FINAL-LS-2_Science_Vetted. Alternative Learning System

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Contextualized MELCs-based ALS SHS Curriculum

SUMMARY TABLE
CORE SUBJECT: EARTH AND LIFE SCIENCE

Note: The highlighted words (in yellow) are technical terms to be unlocked not by defining but using them in context.
The MELCs in rows color-coded orange are considered ‘low priority’ for ALS learners.
The last row coded bright green (Climate Change) is added as a culminating topic because it is a concern of ALL people across the world.
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
demonstrates
an
understanding
of:

1. the formation
of the universe
and the solar
system.
should be able to
conduct a survey
to assess the
possible geologic/
hydrometeorolog
ical hazards that
your community
may experience.
Recognize the
uniqueness of Earth,
being the only planet
in the solar system
with properties
necessary to support
life.
S11/12ES-Ia-e-3

Note: Recognize (L1)
is limited; there are
several prerequisite
content and cognitive
skills needed to arrive
at the concept of
L2: Recognize (explain) the uniqueness of Earth,
being the only planet in the solar system with properties necessary to support life.
L2: Compare the features of Earth with those of other planets
L1: List down the features of Earth
Students recall the following concepts
• characteristics of life
• needs of living things in order to survive

Make a Comparison Chart of the physical and chemical
properties of Earth and its neighboring planets (e.g.,
surface features, distance from the Sun, atmospheric
conditions, gas components, ozone, layer, cloud cover).
Students compare the features.
Q. What does Earth have that are not found in other
planets?
Q. Do you think there are living things in other planets
similar to what are found on Earth? Support your
answer.

Students reflect and put the ideas together.
Q. What makes Earth unique?
Q. What evidence support this ‘uniqueness’?

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‘uniqueness; analyze
(L4) is most
appropriate though
explain is acceptable,
hence L2)

2. the
subsystems
(geosphere,
hydrosphere,
atmosphere,
and biosphere)
that make up
the Earth.

Explain that the Earth consists of four
subsystems, across
whose boundaries
matter and energy
flow.
S11/12ES-Ia-e-4

Note: ‘Explain’ in this
case is limited- the
coverage is broad; it
is not just about
Earth’s subsystems
but also analyzing the
flow of matter and
energy. (MELC should
be L4)

L2: Explain that the Earth consists of four
subsystems, across whose boundaries matter and
energy flow
L2: Illustrate how matter is recycled on Earth

L2: Illustrate the one-way flow of energy across
subsystems

L2: Interpret a diagram to explain Earth’s
subsystems.

L2: Derive the meaning of ‘Earth as a system’
based on real-life examples.

L1: Give examples of objects that is described as
a system, naming parts that work together

Students derive the meaning of ‘system’ based on real-life
examples: a bicycle, sewing machine, water system in the
house, and/or the human body.
Q. What is each system composed of?
Q. How do the parts relate to each other?
Q. What is Earth made of? Why is Earth a system?

Students interpret a diagram to explain how land, water,
living things, and air interact; points out that Earth system
is made up of subsystems or spheres: “lithosphere” (land),
"hydrosphere" (water), "biosphere" (living things), and
"atmosphere" (air).

Cite examples of phenomena or situations that show connection between and among Earth’s subsystems. e.g., typhoons, ash fall from a volcanic eruption, decrease in
vegetation, soil erosion, drought.
3. the Earth’s
internal structure
*not in the MELC; discussed in JHS.

Using a diagram, students illustrate how matter circulates
or is recycled on Earth e.g., composting of organic wastes, carbon and oxygen cycle, nitrogen cycle, phosphorus
cycle, and the water cycle.
Using a diagram, students trace the one-way flow of
energy e.g., energy from the Sun enters Earth, organisms use the energy (trophic levels) and energy not used is released as heat to the environment

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demonstrates
an
understanding
of the three
main categories
of rocks

Identify common
rock-forming minerals using their physical and chemical
properties.
S11/12ES-Ia-9

Note: The LC is not
limited to identifying
rock forming
minerals. They have
to learn what
minerals are. They
have to compare the
properties of each
kind.

L2: Identify common rock-forming minerals using
their physical and chemical properties.
L2: Compare properties of different rock -forming
minerals

L2: Describe what ‘mineral’ means in geology: a
naturally occurring inorganic element or
compound having an orderly internal structure
and characteristic chemical composition, crystal
form, and physical properties.

L1: Describe stalagmites and stalactites.

L1. Name some birthstones

Let student share what they know about properties of
minerals
Start the lesson by discussing caves. Many places in the
Philippines have caves. Students recall experience inside a
cave (e.g., Tabon Cave in Quezon, Palawan or in the
Underground River in Puerto Princesa). Show pictures to
help those who have not been inside a cave.
Q. Did you notice pointed rocks hanging from the cave
ceiling and those that grow upward from the cave
floor? Describe their appearance.
Q. What do you think makes them sparkle like crystals?

Discuss how stalagmites and stalactites are formed by
minerals.

As an application of minerals let students share what they
know about the use of dolomite in Manila Bay.
Students will also discuss gemstones in jewelry e.g., ring,
bracelet, or a necklace. Gemstones are made of rock-
forming minerals. Discuss birthstones and their properties.
Students observe real samples if possible OR pictures of
common rock-forming minerals to describe characteristics
and properties.

Q. Why are they called rock-forming minerals?

Explain that Geologists can tell rock-forming minerals
based on crystal forms, cleavage and hardness using their crystal structure at the atomic level. Color and density are
determined primarily by the chemical composition.

demonstrates
an
understanding
of the origin
and
Classify rocks into
igneous, sedimentary,
and metamorphic.
S11/12ES-Ib-10

L2: Classify rocks into igneous, sedimentary, and
metamorphic.

L1: Recognize the properties of rocks.

Students collect different types of rocks in their locality
(small sizes not too heavy so they can bring them to
school or home). They use the naked eye or with a
hand lens, to observe their physical appearance. They
recall the characteristics of different

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environment of
formation of
common
minerals and
rocks

Suggestion:
For continuity follow this lesson with formation of the
different types of
igneous rocks.
S11/12ES-Ic-18 and

Describe how the
layers of rocks
(stratified rocks) are
formed.
S11/12ES-Ie-25

types of rocks and classify them based on properties
observed.
They use a chart to classify and label them correctly (using
permanent colored pen or paint) as igneous, sedimentary,
or metamorphic. They identify rocks that are used in the
community and tell why they are used there.

demonstrates
an
understanding
of geologic
processes that
occur on the
surface of the
Earth such as
weathering,
erosion, mass
wasting, and
sedimentation
(include the
role of ocean
basins in the
formation of
sedimentary
rocks).
Explain how the
products of weathering are
carried away by erosion and deposited elsewhere.
S11/12ES-Ib-12

L2: Explain how the products of weathering are
carried away by erosion and deposited elsewhere.
L1: Recall indicators of weathering and erosion.
Students locate places in the community that show
evidence of weathering and erosion. They infer where these materials are deposited and give a reason for the inference.
Q. Why do rivers become turbid after a heavy rain?
Q. Where do the sediments in the riverbed and in the
coastal area come from?

Discuss that weathering and erosion include the effects of
wind and rain, which slowly break down large rocks into
smaller ones. Weathering and erosion transform boulders
and even mountains into sediments, such as sand or mud.
These three processes create the raw materials for new
sedimentary rocks.
Students relate how weathering and erosion to lead to
formation of sedimentary rocks. They discuss other
importance of erosion and weathering

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demonstrates
an
understanding
of geologic
processes that
occur within the
Earth.
Describe where the
Earth’s internal heat comes from.
S11/12ES-Ib-14

L2: Describe where the Earth’s internal heat
comes from.

L1: Name/Enumerate the layers of the Earth and
the processes that occur in the different layers

Students recall experiences bathing in a hot spring pool.
Q. Why is the water in the pool hot?
Q. What heats up the water underground? Accept any
answer.

Students relate underground springs or hot springs,
getting their heat by contact with the heated magma
underneath the Earth's surface.
Where does the heat come from?

Use a watermelon or any big fruit to represent Earth. Get
a copy of the diagram of the internal structure of the
Earth. Explain the Earth’s internal structure, using the
watermelon and diagram. Students describe the analogy:
Earth’s lithosphere (melon skin), mantle (flesh), and the
core (innermost/central part)

OR show a YouTube video of the internal structure of
Earth. Prepare guide questions before showing the video.
Process what they learn from the video.

Students summarize the three main sources of heat deep
inside Earth: (1) heat from when the planet formed which
has not yet been lost; (2) friction caused by denser core
material sinking to the center of the planet; and (3) heat
from the decay of radioactive elements such as uranium.
(http://earthsky.org).

Students answer the questions posed at the start of the
lesson

Describe how magma
is formed (magmatism).
S11/12ES-Ic-15

L2: Describe how magma is formed (magmatism).
L1: Recall what magma is.

Students watch a YouTube video to observe how magma is
formed. After watching, students write a 5-sentence
paragraph to describe how magma is formed.

Students relate magma with volcanic eruption. Use the
sample tasks or questions below or phrase similar ones.
Q. Name an active volcano in the Philippines.

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Q. Which volcano erupted recently?
Q. Why can one predict that a volcano will erupt? What are
the signs?
Q. Name at least three materials emitted by volcanic
eruption. How do these affect people, animals, and the
environment?
Q. Study the illustration and tell the difference between
magma and lava.

Compare and
contrast the
formation of the
different types of
igneous rocks.
S11/12ES-Ic-18

L4: Compare and contrast the formation of the
different types of igneous rocks.
L3: Use the different types of igneous rocks in home landscaping or as decorative displays.

L2: Describe how to determine texture, density,
and mineral composition of a piece of igneous
rock

L1: Recall what magma is; what lava is

Use real samples of labeled igneous rocks to enable
students to compare their properties and organize the observations in a chart. In places where erupting volcanoes spew lava, igneous rocks are easy to find.
Properties
of igneous rocks
Intrusive or
plutonic

Extrusive or
volcanic
Texture (coarse or fine)
Color
Density (mass/volume)
Appearance (glassy,
with large or small
bubbles, with fine or
large grains

Students summarize the similarities and differences
between two kinds of igneous rocks based on how they
were formed. Explain that texture depends on the shape,
size, time period to cool down and solidify, and the
arrangement of crystals in the rock.

demonstrates
an
understanding
of
1. the folding and faulting of rocks.

