Grade 2 SSES – LIFE SCIENCES (People, Animals, Plants, and Interactions in the Ecosystem)

FIRST QUARTER/FIRST GRADING PERIOD

Content Content Standards Performance Standards Learning Competencies Learning Objectives
The Human Body The Learner… The Learner… The Learner… The Sense Organs
 Demonstrates  Practices healthful  Describes the different sense organs 1. Identifies the sense organs of the human body
People understanding of the habits to care for the and how these organs work together 2. describes the parts and functions of the sense
different sense organs and sense organs of the to perceive the things around organs of the human body
o The Sense Organs how they work together to human body  eyes- seeing
o Care for the Sense help perceive things around  Infers that every part of the sense  ears - hearing
Organs us  Exhibits sensitivity and organ has a specific function  skin – feeling
o Care and Concern concern for the  tongue – tasting
for the  Demonstrates differently-abled  nose – smelling
Differently-abled understanding on the persons 3.Demonstrates activities which involve two or more
impaired functions or  Communicate healthful practices to body
structure of the sense care for the sense organs using senses working together e.g. painting, drawing,
organs, and sensitivity different modes of communication planting,
towards differently-abled (multi-media and traditional dancing
persons methods 4.Performs simple experiments to test if certain factors
(i.e.
 Describe changes in the well-being no. of ears used; distance from the source of sound;
of differently-abled children when number of eyes used, distance from the object seen,
people show love, concern, and etc.)
acceptance for them (6) affect the quality of sensation felt

5.Demonstrates ways to improve the perception of

things
around us
Care for the sense organs
3. Shows ways of caring for the different sense
organs

3.1 Describe the ways by which health

workers/ medical specialist help in caring the
sense organs

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 4. Demonstrates how to apply first-aid treatment
to common accidents involving the sense
organs
5. Practice desirable health habits in caring for
the sense organs
Care for the differently-abled
6. Predict what may happen in case one or more
sense organ are impaired or lost
7. Suggest ways of showing love and support to
differently-abled children

Grade 2 SSES – LIFE SCIENCES (People, Animals, Plants, and Interactions in the Ecosystem)
SECOND QUARTER/SECOND GRADING PERIOD
Content Content Standards Performance Standards Learning Competencies Learning Objectives
 Plants Plant Parts
o Comparing body  Demonstrates  Observes  Infers that plants found at home or 1. Compares the leaves, stems, and roots of
parts of plants understanding that precautionary in school have similarities and two or more plants of the same kind and
differences in the measures in handling differences in structure but performs or more plants of different kinds to look f
o Benefits from appearance of plant parts plants that have the same functions for survival live similarities and differences
plants have the same function delicate structures (i.e., getting water, capturing 2. Records and Reports in drawings or shor
that can harm people sunlight, support, protection) (1) phrases for comparison
o Care and  Demonstrates or animals Special structures in Plants
concern for understanding of plant  Infers the function of special
plants structures that help plants  Practices ways of structures found in plants (2) 3. Identifies special structures found in plan
adapt to their surrounding caring for plants and infer
based on their water  Shows care and concern for plants at 4. Presents observations on the presence of
and sunlight home or in school (3) special structures found in some plants u
requirements short phrases or drawings
Care and Concern for Plants
5. Investigates how people in the commun
benefit from plants
6. Predicts what can happen to people if pl
do not get enough water, air, or sunlight
ECOSYSTEM / The Learner… The Learner… The Learner… The Learner…
INTERACTIONS N THE  Demonstrates  Practices ways of  Infers the effects on living things if Useful Plants and Animals to Humans
ENVIRONMENT understanding on how protecting and their needs are not meet 1. Identifies useful plants and animals to

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 Useful plants and people benefit from caring for animals humans found in the community
animals to humans animals and plants found in and plants in the  Conducts simple experiments on 2. Identifies harmful plants and animals to
in the community the community community the different needs of living things humans found in the community
including for survival 3. Identifies the available plants and animals
 Care and Protection  Demonstrates endangered species the community that could sustain the need
of animals and plants understanding that plants,  Concludes that there is a need to humans
in the community animals and humans have protect and to conserve the 4. Classifies animals and plants useful to hum
basic needs that come environment found in the community
from the environment 5. Enumerates ways on how to protect and
(from K-12 Gr. 3) conserve the environment

 Demonstrates
understanding that living
things and non- living things
interact with each other in
the environment

Grade II – PHYSICALSCIENCES (Matter, Force, Motion, and Energy)

THIRD QUARTER/ THIRD GRADING PERIOD
Content Content Standards Performance Standards Learning Competencies Learning Objectives

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MATTER The Learner. . . . The Learner. . . . The Learner. . . The Learner…
Characteristics of Solids , Liquids and Gases
 Characteristics  Demonstrates  Demonstrates that  Conducts investigation on the different
of Solids , understanding on the solids, liquids and gases states of matter 1.Describes the observable properties of a given s
Liquids and conduct of science have mass liquid or gas
Gases investigation on mass, Investigating Mass
(from K-12 Gr. weight and volume  Estimates the mass of solids by 2. Infers that materials is composed of tiny partic
3)  Performs activities to balancing with the hands and using an cannot be seen by the naked eye
 Demonstrates show that gases have improvised balance and non-standard
understanding on the mass using a platform measures (e.g. marbles, paper clips) 3. Illustrates the arrangement of tiny particles of
conduct of science balance different materials
investigations on mass,  Measures the mass of solids using
weight and volume  Uses spring balance to platform balance 4. Performs experiment to show that ;
 Describing the measure the weight of • a solid has a definite shape
properties of solids Investigating Weight • a liquid and gas have no definite shap
solid, liquid and  Demonstrates that solids, liquids and
gas gases have weight 5.Classifies materials according to a given set of cr
 Uses graduated cylinder (e.g. physical properties, kind, function, usefulnes
 Investigating to measure the volume  Uses standard weights in measuring
mass/weight, of liquids having mass, the weight of solids 6.Discovers ways of measuring volume of regula
volume of weight and volume and liquids
solids, liquids  Performs an activity to show that gases
and gases have weight using an improvised 7.Infers that gas has no definite volume
balance
8.Orders materials of the same kind but of differ
sizes
Investigating Volume
 Demonstrate that gases have no
definite volume

