energy and the  explaining how materials
cycling of cycle in an ecosystem.
materials in an
ecosystem MEANING Enduring Understanding Essential Questions SUMMATIVE POWERPOINT
MAKING Students will understand that... Students will keep considering… QUIZZES PRESENTATIONS
the digestive system and its interaction Why is it important to know
with the circulatory, respiratory, and the digestive system and its ACTIVITY DISCUSSIONS
excretory systems is responsible for interaction with the
providing the body with nutrients for circulatory, respiratory, and REPORTS REPORTING
energy and by that know some harmful excretory systems, where do
practices that may lead to diseases of you use this knowledge? CLASS ACTIVITY
these systems. What is cell division, what RECITATIONS
cells divide to produce new cells and are the types of cell division? RESEARCH
meiosis as one of the processes Why do we need genetic PROJECT
producing genetic variations of the variation? GROUP ACTIVITY
Mendelian Pattern of Inheritance How do we classify ourselves PORTFOLIO
the concept of a species and being further as a living organism? PERFORMANCE TASK
classified into a hierarchical taxonomic How do we preserve the DEBATE
system proper flow of energy in an
there is one-way flow of energy and the ecosystem?
cycling of materials in an ecosystem
Performance: TRANSFER The students will be able to independently The students are able to… SUMMATIVE POWERPOINT
The l earners should GOAL use their learning to…  present an analysis of the QUIZZES PRESENTATIONS
be able to:  present an analysis of the data gathered data gathered on diseases
 present an on diseases resulting from nutrient resulting from nutrient ACTIVITY DISCUSSIONS
analysis of the deficiency deficiency
data gathered on  report on the importance of variation in  report on the importance of REPORTS REPORTING
diseases resulting plant and animal breeding variation in plant and animal
from nutrient  report (e.g., through a travelogue) on the breeding CLASS ACTIVITY
deficiency activities that communities engage in to  report (e.g., through a RECITATIONS
 report on the protect and conserve endangered and travelogue) on the activities RESEARCH
importance of economically important species that communities engage in PROJECT
variation in plant  make a poster comparing food choices to protect and conserve GROUP ACTIVITY
and animal based on the trophic levels’ endangered and PORTFOLIO
breeding economically important PERFORMANCE TASK
 report (e.g., species
through a  make a poster comparing
travelogue) on food choices based on the
 the activities that trophic levels’
communities
engage in to
protect and
conserve
endangered and
economically
important species
 make a poster
comparing food
choices based on
the trophic levels’