Explain how the
movement of plates
leads to the
formation of folds
and faults.
S11/12ES-Id-22

L2: Explain how the movement of plates leads to
the formation of folds and faults.

L2: Demonstrate how two objects (plates) 1)
move towards each other and collide; 2) move
away from each other, and 3) slide past each
other.

This topic plate tectonic and folding and faulting were
discussed in JHS. Run through the review and focus on
the relevance of these topics to real life

Start the lesson by using students’ experiences when
hiking e.g., climbing a high mountain or moving down into
a deep valley. Specify the name of the mountain or valley
in your locality or nearby. Ask: How are mountains and

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2. plate
tectonics
L1: Recall what are Earth’s plates and plate
boundaries
valleys formed? Accept all answers without correcting
them.

Show an illustration of Earth’s plates. Students use two
flat pieces of modeling clay to represent Earth’s plates.

Students observe and describe what happens to two plate
boundaries when they
1) come together and collide (convergent movement)
2) move away from each other (divergent movement) and
3) slide past each other (transform-fault movement)

Show diagrams to make the concept clearer.
Q. Which plate movement forms mountain ranges?
Q. Which plate movement forms valleys?
Q. Which forms folds?
Q. Which forms faults?

Students locate a fault in a map in or near your
community and share what they know about it.

Describe how the
layers of rocks (stratified rocks) are formed.
S11/12ES-Ie-25

L2: Describe how the layers of rocks (stratified
rocks) are formed.

Students visit an area in the locality where layers of rocks
can be found. They take a close-up photo of the layer of rocks. Note: If not possible to do this activity in the real
setting, show real samples of rocks to observe. Some
questions to use:
Q. Can you recognize the individual and distinct boundary
between each layer?
Q. How do you think the layers were formed? Why are
they in layers?
Q. What is meant by stratified rocks?
Q. Why are sedimentary rocks also called stratified rock?
Q. Why do you think they come in different colors? Q. Which is softer - sedimentary or igneous rock? Explain
your answer.

Students simulate the process of accumulation and
hardening of sediments using mud, sand, silt and

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disintegrated rocks but reminding them that this process
happens over a period of time. They explain how the
action of wind and rain cause layering and/or relate the
formation of stratified rocks through weathering erosion,
and compaction of the deposited materials.

Sedimentary rocks may range from green to gray, or red to
brown, depending on iron content.
demonstrates
an
understanding
of how the
planet Earth
evolved in the
last 4.6 billion
years (including
the age of the
Earth, major
geologic time
subdivisions,
and marker
fossils)

Describe the different
methods (relative and
absolute dating) of
determining the age of stratified rocks.
S11/12ES-Ie-26

For the term relative dating, let the student visualize it on
the concept by using the term Oldest and Youngest in
terms of layers of rocks

Q. Where can we find the oldest layers of sedimentary
rocks?
Q. Where can we find the youngest layers of sedimentary
rocks?

For the term absolute dating, make use of numbers of
examples millions and billions of years ago.

Explain how relative
and absolute dating is
used to determine
the subdivision of
geologic time.
S11/12ES-Ie-27

Describe how the
Earth’s history can be interpreted from the
geologic time scale.
S11/12ES-Ie-29

Geologic Time Scale can also simplify as scale on
measuring the approximate time where it exists on Earth

Page 9 of 55
demonstrates
an
understanding
of the different
hazards caused
by geological
processes
(earthquakes,
volcanic
eruptions, and
landslides)
Describe the various
hazards that may happen in the event of earthquakes,
volcanic eruptions,
and landslides.
S11/12ES-If-30

Merged with
S11/12ES-If-33 below
L2: Describe the various hazards that may happen
in the event of earthquakes, volcanic eruptions, and landslides.

L1: Recall the various hazards that may happen in the event of earthquakes, volcanic eruptions, and
landslides.
Students share their personal experience or stories
read/heard related to earthquakes, volcanic eruption, and landslide.

Students make a chart to show the effect of earthquakes,
volcanic eruption, and landslide e.g., a) ground shaking, b)
tsunami, c). ruptured water or electricity line, d)
crumbled/collapsed buildings, e) trapping people, f) soil
liquefaction

Students reflect on the following:
Q. Why are these events called hazards?
Q. When do these events become a disaster?
Q. How could such disasters be prevented?

Identify human
activities that speed
up or trigger
landslides.
S11/12ES-If-33
Identify human activities that speed up or trigger
landslides.
Note: Can be merged with S11/12ES-If-30
Students share episodes or activities observed in the
community that speed up or trigger landslides.
Q. How could such events be avoided?

demonstrates
an understanding of the different hazards caused
by
hydrometeorol
ogical
phenomena
(tropical
cyclones,
monsoons,
floods, and
tornadoes or
ipo-ipo)
Using a hazard map,
identify areas prone to hazards brought about by earthquakes, volcanic
eruptions, and
landslides.
S11/12ES-If-31

Using a hazard map,
identify areas prone
to hazards brought
about by the tropical
cyclones, monsoons,
floods, or ipo-ipo.
S11/12ES-Ig-36

L2: Using a hazard map, identify areas prone to
hazards brought about by earthquakes, volcanic
eruptions, landslides, tropical cyclones, monsoons, floods, or ipo-ipo.

Note to merge MELCs 15,16 &17
S11/12ES-If-31
S11/12ES-If-33
S11/12ES-Ig-36

Hazard map can be simplified as danger or risk map. The
lesson should emphasize safety and precautionary
measures about the different hazards.
Students share stories or experiences related to the
following events: a) storm surge, b) landslides (already in
previous MELC), c) flash floods,
d) ipo-ipo, e) tropical cyclone

Use the following or similar questions for each of the
events:
Q. When did (that event) happen?
Q. What was observed when (that event) happened? Q. What did you do when (that event) happen?
Q. Who were affected (by that event)?

Page 10 of 55
Q. Which of these events could have been prevented?
How?
Q. What could be done to reduce the risks of these
events?

Request a copy of the Hazard Map from your Barangay or
Municipal Disaster Risk Reduction Management Office
For group study
Q. Identify areas in your locality which are prone to the
hazards mentioned.
Q. Brainstorm on how knowing /using the Hazard Map
could help prevent disasters caused by the events
mentioned?
Q. How could you help disseminate information about the
hazards to others in the community?

demonstrates
an understanding of the different
hazards caused
by coastal
processes
(waves, tides,
sea-level
changes, crustal
movement, and
storm surges)
Describe how coastal
processes result in coastal erosion,
submersion, and salt-
water intrusion.
S11/12ES-Ih-38

L2: Describe how coastal processes result in
coastal erosion, submersion, and salt- water
intrusion.

L1: Identify some natural processes that might
destroy the natural beauty of coastal areas.
L1: Name some human activities that contribute to destruction of the coastal areas.

This competency is considered less priority because they
were supposed to have been learned in JHS. include them in the discussion but not spend too much time.

If in or near a coastal area, students describe the coastal
area nearest to them, e.g., how it looks, how it is used,
how it affects people. If the location is inland, use the
following: Have you been to a white sand beach (e.g. in
Palawan, Siargao, Boracay)? Describe your observations.

Students discuss the importance of coastal areas (also in
Batangas, Pangasinan, Bohol, Cebu, practically all over the
Philippines) in the tourism industry, as source of food and
livelihood, and others.

Students analyze how the following coastal processes
result in coastal erosion: submersion, and salt-water
intrusion.

Explain related technical terms by giving examples e.g,
action of waves, hydraulic action , water current, tides,
erosion by wind and water, wind-driven water.

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Students explain how they know if there is salt-water
intrusion in their community.

Cite ways to prevent
or mitigate the
impact of land
development, waste
disposal, and
construction of
structures on control
coastal processes.
S11/12ES-Ii-41
Note: Cite is a low-
level skill. The LC requires analyses of
the activities related
to land development.
Waste disposal is not
directly related to
land development

Suggestion: Use L4 as
in evaluate/examine
L4: Cite ways to prevent or mitigate the impact of
land development, waste disposal, and
construction of structures on control coastal
processes.
L3: Illustrate how the activities affect people and the environment in general

L2: Identify effect of these activities on people
and the environment in general

L1: Give examples of activities related to land
development or construction of structures in or
near coastal areas, mountain side, or plains/flat
lands.
Do not limit discussion of land development to coastal
areas if this is not the environment where you are in. Use
local situations to discuss land development applicable to your community or region (e.g., land reclamation,
converting wetlands into resorts if in a e.g., coastal area or
converting rice fields or carving mountain side into
housing or human settlement areas).

Students give examples of land reclamation projects in the
community or elsewhere in the region or country,
describe what is done when creating new land from the
sea (e.g., the simplest method involves filling the area with
large amounts of heavy rock and/or cement, then filling
with clay and soil until the desired height is reached).
Expand your example to the reclamation of nearshore
Manila Bay.

Discuss the science-related aspects of the positive and
negative effects of land development. Students
brainstorm on ways to prevent or mitigate the impact of
land development in their own environmental setting.
Discuss safety measures or control measures

Discuss waste disposal separately from land development
issues. Use the situation: Why did DENR order the closure
of Boracay Island and placed it under rehabilitation
program in Feb 2018?

Page 12 of 55
demonstrates
an
understanding
of the historical
development of
the concept of
life.

should able to
conduct a survey
to assess the
possible geologic/
hydrometeorolog ical hazards that your community may experience.

Explain evolving
concepts of life based on emerging pieces of evidence.
S11/12LT-IIa-1
L2: Explain evolving concepts of life based on
emerging pieces of evidence.

L1: Name/Enumerate the materials presented by
archeologists as evidence that life on Earth
evolved.
S11/12LT-IIa-1

L2: Explain evolving concepts of life based on emerging
pieces of evidence.
Do you know that…. the earliest evidence of life comes
from biogenic carbon signatures and stromatolite fossils
discovered in 3.7-billion-year-old metasedimentary rocks
from Western Greenland. In 2015, possible “remains of
biotic life” were found in 4.1 -billion-year-old rocks in
Western Australia.

L1: Enumerate the materials presented by archeologists as
evidence that life on Earth evolved.

