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MELCs Definitive

Budget of Work

(DBOW)

SCIENCE

MELCs DEFINITIVE BUDGET OF WORK (DBOW) IN SCIENCE

This Definitive Budget of Work in Science 3 to 10 is centered on the Most Essential Learning Competencies (MELCs) which are mapped

based on what every Science learner must exhibit at the end of each quarter per grade level. This mapping of MELCs will be taught in

flexible time to ensure full coverage, with the enabling learning objectives arranged in a manner that keeps track of learners’ progress

towards the attainment of each MELC.

Why is there a need to unpack the MELCs in Science?

To understand why there is a need to unpack the MELC for the period it must be taught, we need to recognize that each MELC consists

of a set of learning experiences that a learner must have, spread out in a period optimized according to his or her developmental needs

and readiness. For example, in the First Quarter of Grade 3, there are only two MELCS to be taught. Hence, unpacking, or sub-tasking,

is needed to give the science teachers directions in planning their lessons and creating activities for their learners about the given MELCs

especially that learning takes place remotely nowadays. The MELCs were unpacked based on the duration of a particular competency

where the spiral progression of the curriculum was considered, and the mastery of skills will be unfolded since an ample amount of time

is emphasized. In breaking down each MELC in its respective learning experiences (or daily lesson objectives), the learners will achieve

a level of mastery in pre-requisite knowledge and skills before moving forward to subsequent and enhancement skills.

It is also noteworthy to consider here that this Definitive Budget of Work takes into account the results of the MELCs Audit Survey obtained

the previous year. The MELCs Audit results provided relevant information on the MELCs which were reportedly not taught due to various

reasons. This MELCs DBOW is an intervention that addresses this gap in the implementation of the Science curriculum in that it provides

a well-defined guide for teachers on the prerequisite MELCs that were not taught in the previous year. Thus, this MELCs DBOW assists the

teachers in helping them adapt to the new normal of learning delivery.

Features/Elements

The MELCs Definitive Budget of Work (DBOW) in science is a resource material in teaching Science that contains learning competencies

in a sequence of domain/strands per quarter as follows:

Quarte

r

G3 G4 G5 G6 G7 G8 G9 G

I

Matter Matter Matter Matter Matter

Force,

Motion, and

Energy

Living Things

and

Environment

Earth and

Space

II Living Things

and

Environment

Living Things

and

Environment

Living Things

and

Environment

Living Things

and

Environment

Living Things

and

Environment

Earth and

Space Matter

Force,

Motion, and

Energy

In using the DBOW in Science, it is important to understand the figure below marked by the following specifications:

The MELCs DBOW in Science shows the Most Essential Learning Competencies (MELCs) that every learner is expected to achieve at the

end of each quarter by grade level. The letter A represents the quarter in the grade level of science domain/strand with the intended

MELC. The letter B shows the Content Standard and letter C shows the Performance Standard. Letter D shows the continuous numbering

of MELC per grade level/quarter. Letter E represents the given MELCs, while letter F is the Unpacked /Sub-tasked Competencies based

on the given MELCs and the days of the unpacked competencies are based on the time allotment or duration given in the MELCs. Letter

G represents the number of days the said MELCs should be taught. For elementary, Science is taught for 50 minutes for five days while in

JHS, Science is taught for 60 minutes, 4 days a week. Letter H is the remarks where the needed prerequisite skills/concepts can be found

prior to the discussion of the MELCs. These are the competencies that were not taught in the previous grade level based on the MELCs

audit.

Science teachers should:

● look for the grade level they are handling and the existing quarter at the time of teaching-learning delivery;

● check the MELC to be taught in a particular quarter and the corresponding unpacked competencies based on the time allotment

given;

● consider the remarks column for the prerequisite skills/ topics needed prior to the teaching of the said MELCs which were not

taught in the previous grade levels based on the MELCs Audit result.

