This Supplementary activities for Science 9 Based from MELCs are crafted

by Teachers to help in preparation of instructional materials to address

the needs of the students. No part of this materials should be sold to any
institution for monetary collections.

Sample Learning
Content for Grade 9
Science
ADM Module in Science 9 – Integrative Model

Quarter 1
Forces and Motion

Most Essential
Integrated Content Integrated, Practical and Home – Assessment and Internet-
Learning Week Performance Task
Standards Connected (Real –life) Activity based resource link
Competencies
1. Describe the The learners shall be able to Shooting paper balls on the trash 10-item Quiz
horizontal and propose ways on how to bin using two different scenarios Laboratory Report
vertical motions enhance instruments used in (shooting the ball horizontally and
of a projectile aiming targets using concept dropping the ball at the same time
Week 1
of projectile motion. and height)
Dropping coins and ejecting coins
horizontally from the edge of a tall
table
2. Investigate the Math 9 Week 1- Construct an instrument that 10-item Quiz
relationship Uses appropriate 2 demonstrates projectile motion e.g. Laboratory Report
between the measures of position and catapult, bow and arrow, slingshot Rubric for the constructed
angle of release other statistical methods in Scientific investigation of different instrument
and the height analyzing and interpreting scenarios using the constructed Physics Simulation that will
and range of the research data ( instruments depicting various allow you to launch object at
projectile (Q4, Wk 8 angle of release different angles:
to 10) Watering the plants using hose at https://phet.colorado.edu/sims/
Arts 9 different angles html/projectile-
Designs the visual motion/latest/projectile-
elements and components motion_en.html
of the selected Western http://galileoandeinstein.physic
classical theater play and s.virginia.edu/more_stuff/Applet
opera through costumes, s/Projectile/projectile.html
props, etc. (Q4, Wk. 2)
Physical Education 9
Discusses the nature and
background of indoor and
1|Most Essential Learning Competencies Grade 9 Science
 outdoor recreational
activities
3. Relate impulse Physical Education 9 The learners shall be able to Collision of two objects with 10-item Quiz
and momentum performs appropriate first propose ways on how to different mass and velocity e.g. toy Laboratory Report
to collision of aid for injuries and prevent damage from cars, marbles, and balls. Physics simulation explaining
objects (e.g., emergency situations in accidents involving collision. Playing sports that involves how are momentum and
vehicular physical activity and dance impulse and momentum e.g. energy exchanged in a bumper
collision) settings (cramps, sprain, baseball, billiards, and golf car collision:
4. Infer that the heat exhaustion) https://interactives.ck12.org/sim
total momentum Health 9 ulations/physics/collisions/app/i
before and after analyzes the risk factors Week 3 ndex.html
collision is equal related to intentional https://interactives.ck12.org/sim
injuries identifies protective ulations/physics/collisions/app/i
factors related to ndex.html?screen=sandbox
intentional injuries https://www.physicsclassroom.c
demonstrates ways to om/Physics-
prevent and control Interactives/Momentum-and-
intentional injuries Collisions/Collision-
Carts/Collision-Carts-Interactive
5. Perform Physical Education 9 Using simple pendulum to 10-item Quiz
activities to Discusses the nature and demonstrate conservation of Laboratory Report
demonstrate background of indoor and mechanical energy Physics simulation for
conservation of outdoor recreational Conduct Domino’s chain reaction conservation of energy in
mechanical activities at home pendulum:
energy Analyzing the energy https://phet.colorado.edu/sims/
transformation in toy’s present at html/pendulum-
Week 4 home e.g. yoyo, toy car, balloon lab/latest/pendulum-
lab_en.html
How can a roller coaster go
upside down without falling:
https://interactives.ck12.org/sim
ulations/physics/loop-the-
loop/app/index.html?
lang=en&referrer=ck12Launche
2|Most Essential Learning Competencies Grade 9 Science
 r&backUrl=https://interactives.c
k12.org/simulations/physics.ht
ml&_ga=2.164168575.1781033
117.1589006726-
803879056.1565792315
6. Construct a TLE 9 – House Keeping The learners shall be able to Create a model in the form of 10-item Quiz
model to Explain the mechanism of explain heat-work energy diagram to demonstrate that heat Rubrics for the constructed
demonstrate washing machine and flat Week 5 transformation and vice versa can be converted into heat model
that heat can do iron using diagrams.
work
7. Explain how TLE – Automotive Surveying instruments or devices 10-item Quiz
heat transfer Explain hoy air conditioner present at home that transforms Rubric for Flow chart
and energy and refrigerator works heat to mechanical energy e.g How a heat engine work?
transformation Week 6 Creating a flow chart that https://interactives.ck12.org/sim
make heat illustrates and explains how heat ulations/physics/heat-
engines work transfer and energy transformation engine/app/index.html
make heat engines work
8. Explain how Draft electrical plans and The learners shall be able to Tracing the electrical connections 10-item Quiz
electrical energy layouts explain through diagrams the from their community to their home Arranging pictures in logical
Week 6-
is generated, electrical generation, order of electrical transmission
7
transmitted, and transmission and distribution. and distribution
distributed