Describe how unifying
themes (e.g.,
structure and function, evolution, and ecosystems) in the study of life show
the connections
among living things
and how they interact
with each other and
with their
environment.
S11/12LT-IIa-1

Analyze and appreciate the
functional
relationships of the
different organ systems in ensuring animal survival.
S11/12LT-IIIaj-22

Describe the general
and unique
Unifying Theme 1: Structure and Function

L4: Describe (based on analyze/relate) how
unifying themes (e.g., structure and function,
evolution, and ecosystems) in the study of life
show the connections among living things and how they interact with each other and with their
environment

Note: ‘Describe’ is a low-level skill. The MELCs is
more on analyses or finding relationships (hence
L4
L4: Analyze and appreciate the functional relationships of the different organ systems in ensuring animal survival.

L3: Describe the general and unique
characteristics of the different organ systems in
representative animals.

L2: Compare the different organs in humans and
other animals.

L1: Recall the five levels of cell organization
Unifying Theme 1: Structure and Function (use
coordinating theme if this is a more common term )
Prepare diagrams: 1) Levels of organization of the human body; 2) Comparison of organs /organ systems in humans, frog, mice, and monkey.

Pose the question: What do humans, frogs, cats, sharks
have in common in terms of organs and organ systems?

Students explain what the terms and the arrows mean:
cells tissues organs organ systems organism. They
recall the different organs and organ systems in humans
and their functions

Students compare organs and organ systems of humans
and animals (technically “non-human animals”). They may
look different, at a physiological and anatomical level, but
they are remarkably similar. Frogs, mice, monkeys, cats,
have the same organs (heart, lungs, brain etc.) and organ
systems (respiratory, cardiovascular, nervous systems.
etc.) as humans.

Page 13 of 55
characteristics of the
different organ
systems in
representative
animals.
Note: ‘Describe’ is a
low level skill. The
MELCs is more on
analyses or finding
relationships (hence
L4)

S11/12LT-IIIaj-21 and
S11/12LT-IIIaj-22

MERGED
COMPETENCIES

Unifying Theme 2: Ecosystems

L3: Illustrate how living things interact with their
physical environment

L2: Give examples of relationships between and
among living things

L1: Name the two components of the ecosystem.

Students discuss how organ systems work together to
keep the animal (an organism) alive. Example:
cardiovascular and respiratory systems. The cardiovascular
system includes our heart and blood vessels, which
function to remove deoxygenated blood from and return
oxygenated blood throughout our body. Students give
other examples of organ systems working together.

Unifying Theme 2: Ecosystems
Students recall the two components of the environment:
biotic and abiotic and the relationship between and
among living things e.g., symbiotic, mutualism,
commensalism, parasitism, using examples from their
environment. Students also illustrate how living things
need nonliving things to survive.
Prepare a diagram that shows levels of organization in an ecosystem with examples that students can relate to.

Organism or one individual e.g., A bat, a tapeworm, a
carabao, a coconut tree, one bangus, human being)

Population: a group of animals of the same species living
in a particular area e.g. humans in a barangay, coconut
trees in an island, group of bats in a cave, tamaraws in
Mindoro, tarsiers in Bohol

Community: populations of different species in a given
area interacting with members of their own species
and/or with individuals of other species (e.g., birds living
in the canopy of a single rainforest tree or of all the trees
in the forest using them as nest or source of food, or a
community of crocodiles in a swamp fighting for food)

Ecosystem: all the living things in an area interacting with
the abiotic components of the environment; can be small
as a log with termites, an aquarium, a flower pot, your
school yard, a rice field or as large as the entire Boracay

Page 14 of 55

Unifying Theme 3: Evolution

Describe how unifying themes (e.g., structure
and function, evolution, and ecosystems) in the
study of life show the connections among living
things and how they interact with each other and
with their environment

island. Major ecosystem include terrestrial (where we live)
forest, grassland, freshwater, and marine.

Biosphere: the combination of different ecosystems on
the planet. Our biosphere is Earth
Unifying Theme 3: Evolution
Relate how the unifying themes of life - structure and
function and ecosystems interact with each other through
a long process called evolution.

The key idea: Nearly all things that make life possible
comes from the Sun’s energy. The absorption of energy is first taken up by plants and spreads out into the entire ecosystem through the food chain. Energy triggers activities of the cell to multiply and induce growth and
reproduction, along with heredity. Evolution - the change
in the characteristics of a species over several generations
and relies on the process of natural selection - plays a part
in every organism to ensure survival and continuity, and all those who survive become interdependent with each
other, creating the environment we know.
Describe the different
ways on how
representative
animals reproduce.
S11/12LT-IIej-15
L2: Describe the different ways on how
representative animals reproduce.

L1: Name/Enumerate the different ways on how
representative animals reproduce.

Students recall how their pets (cats, dog, and/or farm
animals) produce offspring. How about starfish? or bacteria?

Show a video in Tagalog about sexual and asexual
reproduction (e.g., literacy corner
http://youtube.www.com.). Make a Venn diagram to
compare sexual and asexual reproduction. Give examples
of animals that reproduce sexually and asexually.

Focus on how bacteria reproduce. Relate reproduction to
why bacteria can cause deadly infection like tuberculosis,
tetanus, leptospirosis, pneumonia, cholera, and botulism.

Page 15 of 55
Read on 1) animals that reproduce asexually e.g., sharks
and rays; 2) animals that reproduce both sexually and
asexually e.g., some star fish, wasps

Additional information: How do viruses (e.g., COVID 19
virus) reproduce? Viruses rely on the cells of other
organisms to survive and reproduce, because they can't
capture or store energy themselves.

Students summarize in their own words the process of
reproduction e.g., the process by which organisms
replicate themselves, making a copy, a likeness, and
thereby providing for the continued existence of species.

Describe the process
of genetic
engineering.
S11/12LT-IIej-17

.

L2: Describe the process of genetic engineering.
L1: Recall some breeding techniques e.g., cross
breeding and tissue

Genetic engineering is very technical so the lesson can
focus on advantages and disadvantages of GMOs (as product and as a process)
Students recall that organisms are made up of genes-the
basic physical and functional unit of heredity. Genes are
made up of DNA.
Introduce human-developed techniques in producing
offspring, e.g., crossbreeding and tissue . Assign students: one group locates individuals or groups in the community
who do crossbreeding, and the other group looks for
individuals or groups doing tissue culture. They conduct an
Interview on how these are done, why it is done,
advantages, challenges, and how long it takes to produce
offspring. Show pictures of crossbreeding e.g., in pigs,
cows, horses and practice of tissue culture e.g., growing
orchids, bananas.

Introduce genetic engineering where a scientist tweaks
the genes to create a more desirable organism. Explain
that the genetic material of a cell is manipulated in order
to produce a new characteristic in an organism. Genes
from plants, microbes, and animals can be recombined

Page 16 of 55
(hence called recombinant DNA) and introduced into the
living cells of any of these organisms. For example, corn
has been modified by food engineers to be resistant to
specific bugs. You might see this on the food package as
GMO (genetically modified organisms).
NOTE: Students do not have to study step by step how
GE is done.

Share the information that techniques in genetic
engineering have led to the production of medically
important products, including human insulin, human
growth hormone, and hepatitis B vaccine as well as
disease-resistant plants.

Evaluate the benefits
and risks of using
GMOs.
S11/12LT-IIej-19

L5: Evaluate the benefits and risks of using GMOs.
L4: Differentiate GMOs from the (Non- GMO).

L3: Classify food as GMO or Non -GMO.

L2: Explain how genetically modified organisms are produced. L1: Cite examples of food products that are genetically modified
Visit a supermarket or grocery and check food products
that have a label for ‘non-GMO’. Why do you think the
product label is necessary?
Students analyze a reading material about GMO and the issues related to their effects on health, environment,
hunger problem, and effect on the economy. They
summarize the information read.

Benefits Risks
GMO
Non-GMO

Students write a reflection paper on the question: Are you
for or against GMOs? Why or why not?

Explain how
populations of
organisms have
changed and continue
to change over time
showing patterns of
descent with
L2: Explain how populations of organisms have
changed and continue to change over time
showing patterns of descent with modification
from common ancestors to produce the
organismal diversity observed today.
L1: Recall how the population of organisms
changed over time.
This competency is also technical so revisit simple
concepts on evolution. Students share understanding of the word ‘diversity’ by giving examples.

Show pictures that show changes in the genetic material
of a population over time.

Page 17 of 55
modification from
common ancestors to
produce the
organismal diversity
observed today.
S11/12LT -IVfg-26

Explain Charles Darwin’s concept of evolution as "descent
with modification" - species change over time, give rise to
new species, and share a common ancestor. It means
passing on traits from parent organisms to their offspring.
This passing on of traits is known as heredity, and the
basic unit of heredity is the gene. Discuss concept of
natural selection also known as “survival of the fittest,”

These modifications occur relatively slowly on average:
small incremental changes added up over many
generations.

Is the difference in weight of a population caused by
evolution? No. it came about because of environmental
influences, like the low food supply —not because of a
change in the frequency of genes.

Are beetles with of a different color e.g., . brown (not
bright green) an example of descent with modification?
Why or why not? Do giraffes having long necks an
example of descent with modification? Why or why not?
Give other examples from your own community.

Describe how the
present system of
classification of
organisms is based on
evolutionary
relationships.
S11/12LT -IVfg-27

L2: Describe how the present system of
classification of organisms is based on
evolutionary relationships.

L1: Recall what biodiversity is.

Describe and find out the evolutionary relationships
among organisms by looking for their common features
through:
a) Comparative Anatomy
b) Comparative Embryology
c) Fossils

Q. Why is there a variation among living organisms?
Q. Do you believe that all organisms come from a common
ancestor?

Page 18 of 55
Categorize the
different biotic
potential and
environmental
resistance (e.g.,
diseases, availability
of food, and
predators) that affect
population explosion.
S11/12LT -IVhj-29

L2: Categorize the different biotic potential and
environmental resistance (e.g., diseases, availability of food, and predators) that affect population explosion.
L1: Recall the different biotic potential and environmental resistance (e.g., diseases, availability of food, and predators) that affect
population explosion.
Biotic potential and environmental resistance are
technical, but they can be introduced using
Present the question: is there a limit or a maximum
number of individuals a species can produce? Support
your answer.

Introduce the term biotic potential or the ability of a
population of a particular species to propagate under ideal
environmental conditions. Students discuss factors that
may affect biotic potential e.g., sufficient food supply,
absence of diseases, and no predators) These factors are
called environmental resistance – they limit the biotic
potential of an organism and includes abiotic and biotic
factors.