● If there are untaught competencies stated in the remarks column, kindly consider the suggestions given for the attainment of such

competencies before the discussion of the MELCs for the current grade level and quarter

● take note that the first LC or set of LCs in the DBOW becomes the first lesson to be taught in a quarter;

● design lessons using the DBOW considering the number of days the LCs must be taught; and

● deliver the LCs as specified in the DBOW/quarter using varied platforms of teaching and learning modalities /Blended Learning.

This DBOW is flexible. Once you are done with the MELCs for a particular quarter and you are sure that your learners have learned

and have mastered the MELCs already, you may proceed to the next MELCs.

SCIENCE

SUPERVIS

ORS

Dr. Corazon Javier

Parañaque City

Dr. Raquel Austero

Las Piñas City

Dr. Marivic Almo

Taguig City and Pateros

Dr. Liza Alvarez

Pasig City

Dr. Maria Pilar O.

Capalongan

Quezon City

Dr. Emiterio D.

Macarubbo

Caloocan City

Dr. Armida Oblinada

Muntinlupa City

Mr. Russel Samson

Navotas City

Dr. Bradley Loo

San Juan City

Roxane Villanueva

Mandaluyong City

Dr. Manolo Davantes

Malabon City

Rebecca Roxas

Manila

Dr. Maripaz T. Mendoza

SDO Pasay City

Dr. Lea Q. Prondo

SDO Valenzuela City

Ms. Jessica S. Mateo

SDO Marikina City

Dr. Hernan L. Apurada

SDO Makati City

SCIENCE 3

QUARTER 1: MATTER

Content Standard: The learners demonstrate understanding of ways of sorting materials and describing them as solid, liquid, or gas

based on observable properties.

Performance Standard: Group common objects found at home and in school according to solids, liquids, and gas.

# MELC Number of days taught Remarks

1 Classify objects and materials as solid, liquid, and gas

based on some observable characteristics.

(S3MT-Ia-b-1)

10 Days

(Note: Science is taught five

times a week (ELEM) in this

case since MELC 1 is good

for 2 weeks it means that this

MELC should be taught in 10

days)

Day 1: Describe and group the observable

characteristics of the solid materials according to their

properties (size, shape, and texture).

Day 2: Describe and group the observable

characteristics of the solid materials according to their

properties (odor, taste, and weight).

Day 3: Name and describe the properties of liquid

according to its taste and smell.

Day 4: Name and describe the properties of gases.

Day 5: Name and group the materials found at home

or in school as solid, liquid, or gas.

Day 6: Classify common solids that can be found at

home or in school according to softness and hardness.

Day 7: Classify common solids that can be found at

home or in school according to their weight (heavy

and light).

Day 8: Classify common liquids that can be found at

home or in school according to smell (fragrant,

odorless, or with foul odor).

Day 9: Classify common liquids that can be found at

home or in school according to ease of flow.

Day 10: Describe proper ways in handling solid and

liquid materials, and materials that contain gas that

can be found at home / in school/community.

2 Describe changes in materials based on the effect of

temperature:

**1. solid to liquid

2. liquid to solid**

15 Days

(Note: Science is taught five

times a week (ELEM) in this

Describe the functions of the sense organs of the human

body (S3LT-lla-b-1)

5 Days

(Note: Science is taught five

times a week (ELEM) in this

case since MELC 3 is good

for 1 week it means that this

MELC should be taught in 5

days)

Day 1: Identify and describe the parts of the eyes and

proper ways of caring for the eyes.

Day 2: Identify and describe the parts of the ears and

proper ways of caring for the ears.

Day 3: Identify and describe the parts of the nose and

proper ways of caring for the nose.

Day 4: Identify and describe the parts of the tongue and

proper ways of caring for the tongue.

Day 5: Identify and describe the parts of the skin and

proper ways of caring for the skin.

Suggested Task:

Demonstrate the proper ways of caring for our sense

organ using creative arts and video clips.

Content Standard: The learners demonstrate understanding of the parts and functions of animals and their importance to humans.