Quarter 2
Countless and Active Particles of Matter

Most Essential Learning Integrated Week Performance Task Integrated, Practical and Assessment and
Competencies Content Standards Home – Connected (Real – Internet – based
life) Activity resource link
1. Explain how the Discovery of Atom The students will create an Students can perform a simple Rubrics on the output of
Quantum Mechanical atomic model (quantum flame test of the common their daily activity and
Model of the atom Development of Atomic mechanical model) made of elements (copper wire, performance task.
3|Most Essential Learning Competencies Grade 9 Science
 describes the Model Q2- Week 1 available materials found in their aluminum foil) or compound
energies and house (clay, dough, toys) (salt) that are available in their
positions of the Parts of an Atom showing the energies and house.
electrons position of electrons.
Electronic Configuration of
Elements
2. Recognize different Chemical Bonding List down the different Students can test the Open – ended and
types of compounds Q2- Week 2 compounds found in their properties (melting point, Multiple Choice questions
(ionic or covalent) Valence Electron respective houses. They will boiling point, hardness, on the different types of
based on their classify what type of compounds electrical and thermal compounds and its
properties such as Lewis Dot Structure based on the different properties. conductivity) of the different properties.
melting point, compounds that they
hardness, polarity, Properties of Elements identified.
and electrical and
thermal conductivity; Different Types of
Compounds and Its
Properties
3. Explain how ions are Types of Ions Students will perform a role play Students can write a narrative Draw or labeling of an
formed; Q2- Week 3 showing how ions are formed. explanation of how ions are illustration showing how
Ions Formation They will take a video of their formed. ions are formed.
performance to be uploaded.
4. Explain how the Properties of Carbon Atom Students will create a model of Students can write an article Open – ended and
structure of the carbon atom made of available about the model of carbon Multiple Choice questions
carbon atom affects Q2- Week 4-5 materials found in their house atom they created to explain on the structure of Carbon
the type of bonds it (clay, dough, toys, balls, stick) how the structure of the atom.
forms; showing the different types of carbon atom affects the types
bonds it forms. of bonds it forms.
5. Recognize the Organic Compounds Students will identify and classify They will search for the Open – ended and
general classes and Formation the different organic compounds chemical name and chemical Multiple Choice questions
uses of organic Q2- Week 6 available in their houses. They formula of the common on the different types and
compounds; Different Types of Organic will also indicate the uses of the organic compounds in their uses of organic
Compounds organic compounds they house. compounds.
identified.
Properties of Organic
4|Most Essential Learning Competencies Grade 9 Science
 Compounds

Uses of Organic
Compounds
6. Use the mole Elements in the Periodic Students will compute the molar They will search for the Word problems on
concept to express Table Q2- Week 7 mass of the common substances chemical name and chemical computing the molar mass
mass of substances; (sugar, salt, aluminum foil, water) formula of the common of common substances.
and Mole Concept found in their house. substances in their house.

Writing Chemical Formula

Balancing Chemical
Equation

7. Determine the Elements in the Periodic Students will compute the They can make a solution Word problems on
percentage Table percentage composition of the made of the available computing the percentage
composition of a Q2- Week 8 common compounds (example, chemical or substances in composition of a
compound given its Writing Chemical Formula 70% Alcohol solution, 5% their house and compute its compound.
chemical formula and Vinegar) found in their house. percentage composition.
vice versa. Balancing Chemical
Equation