Relate biotic potential to carrying capacity or the species'
average population size in a particular habitat. The species
population size is limited by environmental factors like
adequate food, shelter, water, and mates. If these needs
are not met, the population will decrease until the
resource rebounds. When a population is below the
carrying capacity, the individuals have access to more than
enough resources to survive. If individuals have the ideal
circumstances, they can reproduce without limit, which
causes population increases. Discuss the effects of
overpopulation on people, environment and economy.

demonstrates
understanding of scientific
evidence
/indicators of
climate change,
their causes,
and ways to
reduce their
effects.
should be able to
conduct a survey of practices of
people in the
community that
a) contribute to
and
b) reduce the
effects of climate
change
This topic on Climate Change is added to serve as a
culminating topic in this subject. It is an issue that
concerns ALL people across the world.
Discussion should also focus on identifying human activity that causes climate change and its tremendous effect on people and the environment.
Start by reviewing the difference between weather and climate.
Guide students to discuss the following:
a) indicators and/or evidence of climate change, giving
real data and/or students’ experiences e.g., rising

Page 19 of 55
c) participate in
community
activities that
could reduce the
effects of climate
change
maximum temperatures (global warming), rising
minimum temperatures, rising sea levels, higher ocean temperatures, an increase in heavy precipitation (heavy
rain and hail,) and shrinking glaciers
b) natural causes of climate change, e.g., volcanic
eruptions, ocean currents, the Earth's orbital changes, solar variations, and internal variability.
c) how human activity contributes to climate change, e.g.
burning fossil fuels like natural gas, oil, and coal that releases greenhouse gases into Earth's atmosphere; deforestation, livestock farming)
d) what individuals and communities can do to reduce or
prevent climate change.
Some culminating Activity
1. Symposium in their respective barangay
2. Clean up drive activity
3. Advocacy campaign
4. Tree planting activity
Finally, use the topic on climate change to explain the ecological concepts of interconnectedness, balance of nature, biodiversity, carrying capacity, finiteness of
resources to Include need for recycling and sustainable development , among others.

Learners make a simple advocacy paper on the
environment.

Page 20 of 55
Contextualized MELCs-based ALS SHS Curriculum

SUMMARY TABLE
CORE SUBJECT: PHYSICAL SCIENCE

Note: The highlighted words (in yellow) are technical terms to be unlocked not by defining but using them in context.
The MELCs in rows color-coded orange are considered ‘low priority’ for ALS learners.
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
demonstrates
an
understanding
of:

1.the formation
of the elements
during the Big
Bang and during
stellar evolution

2.the
distribution of
the chemical
elements and
the isotopes in
the universe

makes a creative
representation of
the historical
development of
the atom or the
chemical
element in a
timeline
Give evidence for
and describe the
formation of heavier
elements during star
formation and
evolution

(NO CODE
PROVIDED)

L2: Give evidence for and describe the formation
of heavier elements during star formation and
evolution
L1: Describe the Periodic Table and what
information can be derived from it.

Note: For ALS learners, the topic on how heavy elements
were formed is considered ‘low priority’. The process of
formation is technical. It is more important for them to
know the following:
1) Common elements- their symbols, characteristics, and
uses at home, at work, or in industry.
2) The Periodic Table - what information can be derived
from it and how to use it.
Students recall:
An element is the simplest form of a substance . (Explain
what it means)
An atom is part of an element. (Refer to the PT)
A particular element is composed of only one type of
atom. (Give examples)
Atoms are further composed of subatomic particles called
electrons, protons and neutrons (Draw)
The number of protons in an atom identifies that
atom/element. (Illustrate/give examples)

Page 21 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
However, depending on your student’s capacity, the
discussion on the formation of elements can be included if
it will help understand the concepts about elements in the
periodic table.
Note: If teachers decide to cover how heavy elements
were formed, first discuss how the lighter elements (H,
He, Li and Be) were formed. DO NOT FORGET to state the
condition (high temperature) that allowed the formation
of light elements. On the formation of heavy elements,
the simplest and lowest level of analogy is to use concrete
objects such as beads to represent each element. You also
need 8 different colors of homemade or store-bought clay.
Add clay on the beads and they will see that as the colored
clay is added the beads become heavier and bigger in size.

The formation of heavier elements during star formation
(birth of a star) and what happen when stars die are also
technical. One suggestion is for students to construct a
diagram of their own life -from birth to present and relate
to the birth and death of the star. However, this analogy
does not come close to explaining formation of heavier
elements.

Explain how the
concept of atomic number led to the synthesis of new elements in the laboratory
S11/12PS-IIIb-11
L2: Explain how the concept of atomic number
led to the synthesis of new elements in the
laboratory
L1: Recall what is atomic number

Note: This MELC requires knowledge of radioactive
elements, nuclear reaction, and particles emitted during the process e.g., alpha, beta, and gamma. It also requires tracing the historical development of the Periodic Table. If
students are interested, walk through the different
discovery of elements by the different scientists.

Page 22 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)

As in how light and heavier elements were formed, the
topic on how synthetic elements were synthesized in the
laboratory is also ‘low priority’ to ALS learners. It is more
important for them to know about the elements, their
properties, and how they are used in daily life or in the
workplace. The PT is a good reference for this lesson .

Determine if a
molecule is polar or
nonpolar given its
structure
S11/12PS-IIIb1
Relate the polarity of a molecule to its
properties S11/12PSIIIc-16
The two MELCs above can be merged
L2: Determine if a molecule is polar or nonpolar,
given its structure.

L1: Recall a) what molecules are made, and b)
how to use the PT to determine atomic number,
electronegativity values and valence electrons.
L4: Relate the polarity of a molecule to its
properties

Note: Use an illustration or model of the molecules to
visualize the structure of molecules.

Students give examples of molecules found at home (e.g.,
water, vinegar, alcohol, oil, sugar, ascorbic acid (Vit C).
They recall 1) Molecules are made up two or more
elements; 2) Some molecules are made up of the same
kind of element (e.g., H2, O2, O3); 3) Other molecules are
made up of 2 or more kinds of elements (e.g., H2O, CO2,
C6H6O6); Explain what the numbers (subscript) mean.

Note: Students need to use the periodic table in this
lesson. Unlock the technical terms as you go through the
lesson.

Explain that molecules can be grouped based on their
properties- one property is polarity. Students do an
activity. In three clear thin bottles, mix equal amounts (say
5 mL) of water and oil (in B1), water and vinegar (in B2), oil
and kerosene/gasoline (in B3). They share observations.
Use their observations to explain polar and nonpolar
molecules.

Page 23 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
Introduce/illustrate the concept of electronegativity (EN),
giving an example, O2, C02., NH3. Give the values of EN of
sample molecules to determine the kind of chemical bond
present (ionic, polar covalent , nonpolar covalent) and why
that chemical bond.

Using molecular models of polyatomic molecules, explain
why that molecule is polar or nonpolar based on its
shape/geometry.

Students recall their observation in the activity: B1) water
& oil (2 phases /2 layers); B2) water & vinegar (one phase)
B3) oil & kerosene (one phase). Explain the observation
based on polarity using the concept “like dissolves like”.
Water mixes with vinegar (both are polar); Water does not
mix with oil (oil is nonpolar); Oil mixes with kerosene
(both are nonpolar). Explain a) why water alone cannot
clean oily plates or clothes; b) why oil spills in the sea or
rivers are dangerous.

As a supplement, show a video on polar and nonpolar
molecules. As an application, students can determine
substances present in their homes whether they are polar
or nonpolar.

Note: Students will learn later how detergents or
surfactants clean oily objects.

Page 24 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
demonstrates
an
understanding
of:
1. how the uses of different materials are
related to their
properties and
structures
2. the
relationship
between the
function
and structure of
biological
macromolecules

Describe the general
types of Intermolecular
Forces
S11/12PS-IIIc-d-17

merged with

S11/12PS-III-d-e-19
below

L1: Describe the general types of intermolecular
forces

Note: Understanding intermolecular forces helps students
to explain many observations in nature.

Students recall the meaning of force - a push or a pull. They
give examples where force is applied in daily life. Pose
questions like: Are there forces between molecules? How
do we know? Use situations such as: Why does water have
a high boiling point compared with ammonia? Why can
insects walk in water? Why are raindrops spherical in
shape? Why can water move up from the roots of plants to the stem and other parts of the plant? Why is honey viscous (does not flow easily)?

Explain the meaning of intermolecular forces of attraction (IMFA) – the forces of attraction or repulsion which act
between neighboring particles (atoms, molecules, or ions).
The concept of IMFA explains the situations given above.

Other suggested activities:
Station 1: Materials: water, cornstarch, sugar, 3 glasses or
beakers, 2 petri dish or small plate, 4 popsicles or bamboo
skewer
(Explain briefly how the activity shows ion-dipole force of
attraction)
Station 2: Materials: water, ethyl alcohol, paper clips,
papers or paper towels
(Explain briefly how it shows dipole-di pole force of
attraction)
Station 3: Materials: water, food coloring, vegetable oil, medicine dropper or laboratory dropper, 6 pcs test tubes
or glasses, test tube rack if using test tubes.

Page 25 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
(Explain briefly how it shows dispersion forces)

As an application, students relate the intermolecular forces
of attraction concepts in their relationship with their
families, friends, and loved ones.

Explain the effect of
intermolecular forces
on the properties of
substances
S11/12PS-III-d-e-19
(Merged with S S11/12PS-IIIc-d-17
above

L2: Explain the effect of intermolecular forces on
the properties of substances

Go back to the questions posed earlier: Why does water
have a high boiling point compared with ammonia? Why can insects walk in water? Why are raindrops spherical in shape? Why can water move up from the roots of plants
to the stem and other parts of the plant? Why does honey
not flow easily?
Explain what the following means in terms of IMFA
a) high boiling point, b) surface tension , c) capillary action,
and d) viscosity, based on the answers to the questions
above. To simplify the concepts of the highlighted words,
n cite real life experiences that explains the effect of IMFA.
Suggested additional activity: 1) Show a real big leaf (gabi
or any big leaf) with water droplets on it. Students write something about it, using their knowledge of intermolecular forces. 2) Ask questions like: How can a
lizard walk upside down on a ceiling? OR Why can a lizard walk upside down on ceilings, while you cannot?