Performance Standard: The learners should be able to enumerate ways of grouping animals based on their structure and importance.

# MELC Number of days taught Remarks

4 Describe animals in their immediate surroundings. (S3LT-

llc-d-3)

5 Days

Note: Science is taught five

times a week in (ELEM)in this

case since MELC 4 and 5 is

good for 1 week ; it means

that this MELC should be

taught in 5 days)

Day 1 - 2 : Identify and describe animals around you

(House, School, Community).

5 Identify the parts and functions of animals.

(S3LT-llc-d-4)

Day 3 - 5 Identify the parts and functions of animals as

seen in the School, Home, and Barangay.

6 Classify animals according to body parts and their uses.

(S3LT-llc-d-5)

5 Days

Note: Science is taught five

times a week in (ELEM) in this

case since MELC 6 and 7 is

good for 1 week it means

that this MELC should be

taught in 5 days)

Day 1: Classify animals according to their body

coverings.

Day 2 : Classify animals according to their movements

(walk, crawl, swim, and fly).

Day 3 : Classify animals according to body parts used in

getting food.

7 State the importance of animals to humans (S3LT-llc-d-

Day 4: State the importance of animals around us.

Day 5: Enumerate the ways of proper care for animals

around us (home, school, barangay).

Content Standard: The learners demonstrate understanding of external parts of plants and their functions, and importance to humans.

Performance Standard: The learners should be able to demonstrate the proper ways of handling plants.

# MELC Number of days taught Remarks

8 Describe the parts of different kinds of plants (S3LT-lle-f-

5 Days

Note: Science is taught five

times a week in (ELEM) in this

case since MELC 8 and 9 is

good for 1 week it means

that this MELC should be

taught in 5 days)

Day 1: Identify the different parts of the plant.

Day 2 : Describe the parts of the different kinds of plants.

Day 3 : Identify the different uses of plants.

9 State the importance of plants to humans

(S3LT-lle-f-9)

Day 4 : Enumerate the importance of plants

Day 5 : Enumerate the proper ways of caring for plants.

Content Standard: The learners demonstrate an understanding of characteristics of living and non-living things.

Performance Standard: The learners should be able to illustrate the difference between living and non-living things.

# MELC Number of days taught Remarks

10 Compare living with nonliving things

(S3LT-lle-f-11)

5 Days

(Note: Science is taught five

times a week in (ELEM) in this

case since MELC 10 and 11 is

good for 1 week it means

that this MELC should be

taught in 5 days)

Day 1: Identify the characteristics of living and non-living

things.

Day 2: Differentiate living things and non-living things.

11 Identify observable characteristics that are passed on

from parents to offspring (e.g., humans, animals, plants)

(S3LT-llg-h-13)

Day 3: Identify and describe the characteristics of

observable traits in humans.

Day 4: Identify and describe the characteristics of

observable traits in animals of the same kind.

Day 5: Identify and describe the characteristics of

observable traits in plants of the same kind.

12 Identify the basic needs of humans, plants, and animals

such as air, food, water, and shelter (S3LT-lli-j-14)

5 Days

Day 5- 6: Describe the position of a person in relation to

a reference point such as chairs, tables, cabinets, etc.

Day 7- 8: Describe the position of an object in relation

to a reference point such as chairs, tables, cabinets,

etc.

Day 9-10: Describe the location of an object after it has

been moved.

Day 11-12: Determine whether an object or a person

has had a change in position.

Day 13 - 15: Cite examples of objects around them that

have had a change in their position in relation to

reference point.

Content Standard: The learners demonstrate an understanding of the sources and uses of light, heat, and electricity.

Performance Standard: The learners should be able to apply the knowledge of the sources and uses of light, sound, heat, and

electricity.