FORCE AND The Learner… The Learner… The Learner… Sources of Force
MOTI ON *Demonstrates understanding 1. Identifies where force can come from
 Sources of Force on the sources of Force  Infers that there  Infers that there are different * Wind
different sources of sources of force * Water
force * Magnet
* Gravity

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  Designs a toy that * Other moving objects
uses different
sources of force to
make it move

ENERGY The Learner… The Learner… The Learner… The Learner…

Light
 Light  Demonstrates  Designs a gadget or  Infers on the importance of light as a 1. Infers that light is necessary to life
understanding of light device that will show form of energy 1.1 Illustrate real life situations that lig
as a form of energy what happens to light as important
it strikes on materials  Explains the effect of light on 1.2 Predict what may happen if there is
different materials sunlight

2. Identifies different light sources in the

immediate
 Shows evidence that light bends when environment
it travels
3. Identifies the effects of too much expos
light
3.1 describe proper ways of protecting
against too much exposure to light

4. Investigates effects of light on materials

4.1. Describes what happens when an ob
in the path of light
• more light passes through transparent
materials
• little light passes through translucent
materials
• no light passes through opaque materia

5. Explains how different materials affect lig

water, prisms, and lenses bend light as it
through these materials, mirrors, and po
metal reflect light.
5.1 Describes what happens when light

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 a mirror at an angle
5.2 Shows evidence that light bends
5.3 Shows that white light consists of d
colors

Grade 2- EARTH AND SPACE SCIENCES (Earth’s Surface and Objects in the Sky)
FOURTH QUARTER/ FOURTH GRADING PERIOD
Content Content Standards Performance Standards Learning Competencies
Features of the The Learner… The Learner… Features of the Earth’s Surface
Earth’s Surface  Infers that the Earth is the 1.Identifies the things from Earth that living thing
resource for life and one’s needs to survive
 Land, Air and  Demonstrates  Participates in taking 2. Identifies renewable resources from the Earth
Water as a understanding on the care of his/her  Infers that the surface of the Earth 3.Identifies non-renewable resources from the Ea
Resource importance of land, water, surroundings is affected by the activities of 4.Explains the importance of land, water and air a
 Human Activities and air as resources (1.4) human needs resources for life
and Pollution  Practices ways to
 Demonstrates keep from being Human Activities
understanding of the infected of air-borne,  Describes how the community 5. Identifies some activities of human beings to m
relationship between living water-borne and soil- makes use of the natural resources their needs
things and their physical borne diseases found in the locality (town, city, 6. Describes the activities of human beings that a
environment province) the surface of the Earth

Natural Resources
 Infers that a polluted environment
may cause air-borne, water-borne 7. Identifies the natural resources in the area
and soil-borne diseases 8. Relates community activities and livelihood wi
natural resources found in the locality

Pollution
9. Describes the characteristics of polluted soil,

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 and air
10. Identifies practices that cause soil, water and
pollution
11. Infers how soil, water and air become pollute
12. Identifies illnesses that are caused by dirty air
and land

Weather The learner… The learner… The Learner… Weather

 Weather
conditions Demonstrates understanding of Practices safety measures  Infers that weather changes during 1 . Describes the conditions of the sky
and their the types and effects of weather during certain weather the day and from day to day (5) 2. Records the daily weather conditions for
effect on the as they relate to daily activities, conditions (6.3) 3. Interprets a simple weather chart
community health and safety  Infers that weather affects family and 4. Relates the condition of the sky to the kin
 Safety and community activities (6) weather observed
precautionar 5. Describes the changes in the weather ov
y measures of time
6. Enumerate safety precautions before , du
after bad weather conditions

Safety and precautionary measures

7. Communicates how different types of we

affect activities in the community
8. Identifies activities done during certain w
conditions

Sun The learner… The Learner … The Learner …

THE Sun
 Heat and Light  Demonstrates Practices precautionary  Infers that the Sun gives off heat and 9. Gives evidence that the sun’s heat reache
from the Sun understanding that the measures to prevent harmful light (1) earth
Sun’s heat and light affect effects of the sun 10. Gives evidence that the sun’s light reach
 Effects of the human beings and other earth

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 Sun on Living things on Earth
Things Effects of the Sun on Living Things
 Demonstrates
 Safety understanding of beneficial 11. Discusses the benefits of the sun’s light a
precautions and harmful effects of the 12. Describes harmful effects of the sun’s he
Sun light to human beings
13. Describes the good effects of heat and lig
human beings and other things
14. Explains safety precautions to avoid the
effect of the sun’s light and heat
15. Identifies the harmful effects of heat and
human beings and other things
16. Enumerates the precautionary measure
harmful effects of the suns heat