Explain how the
structures of biological
Macro molecules
(Carbohydrates,
L2: Explain how the structures of biological
macromolecules such as carbohydrates, lipids,
proteins and nucleic acid, determine their
properties and functions.

Note: Understanding biological macromolecules help
students in maintaining good health. Students are NOT
required to memorize the structure of biological
macromolecules (also referred to as essential
macromolecules found in food needed by our body.)

Page 26 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
lipids, nucleic acid,
and proteins)
determine their
properties and
functions
S11/12PS-IIIe-22
L1: Recall some macromolecules based on given
food samples

Students recall the food groups they eat. Ask: What do
these food provide to your body? Answers should be
about food providing the body with the nutrients it needs
to survive. Introduce that many of these critical nutrients
are biological macromolecules, or large molecules,
necessary for life.

Show illustrations of the structure of four biological
macromolecules (carbohydrates, lipids, proteins, and
nucleic acids) that are essential to the proper functioning
of all living things.

Discuss the macromolecules one by one using diagrams
(but first explain what monomer and polymer mean using
different color toy blocks) OR select a video with simple
language (e.g. DepEdTV official on the topic) for students
to watch.

Discussion should lead to understanding of the similarities
and differences among the macromolecules.
● All of these compounds are built primarily of carbon,
hydrogen, and oxygen but in different ratios.
● Most macromolecules are made from single subunits,
or building blocks, called monomers. The
monomers combine with each other using covalent
bonds to form larger molecules known as polymers.
- Proteins: polymers of amino acids)
- Carbohydrates (polymers of sugars)
- Lipids (polymers of lipid monomers)
- Nucleic acids (DNA and RNA; polymers of nucleotides)

Page 27 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
● The four biological macromolecules all have different
structure and function.
● All macromolecules are polar.
Students summarize in a tabular format the information
about the macromolecules and how their structure
determines their properties and functions.

Suggested Additional Activities
Activity 1: Think of a one-day healthy meal plan for you.
Choose the right kind of food containing carbohydrates,
proteins, and lipids. Why is it a healthy meal?

Activity 2: Observe your immediate community. Identify
products (crops) that are produced in your community
(e.g., banana, rice, coconut, vegetables). List down the
macromolecules present in the product and the function
of these macromolecules.

Use simple collision
theory to explain the
effects of
concentration,
temperature, and
particle size on the rate of reaction
S11/12PS-111-23

L2: Use simple collision theory to explain the
effects of concentration, temperature, and particle size on the rate of reaction

L1: Recognize that t he collision theory is based
on the assumption that for a reaction to occur, it
is necessary for the reacting atoms or molecules
or ions to come together or collide with one
another.

L1: Recall what the Kinetic Molecular Theory is
about

Note: Understanding collision theory helps students
explain how many situations in daily life can be improved.
To introduce the collision theory, present a simple
simulation.
Students recall the meaning of collision (any event in
which two or more bodies exert forces on each other in a
relatively short time). They give situations that show
collision and the result of that collision. Introduce that
collision also occurs between or among molecules.
Before discussing the collision theory, students recall the
Kinetic Molecular Theory of Matter (KMT). 1). Matter is
composed of small particles (atoms, molecules, and ions).
2) The space the molecules occupy (volume) depends on

Page 28 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)

.

the space between the molecules and not the space the
molecules occupy themselves. 3) The molecules are in constant motion. This motion is different for each of the three states of matter. They are colliding with each other
and the walls of their container. When the molecules
collide with each other, or with the walls of a container,
there is no significant loss of energy. Use models or
pictures to simulate what happens to molecules when
they collide
Students investigate the situations below. If it is not possible to do the activities, let them answer the following
or similar questions: Does instant coffee dissolve more
quickly in hot or cold water? What is the effect of stirring
the powdered orange drink when added to water? Which
dissolves faster - sugar cubes or sugar in powder fo rm?
You are simulating a volcanic eruption, in what situation
will you form more bubbles: adding 1/2 g of baking soda in
5 mL of vinegar or 1.0 g of baking soda in 5mL of vinegar?

Students use the collision theory to explain the effects of
concentration, temperature, and particle size on the rate
of reaction: 1) Dissolving Coffee: effect of temperature;
2)Stirring: effect of increasing collision between /among particles; 3) Dissolving sugar cubes vs powder form: effect
of particle size/surface area; 4)Baking soda and vinegar:
effect of concentration.

Students give more examples of situations that show or
explain the effects of concentration, temperature, and

Page 29 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
particle size on the rate of reaction (examples from the
workplace, home, or environment).

makes either a
poster, a
flyer, or a
brochure on a
product (such as
fuels,
household, or
personal
care products)
indicating
its uses,
properties,
mode of action,
and
precautions

Define catalyst and
describe how it affects reaction rate
S11/12PS-IIIf-24
L2: Define catalyst and describe how it affects
reaction rate
L1: Recall factor that affect reaction rate.

Note: Understanding the role of catalysts helps students
explain the processes in making products they eat or use.
They learn some medical/health practices used to address
lack of catalyst/enzymes in the body.
Start the lesson by asking: Are you familiar with how
coconut water, tuba from nipa, or pineapple, banana, or any sugary fruit is made into vinegar? What is added to the main ingredient? Yes- Yeast. Why is yeast added?

Explain that you don't have to add the yeast. Yeast spores
are in the air everywhere and will find their way to the
liquid, but if you take this natural yeast approach it will
take a bit longer to make your vinegar. Yeast serves as a
catalyst to speed up a hemical reaction without being
consumed by the reaction. It increases the reaction rate
by lowering the activation energy (level of energy) needed
for a reaction to occur.
Introduce enzymes: These are proteins that act as
catalysts in biochemical reactions. Examples of specific
enzymes
● Lipases: group of enzymes that help digest fats in the
gut.
● Amylase – helps change starches into sugars

Page 30 of 55
Content
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The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
● Maltase – also found in saliva; breaks the sugar maltose
into glucose
● Trypsin – found in the small intestine, breaks proteins
down into amino acids.
To let them visualize the role of catalyst in their body by
relating it to a real-life situation. Discuss 1) how chewing
food improves digestion or 2) what doctors prescribe to
people whose gallbladder has been removed. or 3) what
enzymes do cows have that humans do not have?

Another activity: Students search for local products that
use catalysts in the process of making them e.g., baking
bread, nata de coco, wine or in decomposition of organic
wastes). They interview people then make a report on
why and how that particular catalyst is used.

Determine the
limiting reactant in a
reaction and calculate the amount
of product formed
S11/12PS-IIIh-27
L3: Determine the limiting reactant in a reaction
and calculate the amount of product formed.

L2: Show the ratio of reactants needed

L1: Identify the reactants needed to produce a
product.

Note: In a chemical reaction, the concept of
moles is important. For ALS learners mole is a
difficult concept, hence simple examples are used
instead.
Use real-life problem-solving situations to explain limiting
reagents e.g., You have 5 hot dogs and 4 buns. Assuming
that hot dogs and buns combine in a 1:1 ratio, how many
hot dog sandwiches can you make? Once you run out of
buns, you stop making hot dog sandwiches. The number of
buns limits the number of hot dog sandwiches you can
produce. What ingredient is in excess?

As another example. You have 2 boxes of premix cake
ingredients. You need 2 eggs per box of the premixed
ingredient. You have a dozen eggs. What are your
reactants? Label them R1 and R2. What is the ratio
between R1 and R2? What is the limiting reagent? What is
the reactant in excess?

Page 31 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
Students derive the meaning of limiting reagent from the
examples. In a chemical reaction, the limiting reactant (or
limiting reagent) is the reactant that gets consumed first
and therefore limits how much product can be formed.
The reaction is stopped when a reactant runs out. The
limiting reactant is very important since it stops the
reaction...it controls the amount of product made.

Students illustrate the limiting reagent when making
kakanin lumpia, or any popular dish in your community.

Give mathematical problem exercises to find the limiting
reactant and product.

Describe how energy
is harnessed from different sources:
A. Fossil fuels
B. Biogas
C. Geothermal
D. Hydrothermal
E. Batteries
F. Solar cells
G. Biomass
S11/12PS-IIII-29
L2: Describe how energy is harnessed from
different sources: A. Fossil fuels; B. Biogas. C. Geothermal; D. Hydrothermal; E. Batteries; F. Solar cells; G. Biomass
L1: Recall words or phrases associated with the different sources of energy.

Students recall how they use energy. They classify sources
of energy as either renewable or nonrenewable.

Students brainstorm on the sources of energy for
electricity generation in their locality. They give examples
of and use a simple flowchart to show how energy for
electricity generation is harnessed from different sources. They debate on the pros and cons of each source of energy for electricity generation. They present data in tabular format.

Students locate places /power plants that harness specific
sources of energy e.g., geothermal, hydrothermal, wind,
solar, biomass) or where our natural gas research is found.

Students identify where electricity in their community
comes from. They invite a resource to discuss the criteria

Page 32 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
to guide decisions on what energy to develop in their
community, province or region e.g., availability of source,
expertise to run the power plant, cost of generation or
development, cost of maintaining the power plant,
environmental effect to the community, and waste
disposal. They make proposals to address the problems
caused by the generation and use of electricity (including
global warming and climate change).

From product
labels, identify the active ingredient(s) of cleaning products used at home
S11/112PS-III-j-31
Merged with
Give the use of the other ingredients in cleaning agents
S11/12PS-III-j-32

L2: From product labels, identify the active
ingredient(s) of cleaning products used at home
S11/112PS-III-j-31
merged with L1: Name the cleaning products used at home, in
school or at work.
S11/12PS-III-j-32

Help students understand what is meant by active
ingredients . As an example, mention that acetaminophen
is the active ingredient of some over-the-counter
medicine for fever or pain relief.

Cleaning products play an essential role in our daily life-at
home, in school and at work. Students name cleaning
products used at home, in school or in the workplace.
They share how they use each product mentioned and the safety measures in handling them .

Students bring labels or empty containers of household
cleaning products. Students read the active ingredient(s).

As an added safety measure, it is good to know from the
label what kind of cleaning product it is: abrasive, acid,
alkali, solvent, detergent, and sanitizer. (Ref:
muncie.sanitary.org. This site gives examples of active ingredients familiar to a layman.)