# MELC Number of days taught Remarks

16 Describe the different uses of light, sound, heat, and

electricity in everyday life. (no code in MELCs but from

old CG, LC coded S3FE-IIIg-h-4 and S3FE-IIIj-5)

15 Days

(Note: Science is taught five

times a week in (ELEM) in this

case since MELC 16 is good

for 3 weeks it means that this

MELC should be taught in 15

days)

Day 1-3: Describe the different uses of light.

Day 4-6: Describe the different uses of sound.

Day 7-9: Describe the different uses of heat.

Day 10-12: Describe the different uses of electricity.

Day 13-15: Create an artwork showing the different

uses of light, heat, sound, and electricity.

QUARTER 4: EARTH AND SPACE

Content Standard: The learners demonstrate the understanding of people, animals, plants, lakes, rivers, streams, hills, mountains, and

other landforms and their importance.

Performance Standard: The learners should be able to express their concerns about their surroundings through teacher-guided and

self-directed activities.

# MELC Number of days taught Remarks

17 Relate the importance of surroundings to people and

other living things. (S3ES-IVc-d-2)

10 Days

(Note: Science is taught five

times a week (ELEM) in this

case since MELC 17 is good

for 2 weeks it means that this

Day 1: Describe one's environment.

Day 2: Identify and describe the different landforms

such as hills and mountains.

Day 3: Enumerate things found on landforms.

Day 4: Describe the importance of landforms to people

and other living things.

MELC should be taught in 10

days)

Day 5 : Identify and describe the different bodies of

water such as lakes, rivers, and streams.

Day 6: Enumerate things found on bodies of water.

Day 7: Describe the importance of bodies of water to

people and other living things.

Day 8: Realize that certain things live in land and water.

Day 9: Relate the importance of clean surroundings to

people and other living things.

Day 10: Cite ways on how to show concern and care

to their surroundings.

Content Standard: The learners demonstrate the understanding of types and effects of weather as they relate to daily activities,

health, and safety.

Performance Standard: The learners should be able to express ideas about safety measures during different weather conditions

creatively (through artwork, poem, song).

# MELC Number of days taught Remarks

18 Describe the changes in the different weather over a

period of time. (S3ES-IVe-f-3)

10 Days

(Note: Science is taught five

times a week (ELEM) in this

case since MELC 18 is good

for 2 weeks it means that this

MELC should be taught in 10

days)

Day 1: Define weather and identify its different types.

Day 2: Describe the weather on sunny days.

Day 3: Describe the weather on cloudy days.

Day 4: Describe the weather on windy days.

Day 5: Describe the weather on rainy days.

Day 6: Describe the weather on stormy days.

Day 7-8: Compare weather of different places.

Day 9-10: Infer that weather changes over a period of

time.

19 Enumerate and practice safety precautionary measures

in dealing with different types of weather. (S3ES-IVg-h-5)

5 Days

(Note: Science is taught five

times a week (ELEM) in this

case since MELC 19 is good

for 1 week it means that this

MELC should be taught in 5

days)

Day 1-2: Illustrate activities of people during the

different types of weather.

Day 3: Enumerate safety measures in dealing with

different types of weather.

Day 4-5: Express ideas about safety measures during

different weather conditions creatively (through

artwork, poem, song).

Content Standard: The learners demonstrate the understanding that natural objects in the sky affect one’s daily activities.

2 Describe changes in solid materials when they are bent,

pressed, hammered, or cut; (S4MT-le-f-5)

10 Days

(Note: Science is taught five

times a week in (ELEM) in this

case since MELC 2 is good

for 2 weeks it means that this

MELC should be taught in 10

days)

Day 1 : Identify and describe ways in changing the size,

shape, texture, and other observable properties of solid

materials.

Day 2 : Describe what happens to solid materials when

Bent.

Day 3: Describe what happens to solid materials when

Pressed.

Day 4: Differentiate changes in materials when bent or

Pressed.

Day 5 : Describe what happens to solid materials when

Hammered.

Day 6 : Describe what happens to solid materials when

Cut.

Day 7 : Differentiate changes in materials when

hammered or cut.