Quarter 3
Earth and Space

Most Essential Learning Integrated Week Performance Task Integrated, Practical and Home – Assessment and
Competencies Content Standards Connected (Real –life) Activity Internet – based
resource link
1. Describe the different Disaster Risk Reduction Week 1 - create a simple - Perform at home the proper Rubrics on the output of
types of volcanoes Management (DRRM) – volcano model that execution of Earthquake drill their daily activity and
and volcanic eruption Earthquake drill and the will show different together with your parents, performance task.
likes. volcanic eruption. brothers and sisters. (Take
Make used of pictures for documentation) 1-2-3
5|Most Essential Learning Competencies Grade 9 Science
 MAPEH – first aid materials available at - Demonstrate first aid showing Personal Journal
home scenarios during volcanic
eruption.
2. Explain what Arts – draw scenario that - Interview your parents or 1-2-3 Strategy
happens when shows different activities Week 2 someone older than you
volcanoes erupt when volcanoes erupt regarding volcanic eruptions Personal Journal
and what happens during the
volcanic eruption Interview transcript
Timeline:
2020 – Bulakang Taal (Taal,
Batangas)
1991 - Pinatubo (Zambales)
2013/2020 – Mayon (Albay)
3. Illustrate how energy Arts – Draw your own - Make a model for - Relate the concept of solar
from volcanoes may detailed geothermal power Week 3-4 geothermal power energy and the energy from
be tapped for human plant model plant. Use your volcanoes
use creativity by using - When the burner of a
recyclable materials at stovetop is very hot, it is a
home source of heat energy.
Anything placed onto the
stovetop and warmed,
whether a pot of tea or a
skillet for frying eggs, also
become sources of heat
energy.
(https://examples.yourdictiona
ry.com/examples-of-heat-
energy.html)
- Automobile fuels such as
gasoline are sources of heat
energy, as is the hot engine
of a racecar or a school bus.
- Conventional ovens are
sources of convection heat
6|Most Essential Learning Competencies Grade 9 Science
 energy, causing the food
placed into it to become hot
and cook.
- Charcoal fuel iron

4. Explain how different Disaster Risk Reduction - Make a slogan about - Make an observation of Open ended questions
factors affect the Management (DRRM) – climate change and everyday weather. Record
climate of an area Climate Change Week 5 display outside your your observation in your Personal Journal
home to promote notebook. Make an inference
awareness on Global how it affects people and their
warming daily living.
- Through different evidences,
interview, and observation
from your surroundings, Make
a brief discussion on how it
affects the climate in your
area.
- Using the following factors
listed below, kindly check
which one is matched to your
location. Then use Predict,
Observe, and Explain
strategy to describe the
climate in your location.
a. distance from the sea
b. ocean currents
c. direction of prevailing winds
d. shape of the land (known as
'relief' or 'topography')
e. distance from the equator
f. the El Niño phenomenon.

5. Describe certain Disaster Risk Reduction 1. Review documentary Climate change explained Open ended questions
7|Most Essential Learning Competencies Grade 9 Science
 climatic phenomena Management (DRRM) – about climate change The 5 most prevalent climate
that occur on a global Climate Change Week 6-7 and related issues on change phenomena explained Personal Journal
level environment simply By Chloe Schneider
presented in different (https://mashable.com/2016/09/26/5-
media channels such climate-change-explained/)
as Born to Be Wild, I- 1. Temperatures are
Witness Kapuso Mo, consistently record-breaking
Jessica Soho, & 2. Carbon dioxide concentration
Reporter's Notebook. levels are rising, and they’re
2. Make your own linked to industrialization
opinion about a 3. Sea levels are rising
certain issues. 4. Everything is melting and the
effects are major
5. The ocean’s chemistry is
changing

Perform the following simple

activities: GRASP format
1. Identify the changes
happening in your community
from 3-5 years ago and
present.
2. Based from your observation,
how does it affect the
community you belong to and
the global society?
3. What are the current
situations that need
immediate concern, based
from your assessment?
6. Show which Astronomy – Constellations 1. From recycled 1. Observe the night sky. Open ended questions
constellations may and location in the Week 8-9 materials, make a Carefully observe the stars
be observed at Universe model of the Earth 2. Draw the different start Personal Journal
different times of the and place the formations that you can see
8|Most Essential Learning Competencies Grade 9 Science
 year using models constellations that can 3. Do it every night for 5 days.
be observed in the 4. Described the changes
specific time of the happening every night. Write
year. your detailed observation in
your notebook.