Discuss why it is important to know the content of a
product before buying and/or using them. While safe and

Page 33 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
effective, remind students to follow all safe handling
instructions on a product’s label before using that
particular cleaning product. They must be handled
appropriately.
Students reflect on the difference between cleaning and
s
anitizing especially as this applies to the pandemic
situation. Cleaning removes germs, dirt, and impurities
from surfaces or objects. ... Sanitizing lowers the number
of germs on surfaces or objects to a safe level, as judged
by public health standards or requirements.

Explain how the
Greeks that the Earth is spherical S11/12PS-IVa-38
L2: Explain how the Greeks explained that the
Earth is spherical.

L1: A spherical shape is a 3-d version of the 2-d
circle e.g., a ball is spherical.
L1: The only shape that casts a round shadow no matter which direction it is pointed is a sphere

Note: This lesson emphasizes the use of science processes
such as observation, prediction, and reasoning (need for
evidence) to explain events/phenomena.

A suggested activity is to first conduct a short class debate
on the topic: Is Earth spherical?
Then, let students do the activity:
Prepare a flashlight and two ping pong balls. In a dark
room, align the flashlight and the balls horizontally.
Illuminate one ball with the flashlight and observe the
shadow it casts on the ball behind it. What is the shape of
the shadow?

Relate the activity observations with the lesson. Discuss
the shape of Earth based on evidence. Our direct
evidence is that Earth appears to be round when viewed
from space).

The shape of Earth was discovered by the Greeks about
2700 years ago. How did they do it? They made

Page 34 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
observations of what is happening in nature, not by doing
laboratory-based experiments. They used a ‘large scale
laboratory -the Earth and Space. So how did the Greeks
discover that the Earth is round?
1. Travelers saw different constellations as the
y traveled
north or south. They inferred that Earth must at
minimum be curved in a north-south direction (but not
necessarily in an east-west direction)
2. They noticed that ships sailing into view on the horizon
had their masts gradually appear as they approached,
and that the horizon became further away when
viewed from higher elevations on hilltops or mountains.
This led to the conclusion that Earth must be curved in
all directions (east-west as well as north -south)

Aristotle (384-372 BC) used the sci entific method to
confirm that the Earth is ‘round’. His observation: During a
lunar eclipse, Earth casts a shadow unto the surface of the
Moon. His hypothesis: The shadow always seems to be an
arc of the same circle. Earth, which is the cause of the
shadow, must be ‘round’. His prediction: Any and all
future lunar eclipse would show Earth’s shadow to be
curved regardless of its orientation. His testing procedure:
Observe every time a lunar eclipse occurs. His conclusion.
Earth is round.

Make a table that summarizes the observation of Greeks
about the shape of Earth

Let students ponder on how the observations below prove
that Earth is not flat. 1) On a day with scattered clouds, all

Page 35 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
the clouds will be at high altitudes above the ground. But
as you look toward the horizon, you will notice that the
clouds appear to be lower and lower and may intersect
the horizon in the distance. 2) The seasons in the northern
and southern hemispheres are opposite.

A Globe is a perfect representation in understanding the
concept of northern & southern hemispheres.

demonstrates
an
understanding
of:

1. Greek views
of matter,
motion, and the
universe

2. competing
models of the
universe
by Eudoxus,
Aristotle,
Cite examples of
astronomical
phenomena
known to astronomers before the advent of
telescopes
S11/12PS-IV-a-38

L2: Cite examples of astronomical phenomena
known to astronomers before the advent of
telescopes
Cite examples of astronomical phenomena
known to astronomers before the advent of telescopes
Note: Review topics covered in earlier grades but could be integrated in the preceding MELC.
Explain how Brahe’s
innovations and
extensive collection of data in
observational
astronomy paved the
way
L2: Explain how Brahe’s innovations and
extensive collection of data in observational astronomy paved the way for Kepler’s discovery of his laws of planetary motion
Explain how Brahe’s innovations and extensive collection
of data in observational astronomy paved the way for
Kepler’s discovery of his laws of planetary motion
L1: Identify among the posted strips of papers
with innovations you think are Brahe’s astronomical observations.
Identify among the posted strips of papers with
innovations do you think are Brahe’s astronomical observations.

Page 36 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
Aristarchus,
Ptolemy,
Copernicus,
Brahe, and
Kepler

3. evidence that
the Earth is not
the
center of the
universe
for Kepler’s discovery
of his laws of planetary motion
S11/12PS-IV-b-44
Compare and contrast the Aristotelian and
Galilean conceptions
of vertical motion,
horizontal motion,
and projectile
motion.
S11/12PS-IVc-46

L2: Compare and contrast the Aristotelian and
Galilean conceptions of vertical motion,
horizontal motion, and projectile motion.

L1: Give terms that you associate with vertical
motion, horizontal motion, and projectile motion.
Vertical motion is any type of upwards or
downwards motion that is constant.

Note: ALs learners can study directly the concepts of
vertical motion, horizontal motion, and projectile motion without going through the compare and contrast activity.

Ask students to read an article about the three kinds of
motion or Introduce the topic by showing three (3)
different pictures depicting the concept of motion. Then
make a 3-column table. Use a Venn diagram to compare
and contrast them

Based on the accepted concept, students choose from the
list below what kind of motion is exhibited.

Description Additional
information
Applications
in real life
Vertical
motion

Horizontal
motion

Projectile
motion

Students choose which kind of motion is exhibited.
1. The motion of Earth around the Sun
2. A boat traveling in a river
3. The motion of a billiard ball on the billiard table
4. Bow and arrow or slingshot
5. Football kicked in a game of soccer
6. Javelin throw
7. Water escaping from a hose

Page 37 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
8. Throwing a ball upward
9. An arrow is shot upwards
10. A boy throwing a coin up

Explain how Galileo
inferred that object
in vacuum fall with uniform
Acceleration,
and that force is not
necessary to sustain
horizontal motion
S11/12PS-IVc-47

L2: Explain how Galileo inferred that object in
vacuum fall with uniform acceleration, and that
force is not necessary to sustain horizontal motion
In a simplified term, vacuum can be described as a space
without air that’s why the object falls at the same rate.

Pose this question: Imagine yourself holding a bowling
ball and a ping pong ball. If you drop these balls
simultaneously, which ball do you think would have
greater acceleration upon reaching the ground? Support
your answer.

Let students try out the activity below

Hold a book and a piece of paper at the same height (how
high?) then drop them simultaneously. Did the objects
reach the ground at the same time? If not, which object
reached the ground first?
Now, perform the same procedure, but this time, crumple
the paper. Did the objects reach the ground at the same
time? If not, which object reached the ground first?

This experiment agrees with Galileo’s findings that when there is little or no air resistance, objects that are dropped simultaneously will reach the ground at the same time, regardless of their masses. Given that both objects (paper
and book) reached the ground simultaneously, we can
infer that the increase in speed of each object is equal.

Page 38 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
Therefore, falling objects have the same acceleration
when there is no air resistance (e.g., vacuum).

Recall the question at the start of this lesson regarding
bowling and ping pong balls. When these balls are thrown
from the same height and in a vacuum, they will fall at the
same acceleration, regardless of their masses.
Explore more!!! Given two one-peso coins, released at the
same time, Coin A is dropped while Coin B is thrown
horizontally coming from the same height. Which one do
you think would reach the ground first?

demonstrates
an understanding
of:
1. Aristotelian
vs. Galilean
views of
motion

2. how Galileo
used his
discoveries in
mechanics
(and
astronomy) to
address
scientific
objections to
the
Explain the subtle
distinction between
Newton’s 1st Law of
Motion (or Law of
Inertia) and Galileo’s
assertion that force
is not necessary to
sustain horizontal
motion
S11/12PS-IV-d-51
L2: Explain the subtle distinction between
Newton’s 1st Law of Motion (or Law of Inertia)
and Galileo’s assertion that force is not necessary
to sustain horizontal motion

L1: Recall your understanding of force and
motion.

Students recall what is ‘force’. They give examples of what
force can do. Recall Newton’s law of Motion.

Present Galileo’s assertion about motion. Present
Newton’s first law of motion. Is there a difference
between the two ideas?

The subtle difference lies in the concept of force. Galileo
knew about friction but did not know about the concept of
force. He used the term 'push and pull' to signify forces. It
was Sir Isaac Newton who defined the concept of force
and its relation to motion.

Describe how the
propagation of light,
reflection, and
refraction are
explained by the
wave model and the
L2: Describe how the propagation of light,
reflection, and refraction are explained by the
wave model and the particle model of light

L1: Recall the concepts of reflection and
refraction of light
Note: You may use the term transmission Instead of
propagation.
Students describe how light travels e.g., from a flashlight, headlights of a car, from a projector, or laser pointer to

Page 39 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
Copernican
model

3. mass,
momentum,
and energy
conservation
particle model of
light S11/12PS-IV-f-
59
the screen. They come up with the observation that light
travels in a straight line.

Ask showing pictures: Why can you see the image of a
building near a river or lake? OR Why does the part of a
pencil that is placed in a glass of water appear bent in
relation to the part of the pencil that extends out of the
water?

Introduce Thomas Young, a physicist in England who
in1891, explained that light behaves as a wave. He passed
a beam of light through two thin, parallel slits. ... The
bright and dark bands demonstrated that the slits were
causing light waves to interfere with each other. Einstein,
on the other hand, believed that light is a particle , which is
called a photon , and the flow of photons is a wave. Thus, it
acts like both a wave and a particle.

Discuss answers to the questions using the wave model
and the particle model of light. The photoelectric
effect supports a particle theory of light in that it behaves
like an elastic collision between two particles, the photon
of light and the electron of the metal. Or observe the
smoke coming from a barbecue grill. From a distance, you
will see a wave flow of smoke going up, but look closely
into it, what do you see.

Give other examples of where light reflection and
refraction can be observed in daily life using common
objects: mirrors (reflect); glass of water with spoon in it
(refract); foil (reflect); oil in a glass bottle (refract); prism

Page 40 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
(refract); glass (refract); lens (refract); or any shiny surface
(reflect).

Explain how the
photon concept and
the fact that the
energy of a photon is
directly
proportional to its
frequency can be
used to explain why
red light is used in
photographic dark
rooms, why we get
easily sunburned in
ultraviolet light but
not in visible light,
and how we see
colors.
S11/12PS-IVf-61
L2: Explain how the photon concept and the fact
that the energy of a photon is directly proportional to its frequency can be used to explain why red light is used in photographic dark
rooms, why we get easily sunburned in
ultraviolet light but not in visible light, and how
we see colors
L1: Recall the electromagnetic spectrum

Students recall what they think about when they hear the word
‘light’. The usual answer is ‘what their eyes can see’. Explain that
the light to which our eyes are sensitive is just a small portion of
the total amount of light that surrounds us.