Day 8 : Demonstrate how materials may undergo

change by bending, pressing, hammering, and cutting.

Day 9 : Group materials based on their ability to be

bent,

pressed, hammered, and cut.

Day 1 0 : Make an artwork using bent, pressed, and cut

materials.

3 Describe changes in properties of materials when

exposed to certain conditions such as temperature or

when mixed with other materials; (S4MT-Ig-h-6)

10 Days

(Note: Science is taught five

times a week in (ELEM) in this

case since MELC 3 is good

for 2 weeks it means that this

MELC should be taught in 10

days)

Before teaching this competency

specifically Day 2, 3, & 9, give inputs

and exercises first on:

MELC 2

Describe changes in materials based

on the effect of temperature:

_1. solid to liquid

2. liquid to solid
3. liquid to gas
4. solid to gas_

(S3MT-Ih-j-4)

Day 1 : Infer changes in the properties of solid materials.

Day 2 : Describe what happens to materials when

heated.

Day 3 : Describe what happens to materials when

cooled.

Day 4 : Describe what happens to the solid materials

when mixed with other solid materials.

Day 5 : Identify the effect of mixing two solid materials.

Day 6 : Describe what happens to solid when mixed with

liquid materials.

Day 7 : Identify the effect of mixing solid and liquid

materials. Identify and describe changes in

materials before and after heating

(Grade 3, Q1)

Observe and explain the different

changes of materials as affected by

temperature. (Grade 3, Q1)

Day 8 : Describe what happens when two liquid

materials

are mixed.

Day 9 : Describe the changes in the different materials

when exposed to different temperature.

Day 10: Prepare a mixture out of available materials

(ex. fruits, vegetables, herbal plants) in your area and

list down the changes observed.

4 Identify changes in materials whether useful or harmful

to one’s environment. (S4MT-Ii-j-7)

10 Days

(Note: Science is taught five

times a week in (ELEM) in this

case since MELC 4 is good

for 2 weeks it means that this

MELC should be taught in 10

days)

Prior to teaching this competency

specifically Day 8-9 give inputs and

exercises first on:

Cite household/school/community

activities that are dependent on the

changes on materials based on the

changes of temperature. (Grade 3,

Q1)

Identify and describe the changes in

materials before and after allowing

them to stand at room temperature.

(Grade 3, Q1)

Day 1 : Identify changes in materials that are useful or

harmful to one’s environment.

Day 2: Determine whether the change in the material is

harmful or useful in the environment.

Day 3 : Describe the harmful effects of the changes in

the

materials to the environment.

Day 4 : Describe beneficial effects of the changes in the

materials.

Day 5 : Suggest ways of preventing/minimizing the

harmful effects of the changes in the materials to the

environment.

Day 6 : Discuss the beneficial effects on the changes of

materials in the environment.

Day 7: Suggest ways to improve the useful effects of the

changes in materials.

Day 8: Prepare a list of medicines/foods found at home

or in the community showing the required storage

Temperature.

Day 9: Cite ways on how food and medicine are

affected by changes in temperature.

Day 10: Evaluate when the materials become useful or

harmful to one’s environment.

QUARTER 2: LIVING THINGS AND THEIR ENVIRONMENT

Content Standard: The learners demonstrate understanding of how the major internal organs such as the brain, heart, lungs, liver,

stomach, intestines, kidneys, bones, and muscles keep the body healthy.

Day 3-4: Distinguish the specialized structures of aquatic

plants.

for 1 week it means that this

MELC should be taught in 5

days)

b. importance of plants to humans.

(G3, Q2)

Day 5: Cite different benefits of specialized structures of

terrestrial plants and aquatic plants.

Content Standard: The learners demonstrate understanding of different organisms go through a life cycle which can be affected by

their environment.

# MELC Number of days taught Remarks

9 Compare the stages in the life cycle of organisms (S4LT-

llg-h-13)

5 Days

(Note: Science is taught five

times a week in (ELEM) in this

case since MELC 9 is good

for 1 week it means that this

MELC should be taught in 5

days)

Prior to teaching this competency,

the teacher should discuss the

importance of animals to humans.