Quarter 4
Genetics

Most Essential Learning Integrated Week Performance Task Integrated, Practical and Assessment and
Competencies Content Standards Home – Connected (Real – Internet – based
life) Activity resource link
1. Explain how the Transport of Nutrients : 1 The students will perform an activity Journal Activity Rubrics on the output of
respiratory systems Respiratory System and entitled “Go with the Flow”. An activity *The output of the activity will the activity.
and circulatory Circulatory System which will show the connection of the be included in their science
systems work respiratory system and circulatory journal.
together to transport system in the nutrient transport to and
nutrients, gases, and from the different body parts. *The students will be provided
other molecules to by a copy of the activity, an
and from the different illustration or image of the
parts of the body. heart and lungs. *They will
trace the path of a drop of
blood from the atrium to the
vena cava. *The activity will
include 3 questions about the
connection of the systems in
nutrient transport of the body.
Brochure *The students may
create a handmade brochure
of one common disease
related to either the
respiratory or circulatory
system they observed in the
9|Most Essential Learning Competencies Grade 9 Science
 community. *Information
about the disease, symptoms,
prevention, and cure should
be included in the brochure.
2. Infer how one’s Effects of lifestyles in 2 The students will perform an activity Journal Activity *The output Rubrics on the output of
lifestyle can affect the the functioning of the entitled “Biology in My Life”. This activity of the activity will be included the activity.
functioning of the respiratory and will allow the students to list things that in their science journal.
respiratory system circulatory system they do every day for one week, then
and circulatory record and compare their breathing and *The students will be provided
system. pulse rate. by a copy of the activity. *The
activity will include a table in
which they could list down the
activities they do every day.
*They have to record their
breathing and pulse rate in
one minute. *They have to
compare their breathing rate
and pulse rate through
graphical representation.
*The activity will include 3
questions about the effects of
lifestyles in the functioning of
the respiratory and circulatory
system.
3. Explain the different Non-Mendelian 3-4 The students will perform activities which Journal Activity Rubrics on the output of
patterns of Non- Inheritance: Incomplete will explain the Non-Mendelian the activity.
Mendelian inheritance Dominance, Inheritance. The title of the activties are *The output of the activity will
Codominance, Multiple listed below. be included in their science
Alleles/Dihybrid Cross, journal.
Sex-Linked Traits, and *For Incomplete Dominance: “It’s A Tie”
Environmental *For Codominance: “Blended”*For *The students will try to look
Influences Dihybrid Cross : “Multiple Choice” for a 2 colored single flower.
*Sex-Linked Traits : “The eXs and The Show the trait of the sample
whYs” using Punnett Square
10 | M o s t E s s e n t i a l L e a r n i n g C o m p e t e n c i e s Grade 9 Science
 (Incomplete Dominance)

*The students have to look for

a plant which produces
flowers of various colors like
rose, ten o’clock or four
o’clock flower, gumamela
etc. Show the trait of the
sample using Punnett
Square. (Codominance)

*The students will measure

the height of their siblings and
describe the skin complexion.
Assign multiple alleles for the
two traits and explain the
variations using Punnett
Square. (Dihybrid Cross)

The students will solve a

problem about color blindness
using Punnett Square and
explain why persons with red-
green colorblindness are
discouraged to cross alone
along street lights, drive a car
or fly an airplane. (Sex-Linked
Traits)
4. Relate the species Population, Adaptation, 5 The students will read “Story of Creation” Journal Activity Rubrics on the output of
extinction to the Survival, Extinction, and and “Genesis in Reverse” as part of the the activity.
failures of the Changes in the activity entitled, “Points of View” *The output of the activity will
organisms’ population Environment be included in their science
to adapt in the abrupt Another activity that the students can journal.
changes of the perform is “Nature to Nurture” Activity: “Points of View”
11 | M o s t E s s e n t i a l L e a r n i n g C o m p e t e n c i e s Grade 9 Science
 environment.
*The students will reflect on
the beauty of nature. *They
will draw in their journal the
things they love about nature.
For example: beach, forest,
plants, animals, etc.

*They will write something

about their drawing. (Like
Reasons Why)
Activity: “Nature to Nurture”

*The students will create a

slogan about taking care of
the

5. Differentiate basic The basic features and 6-7 The students will perform an activity Journal Activity *The output Rubrics on the output of
features and importance of about photosynthesis and respiration of the activity will be included the activity.
importance of photosynthesis and entitled, “The Give and Take in their science journal.
photosynthesis and respiration. Relationship”
respiration. Activity: “The Give and Take
Relationship” *The students
have to get an empty can and
plant a vegetable of their
choice like mongo, kangkong,
sili, kamatis, or pechay, etc.
at home. *The students will
explain the give and take
relationship of a plant and an
animal/human in relation to
the topic photosynthesis and
respiration. *Illustrate the
processes.
12 | M o s t E s s e n t i a l L e a r n i n g C o m p e t e n c i e s Grade 9 Science
Credits:

Jayson L. de Vera, Catherine B. Guarnes, Albert Andry Panergayo, Maria Zorabel delos Reyes

13 | M o s t E s s e n t i a l L e a r n i n g C o m p e t e n c i e s Grade 9 Science