Simple activities can be performed to explain the concept of
electromagnetic spectrum.
The electromagnetic spectrum is the term used by scientists to
describe the entire range of light that exists. Most of the light in
the universe is, in fact, invisible to us!

Give example to show and explain the electromagnetic
spectrum of light from longest wavelength to shortest: radio
waves, microwaves, infrared, optical, ultraviolet, X-rays, and
gamma-rays. Visible light is approximately in the middle of the
spectrum, and comprises a very small fraction of the overall
spectrum

UV waves are shorter than visible light waves, so UV possesses
more energy than regular light. UV photons have the right
energies to cause chemical changes. When UV light hits your
skin, the DNA in your skin cells can undergo chemical change. ...
If the damage is too great, the cells just die.

Darkrooms use red lighting to allow photographers to control
light carefully, so that light-sensitive photographic paper would
not become overexposed and ruin the pictures during the
developing process. But darkrooms are not as popular or

Page 41 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
necessary as they once were because of the popularity of digital
photography today. Ref: http://imagine.gsfc.nasa.gov.

demonstrates
an
understanding
of light as a
wave and a
particle

designs and
creates a useful
product for
practical purposes
that
uses mirrors and
lenses

Cite experimental
evidence showing that electrons can behave like waves
S11/12PS-IVg-64

L2: Cite experimental evidence showing that
electrons can behave like waves

Note:: Integrated in the preceding MELC.
Cite experimental evidence showing that electrons can
behave like waves

Differentiate
dispersion, Scattering,
interference, and diffraction
S11/12PSIVh-64
L2: Differentiate dispersion, scattering,
interference, and diffraction

L1: Recall some observation about rainbow and
other experiences
Note: This lesson explains many natural phenomena and
the beauty of nature.
Students recall how rainbows are formed OR why they see different colors when gasoline is poured on water or
different colors in soap bubbles. These show dispersion of
light.

Students share what they thought about when they saw:
Red color of the Sun at sunrise and sunset or white color
of sky at noon, or the blue color of sky, or why red color is
used as a danger signal? These are examples of scattering
of light.

Students describe what they see on a CD disc. They
observed the closely spaced tracks on it that act as a
diffraction grating to form the familiar rainbow pattern.
Show pictures of the bright rings around a bright light
source like the Sun or the Moon (Solar or Lunar corona).
These exhibit diffraction or the various phenomena that

Page 42 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
occur when a wave encounters an obstacle or opening. It
is defined as the bending of waves around the corners of
an obstacle or through a small opening.

Students differentiate dispersion, scattering, and
diffraction using pictures observed in their locality or in
the country. They learn about interference is
the phenomenon in which two waves superpose to
form the resultant wave of the lower, higher or same
amplitude as. ... exhibited in a soap bubble which reflects
wide colors when illuminated by a light source.
Students choose one example, e.g., a hologram, or a plane
mirror, or a magnifying lens, or binoculars and tell the
science behind it (related to dispersion, scattering,
diffraction and interference).

Explain various light
phenomena such as:
A. Your reflection on the concave and convex sides of a spoon looks different
B. Mirages
C. Light from a red laser passes more easily through red cellophane than
green cellophane
D. Clothing of certain
colors appear
L2: Explain various light phenomena such as:
A. Your reflection on the concave and convex
sides of a spoon looks different
B. Mirages
C. Light from a red laser passes more easily
through red cellophane than green cellophane
D. Clothing of certain colors appear different in
artificial light and in sunlight
E. Haloes, sundogs, primary rainbows, secondary
rainbows, and supernumerary bows
F. Why clouds are usually white and rain clouds
dark
G. Why the sky is blue and sunsets are reddish
S11/12PS-IV-66
Some suggested activity if face-to-face classes are possible

Use the station approach to observe and describe each of
the light phenomenon e.g.,
● their images on the spoon.
● article or video on mirage
● light from a red laser passes more easily through red
cellophane than green cellophane
● others in the list (C3)

Page 43 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
different in artificial
light and in sunlight
E. Haloes, sundogs,
primary rainbows,
secondary rainbows,
and supernumerary
bows
F. Why clouds are
usually white and
rain clouds dark
G. Why the sky is
blue and sunsets are
reddish S11/12PS-IV-
66

L1: Let the learners recall by showing a picture of
some light phenomena.

Describe how Hertz
produced radio
pulses S11/12PS-IVi-
68
L2: Describe how Hertz produced radio pulses

L1: Recall what is meant by a pulse of radio
waves (a very brief radio signal; especially from a
celestial object)

Show a video on how Hertz produced radio pulses. Simple
activities can also be performed to explain the
concept of electromagnetic spectrum.

The lesson focuses on the concept of radio waves - a type
of electromagnetic radiation best-known for their use in
communication technologies, such as television, mobile
phones, radios and even remote-controlled toys.
These devices receive radio waves and convert them to
mechanical vibrations in the speaker to create sound
waves. Most radio waves pass freely through Earth's
atmosphere.

Students review the electromagnetic spectrum and clarify
terms related to radio waves: radio frequency and its uses

Page 44 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
in television and FM and AM radio broadcasts, military
communications, mobile phones, ham radio, wireless
computer networks, and numerous other communications
applications.
Explain how special
relativity resolved the conflict between Newtonian
mechanics and
Maxwell’s
electromagnetic
theory
S11/12PS-IVi-j-69

Explain how special relativity resolved the conflict
between Newtonian mechanics and Maxwell’s electromagnetic theory
Explain how special relativity resolved the conflict
between Newtonian mechanics and Maxwell’s electromagnetic theory
Explain the
consequences of the
postulates of Special Relativity (e.g., relativity of simultaneity, time
dilation, length
contraction, mass-
energy
equivalence, and
cosmic speed limit)
S11/12PS-IVi-j-70

Explain the consequences of the postulates of
Special Relativity (e.g., relativity of simultaneity,
time dilation, length contraction, mass-energy
equivalence, and cosmic speed limit)

Page 45 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
creates a video
presentation that
details
the impact of the
Theory
of Relativity to
human

Explain how the
speeds and distances
of
far-off objects are
estimated (e.g.,
doppler effect and
cosmic distance
ladder) S11/12PS-
IVi-j-71
Explain how the speeds and distances of far-off
objects are estimated (e.g., doppler effect and
cosmic distance ladder)
Note: The lesson is focused on the uses of Doppler effects
in ambulance sirens and in tracking typhoons by PAGASA.

Students recall the sound they hear as an ambulance
speeds towards them, sirens blazing. The sound heard is
rather high in pitch. When the ambulance passes the
person, the sound becomes lower in pitch. Behind the
ambulance there are fewer vibrations per second, and a
lower sound is heard. This change in pitch is known as the
Doppler Effect.
Have you heard PAGASA meteorologists use the term
Doppler effect? The Doppler effect, or Doppler
shift, describes the changes in frequency of any kind of
sound or light wave produced by a moving source with
respect to an observer. Waves emitted by an object
traveling toward an observer get compressed —
prompting a higher frequency — as the source approaches
the observer.

Doppler effect is used to measure speed in RADAR sensors such as Wind Finding Radar to determine the speed and direction of winds aloft by means of radar echoes. A radar target is attached to a balloon, and it is this target that is
tracked by ground radar. The bearing and time of interval
of the echoes is evaluated by a receiver. Another
instrument used by PAGASA is Weather Surveillance
Radar -a long range type which detects and tracks
typhoons and cloud masses at a distance of 400
kilometers or less.

Students mention other uses of the Doppler effect.

Page 46 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)

Explain the
consequences of
the postulates of
General Relativity
(e.g.,
correct predictions of
shifts in the orbit of
Mercury,
gravitational bending
of light, and black
holes) S11/12PS-IVj-
72
Explain the consequences of the postulates of
General Relativity (e.g., correct predictions of shifts in the orbit of Mercury, gravitational
bending of light, and black holes)
Explain the consequences of the postulates of General
Relativity (e.g., correct predictions of shifts in the orbit of Mercury, gravitational bending of light, and black holes)
Explain how we
know that we live in an expanding universe, which
used to be hot and
is approximately 14
billion years old
S11/12PS-IVj-73

Explain how we know that we live in an
expanding universe, which used to be hot and is approximately 14 billion years old

Page 47 of 55
Contextualized MELCs-based ALS SHS Curriculum

SUMMARY TABLE
CORE SUBJECT: PHYSICAL EDUCATION AND HEALTH (G11/G12)

Note: The highlighted words (in yellow) are technical terms to be unlocked not by defining but using them in context.
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
Quarter 1 Physical Fitness and Sports
demonstrates
understanding
of fitness and
exercise
in optimizing
one’s
health as a
habit; as
requisite for
physical
activity
assessment
performance,
and as
a career
opportunity
leads fitness
events with
proficiency
and confidence
resulting in
independent
pursuit
and in
influencing
others positively.
Self-assess health-
related fitness (HRF)
status, barriers to
physical activity
assessment
participation and one’s
diet PEH11FH-lg-i-6

● Self-assess the
components of
Health-Related
Fitness (HRF) status
and understand the
barriers to physical
activity assessment
participation and
one’s diet

L2: Self-assesses health-related fitness (HRF)
status, barriers to physical activity assessment
participation and one’s diet

L1: Identify the five health-related fitness (HRF)
components and what each means: 1) body
composition, 2) flexibility, 3) muscular strength, 4) muscular endurance, and 5) cardiorespiratory
endurance.

In Physical Education the first part is to perform
physical fitness. They do self-assessment of activities
related to health.

Individual students name the daily physical activity
and/or exercises that he/she commonly does at home, at
work, in school, or in the barangay.

Students differentiate ‘physical activities’ from
‘exercises’. They discuss the safety measures or the Do’s
and Don’ts.

Students recall what is meant by each of the five HRF
components and give examples of activities or exercises
that promote them. They share which of the activities
and exercises they do themselves.

Page 48 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
To assess their HRF, students determine their BMI and
check against standards good for their age.