(G3, Q2)

Day 1: Compare the different stages in the life cycle of

human.

Day 2: Identify the stages in the life cycle of animals.

Day 3: Compare and contrast the different stages in the

life cycle of animals.

Day 4: Describe and compare the different stages in

the life cycle of Plants.

Day 5: Differentiate the different stages in the cycle of

humans, animals, and plants.

Content Standard: The learners demonstrate understanding beneficial and harmful interactions that occur among living things and

their environment as they obtain basic needs.

Performance Standard: The learners should be able to construct a prototype model of an organism that has body parts which can

survive in a given environment.

# MELC Number of days taught Remarks

10 Describe the effects of the environment on life cycle of

organisms among living things (S4LT-llg-h-14)

5 Days

(Note: Science is taught five

times a week in (ELEM) in this

case since MELC 10 is good

for 1 week it means that this

MELC should be taught in 5

days)

Preparatory activities about how living

things depend on the environment to

meet their basic needs should be

given by the teacher before teaching

Day 1 - 2.

Day 1-2: Describe the effects of different environmental

conditions in the life cycle of organisms (Eg. Flood,

Drought, Environmental Calamities, Ultraviolet rays).

Day 3-5: Construct a prototype model of the life cycle

of a frog and a cockroach.

Content Standard: The learners demonstrate an understanding of the beneficial and harmful interactions that occur among living

things and their environment as they obtain basic needs.

# MELC Number of days taught Remarks

11 Describe some types of beneficial and harmful

interactions among living things

5 Days

(Note: Science is taught five

times a week in (ELEM) in this

case since MELC 11 is good

for 1 week it means that this

Engagement activities about how

living things depend on the

environment to meet their basic

needs should be given first by the

Day 1: Identify and describe the effects of interactions

among livings things in their environment in a Mutualism

relationship.

Day 2: Identify and describe the effects of interactions

among living things in their environment in a

Commensalism relationship.

MELC should be taught in 5

days)

teacher before teaching Day 1. (G3,

Q2)

Day 3: Compare and contrast the effects of

interactions among living things in their environment in

a Mutualism and Commensalism relationship.

Day 4: Identify and describe the effects of interactions

among livings things in their environment in a Parasitism

and Competition relationship.

Day 5: Compare and contrast the effects of interactions

among livings things in their environment in a Parasitism

and Competition relationship.

Content Standard: The learners demonstrate an understanding of the beneficial and harmful interactions that occur among living

things and their environment as they obtain basic needs.

# MELC Number of days taught Remarks

12 Describe the effects of interactions among organisms in

their environment (S4LT-lli-j-18)

5 Days

(Note: Science is taught five

times a week in (ELEM) in this

case since MELC 12 is good

for 1 week it means that this

MELC should be taught in 5

days)

Preparatory activities about the

following lessons:

a. common problems in our

environment.

b. ways we can conserve and protect

our environment should be given by

the teacher before teaching Day1.

(G3, Q2)

Day 1-2: Infer the effects of interactions among

organisms in the environment.

Day 3-5: Describe and show the beneficial and harmful

effects of organism's interactions.

QUARTER 3: FORCE, MOTION, AND ENERGY

Content Standard: The learners demonstrate an understanding of the force that can change the shape, size, or movement of

objects.

Performance Standard:

# MELC Number of days taught Remarks

13 Explain the effects of force when applied to an object.

(S4FE-IIIa-1)

10 Days

(Note: Science is taught five

times a week (ELEM) in this

case since MELC 13 is good

for 2 weeks it means that this

MELC should be taught in 10

days.)

Day 1-2: Describe what happens to an object's shape

when force is applied.

Day 3-4: Describe what happens to an object’s size

when force is applied.

Day 5: Describe what happens to an object’s

movement when force is applied to an object at res.t