They demonstrate activities and exercises that support
development of each of the HRF components. They
name local athletes or personalities who exhibit e.g.,
flexibility, muscular strength, muscular endurance.

Students reflect on why they do not (regularly) do or
participate in HRF activities. They think of ways to
overcome these barriers. They reflect on their eating
habits and how these can improve their HRF status.
They assess their HRF status at the start and end of the
semester, if possible.

Set Frequency Intensity
Time Type (FITT) goals
based on training
principles to achieve
and/or maintain
health-related fitness
(HRF).
PEH11FH-li-j-7

L2: Set Frequency Intensity Time Type (FITT) goals
based on training principles to achieve and/or
maintain health-related fitness (HRF).

L1: Recognize the training principles to achieve
and/or maintain health-related fitness goals

Introduce what FITT stands for by giving examples.
Frequency refers to how often you exercise. Intensity
is how hard you exercise- categorized as low,
moderate, or high intensity. Time refers to the time of
day you exercise and how long each session lasts. Type
refers to what kind of exercise you are doing.

Discuss the different training principles to achieve or
maintain HRF of the learners.

Each student creates a workout plan that will be more
effective in reaching their fitness goals based on their
fitness levels.

Page 49 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
Engage in moderate to
vigorous physical
activities (MVPAs) for
at
least 60 minutes most
days of the week in a
variety of settings in-
and out of school.
PEH11FH-la-t-8

L3: Engage in moderate to vigorous physical
activities (MVPAs) for at least 60 minutes most
days of the week in a variety of settings in- and
out of school.
L2: Compare the effects of doing moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of
settings in- and out of school in the body.

L1: Makes a list of the different moderate to
vigorous physical activities (MVPAs) that can be
done in a variety of settings
Students identify moderate to vigorous physical
activities (MVPAs) that can improve one’s health and
physical condition. These activities can be done in a
variety of settings, in- and out of school, while
observing safety measures.

They demonstrate activities that improve one’s health
and physical condition. They follow set rules or the
Do’s and Don’ts of the activities to be performed.

They describe the effects of doing moderate to
vigorous physical activities in different settings.

Analyze physiological
indicators such as heart
rate, rate of perceived
exertion and pacing
associated with MVPAs
to monitor and/or
adjust participation or
effort.
PEH11FH-lk-t-9

L4: Analyze physiological indicators such as heart
rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort.
L3: Use the different physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and
adjust participation or effort

L2: Describe the different physiological indicators
such as heart rate, rate of perceived exertion and
pacing associated with MVPAs to monitor and
adjust participation or effort.

Students recall the different physiological indicators
(e.g., heart rate, rate of perceived exertion, and
pacing) that are associated with MVPAs to monitor and
adjust participation or effort of the learners

They discuss how the different physiological indicators
can affect the participation and the effort of the
learners in doing MVPAs.

Students demonstrate how to use heart rate, rate of
perceived exertion, and pacing in monitoring one’s
physical conditions.

Students deliberate on the importance of monitoring
their physical condition. They demonstrate how their
participation in MVPAs can generate more energy

Page 50 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
L1: Name the different physiological indicators
associated with MVPAs to monitor and adjust
participation or effort.

expenditure, contribute to obesity prevention and
muscular and bone development, reduce anxiety and
stress, improve self-esteem, mood and concentration,
and reduce the risk of chronic diseases.
Observe personal
safety protocol to
avoid dehydration,
overexertion, hypo-
and
hyperthermia during
MVPA
participation.
PEH11FH-lk-t-10

L3: Observe (practices) personal safety protocol
to avoid dehydration, overexertion, hypo- and
hyperthermia during MVPA
participation.
L2: Explain the different safety protocol during MVPA participation to avoid dehydration,
overexertion, hypo-and hyperthermia.
L1: Identify different moderate to vigorous
physical activities (MVPAs).

Guide students to explain with examples what
dehydration, overexertion, and hypothermia or
hyperthermia mean.

Students name different moderate to vigorous
physical activities (MVPAs) that they do. They discuss
safety protocols when participating in a MVPA, e.g., to
prevent dehydration, to avoid overexertion, and
prevent hypothermia, or hyperthermia.

Students discuss the importance of drinking water or
fluids that contain electrolytes when participating in
MVPAs.

Page 51 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
Demonstrate proper
etiquette and safety in
the use of facilities and
equipment PEH11FH-
la-t-12

Participate in an
organized event that
addresses
health/fitness
issues and concerns.
PEH11FH-lk-o-13

(Merged
Competencies)
L3: Demonstrate the proper etiquette and safety
protocols in the use of facilities and equipment
during an organized event.

L2: Discuss the different safety protocols and
proper etiquette in the use of different sports
facilities and equipment during organized events

L1: Identify the different sports facilities and
equipment used for physical fitness during an
organized events Fun Run)

Students list different sports facilities found school,
barangay or community and the equipment used for
physical fitness during an organized event e.g., Fun
Run (e.g., marathon, bicycle race), sports events (e.g.,
basketball, volleyball, badminton, and table or ground
tennis).

Students discuss the importance of following or
practicing the different safety protocols and proper
etiquette in the use of different sports facilities and
equipment. during organized events in the community
or barangays.

Students demonstrate the proper etiquette and safety
protocols in the use of facilities and equipment during
an organized event

Recognize the value of
optimizing one’s health
through participation
in physical activity
assessments. PEH11FH-
ld-t-14

L1. Recognize the value of optimizing one’s health
through participation in physical activity
assessments.
Invite a medical doctor or a sports coach to discuss the
benefits of physical activity.
Students who are inclined in different sports can also
be invited to share their experiences on how to take
care of their health.

Students share why and how participation in physical
activity assessments help them in optimizing their own
health.

Page 52 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
Organize fitness event
for a target health
issue or concern.
PEH11FH-lo-t-17
L3: Organizes fitness event for a target health
issue or concern

L2: Distinguish the different fitness event for a
target health issue or concern.

L1: Identify the different fitness event for a target
health issue or concern.

Students brainstorm on health issues or concerns in
school or the community. They discuss different fitness
events with school officials, PTCA, LGUs or NGOs. that
can be used to target a priority health issue or concern
with.

They help plan, organize, or co-organize a fitness event
in school and/or with the community that will target
the health issue or concern chosen e.g., overweight
adults and children, eating habits, dengue prevention,
environment clean up drive and waste disposal.

Recognize the value of
optimizing one’s health
through participation
in physical activity
assessments. PEH11FH-
ld-t-14

L1. Recognize the value of optimizing one’s health
through participation in physical activity assessments.
Invite a medical doctor or a sports coach to discuss the
benefits of physical activity.
Students who are inclined in different sports can also
be invited to share their experiences on how to take
care of their health.

Students share why and how participation in physical
activity assessments help them in optimizing their own
health.

Page 53 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
Describe the role of
physical activity
assessments in
managing one’s stress
PEH11FH-IIf-5

L2: Describe the role of physical activity
assessments in managing one’s stress.

L1: Recognize the signs or emotional symptoms of
stress (e.g., becoming easily agitated, frustrated,
and moody; feeling overwhelmed, like you are
losing control or need to take control; having
difficulty relaxing and quieting your mind.)

Ask students if they have experienced stress. How do
they know they are stressed?

Students reflect on and list what causes their stress at
home, in school, or in the workplace. They determine
which of these causes they can control.

Explain that when one’s stress level exceeds the ability
to cope, he or she can try one of the four A's: avoid,
alter, accept or adapt. Explain each A by giving
examples.
Or suggests doing the following: Exercise; Relax your
muscles; Deep breathing; Eat well; Slow down; Take a
break; Make time for hobbies; Talk about Your
problems to someone you trust or respect; Go easy on
yourself; and eliminate your triggers (webmd.com)

Students recognize that the first four suggestions
above are HRF activities. They revisit what it means to
do physical activity assessment and how it helps in
managing one’s stress.
They can conduct a symposium on coping with stress.
Quarter 2
demonstrates
understanding
of sports in
optimizing
leads sports
events with proficiency
and confidence
resulting in
Engage in moderate to
vigorous physical
activities (MVPAs) for
at least 60 minutes
most days of the week
Revisit the earlier lesson in MVPAs
They record/video a one- week exercise routine and
share it to the class.

Page 54 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
one’s health as
a habit; as
requisite for
physical activity
assessment
performance,
and as a career
opportunity.
independent
pursuit and in
influencing
others positively.
in a variety of settings
in- and out-of -school
PEH12FH-Ia-t-8

Analyze physiological
indicators such as heart
rate, rate of perceived
exertion and pacing
associated with MVPAs
to monitor and/or
adjust
participation or effort
PEH12FH-Ik-t-9

Revisit the earlier lesson on physiological indicators
associated with MVPAs.

They record and monitor heart rate, rate of perceived
exertion and pacing associated with every vigorous
activity.
Observe personal
safety protocol to
avoid dehydration,
overexertion,
hypo- and
hyperthermia during
MVPA participation
PEH12FH-Ik-t-10

Revisit the earlier lesson on personal safety protocol
to avoid dehydration, overexertion, hypo- and
hyperthermia during MVPA participation.

Students can adopt the activities in Grade 11 but this
time for Grade 12 students

Demonstrate proper
etiquette and safety in
the use of facilities and
equipment
PEH12FH-Ia-t-12

Revisit the earlier lesson on proper etiquette and safety
in the use of facilities and equipment, but this time
discuss for Grade 12 students

Page 55 of 55
Content
Standard

The learner…
Performance
Standard

The learner…
MELCs
with K to 12
CG Code

Examples of
Unpacked MELCs
(based on Bloom’s taxonomy)
Level 6: Create Level 3: Apply
Level 5: Evaluate Level 2: Understand
Level 4: Analyze Level 1: Remember
Examples of How to Contextualize the MELCs
at the Point of Instruction

(Applications. Activities. Situations. Context
that will make the MELCs RELEVANT TO and EASIER
TO UNDERSTAND BY ALS learners)
Participate in an
organized event that
addresses
health/fitness issues
and concerns
PEH12FH-Ik-o-13

Revisit the earlier lesson but focus on participation in
organized event on those addresses stress issues and
concerns

Organize fitness event
for a target health
issue or concern
PEH12FH-Io-t-17

Revisit the earlier lesson but focus in organizing an event
that addresses stress issues and concerns

FINAL-LS-2_Science_Vetted. Alternative Learning System

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