Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue, Pasig City

MATATAG CURRICULUM
SCIENCE
GRADES 4 and 7
SCIENCE SHAPING PAPER

I. Introduction

The Science Shaping Paper is developed to provide the narrative for the development of the recalibrated Science Curriculum. It outlines
the goals, theoretical and philosophical foundations, and rationale that shape the Science Curriculum. It presents the big ideas and cross-cutting
concepts in Science to emphasize the development of durable understanding among learners as well as skills applicable in various contexts.

The Science Shaping Paper and the Science curriculum are based on the General Shaping Paper, taking into consideration the findings of
the curriculum review conducted in 2019-2020. Furthermore, the Science curriculum draws on the goals of the 2016 Science K to 12 curriculum.
Its new features include: (a) expanding technological literacy to technology and engineering literacy to enable learners to develop their ability to
connect science content to real-world technological and engineering applications; (b) introduction of key stage and grade level standards to
articulate expectations of what learners should be capable of doing at each key stage and grade level; and (c) developmental sequence of content
in consideration of the prior learning of students and the cognitive and language demands of learning new science ideas. Specifically, in
sequencing the science content, three modes of thinking have been considered, starting from the simplest level when a person reacts to the
physical environment; is able to internalize actions through words and images, and the most complex level; and is already able to think using a
symbol system such as written language and number systems.

The recalibration of the Science curriculum draws from and supports the DepEd MATATAG agenda, which sets the new direction in
resolving basic education challenges through the four critical components:

• MAking the curriculum relevant to produce competent and job-ready, active, and responsible citizens;
• TAking steps to accelerate delivery of basic education facilities and services;
• TAking good care of learners by promoting learner well-being, inclusive education, and a positive learning environment; and
• Giving support to teachers to teach better.

It comes at a time when rapid changes and disruptions are happening. According to Marope, Griffin, and Gallagher (2017), in the face of
such persistent and rapid changes, education, through its curricula, should serve as lifelong learning systems, demonstrating constant self-
renewal and innovation.

The succeeding sections are organized as follows:

▪ The Shape of the Grades 3 to 10 Science Curriculum

▪ Development of the Curriculum
o Curriculum Goals, Theoretical and Philosophical Bases, Curriculum Framework, Key Stage Standards, Grade Level Standards
▪ Elements Contributing to the Curriculum

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 o Big Ideas, Cross-cutting Concepts, Developmental Sequence of Concepts, Development of 21 st Century Skills, Social Issues and
Government Priorities, STEM, Pedagogies, Assessment, and Resources, Curriculum Organization.

The Shape of the Grades 3 to 10 Science Curriculum

The Science curriculum has been developed with the view that science is essential for Filipino learners in an increasingly scientific,
technological, and challenging world.

Science offers systematic processes and practices to investigate the natural and man-made world and to innovate and to collaborate with
other people to explore frontiers and challenges, and to look for solutions to real-world problems. It offers a well-established and reliable body of
knowledge that is increasingly accessible to all and at a range of conceptual levels. Science offers unique ways of thinking and acting in everyday
social settings, as well as in more technical and professional settings. It offers ways to exhibit values and attitudes to contribute to an improved
world.

The Science curriculum supports Filipino learners to engage with science-related issues, and with the ideas of science, as a reflective
citizen. It supports them to explain phenomena scientifically, evaluate and design scientific inquiry, and interpret data and evidence. It encourages
and supports them to apply scientific, environmental, technological, and engineering knowledge, practices, and principles in the context of real-
life situations.

II. Development of the Curriculum

A. Curriculum Goals

The overall goal of the Grades 3 to 10 Science curriculum is the achievement of scientific, environmental, and technology and engineering
literacy of all learners.

On achieving the outcomes of the curriculum, learners will be ready to actively participate in local, national, and global contexts and make
meaningful contributions to a dynamic, culturally diverse, and expanding world. By successfully completing the Science curriculum, Filipino
learners will demonstrate capabilities as put forth in the Basic Education Development Plan (BEDP) 2030.

B. Theoretical and Philosophical Bases

The Science curriculum presents a modern outlook incorporating learning approaches drawn from an increasingly expanding body of
worldwide education research and education experience that recommend that science curricula and the teaching and learning of science for the
elementary and secondary years focus on engaging learners in scientific inquiry and the nature and practice of science.

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 The Enhanced Basic Education Act of 2013 (RA 10533), Section 5.e requires that the curriculum support and reflect universally recognized
theories of learning, particularly Constructivism. Other theories contributing to the development of the Science curriculum include Social cognition
theory, Brain-based theories of learning, and Vygotsky’s Zone of Proximal Development (ZPD).

The Constructivist theory of learning suggests that learners learn by expanding their knowledge based on their prior knowledge. One
of the primary goals of using constructivist teaching is for learners to learn how to learn when they are trained to take the initiative for their own
learning experiences. Therefore, learners learn best when they can construct a personal understanding based on experiencing things and
reflecting on those experiences. Constructivism emphasizes the active role of learners in building their own understanding. Rather than passively
receiving information, learners reflect on their experiences, create mental representations, and incorporate new knowledge into their schemas,
thus promoting deeper learning and understanding.

The Social Constructivist Theory advocated by Vygotsky posits three important ideas on the processes of learning and development of
an individual. First, these processes involve co-construction with others. Social interaction plays a key role in shaping what learners know
(cognition). Second, language mediates the learning process as they communicate with others, which includes not only verbal but also non-verbal
communication. Knowledge and concepts are conveyed in the language and modes of communication we use. And third, learning and development
take place within cultural and historical contexts. This means that learners' participation in the classroom and in school is also influenced by
other institutions in which they participate, such as their home and community. There is a need to accommodate learners’ diverse backgrounds,
acknowledging their development as whole persons and tapping into their everyday practices, emotions, and identities .

Vygotsky’s Zone of Proximal Development (ZPD) refers to the difference between what a learner can do without help and what he or she
can achieve with guidance and encouragement from a skilled partner. The term ‘proximal’ suggests that area where the learner is ‘close’ to
grasping the knowledge or skills to be learned. It recommends that learning occurs best in the ZPD – the zone where instruction is the most
beneficial – where the task is only just beyond the individual’s capabilities. An important process: therefore, is for the teacher to identify what
the learner already knows and can do so the teacher can provide the ‘close to’ environment. Successful scaffolding thus requires appropriate
selections, thoughtful organization, and sensitive presentation of suitable tasks.

The Science curriculum acknowledges the learners’ direct interaction to their environment through assimilation and reinforcement as a
crucial factor in learning and knowledge acquisition. The Social cognition learning model suggests that “most human behavior is learned
observationally through modeling,” thus, learners can learn from observing others either as a live model, a symbolic model, or a verbal
instructional model. This pedagogical theory explains as well how attention, retention of ideas, reproduction of skills, and motivation, are
influenced by how learners observe others and their experiences as they interact in their social and media environment.

The Brain-based learning theory is a relatively new educational theory that puts premium on the recent research about cognitive and
neurosciences on how the brain learns and how learners learn differently as they age, grow, and mature cognitively, emotionally, and socially. It
strongly suggests that learning can be improved and accelerated if teachers structure educational experiences in the classroom to reflect
conditions that facilitate learning and improve brain functions and health and deliver lessons based on the science of learning.
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 The Cognitive load theory is a theory of how human brains process, learn and store information. The theory suggests that working
memory has a limited capacity and that overloading it reduces the effectiveness of teaching. Furthermore, Dylan William has described cognitive
load theory as “the single most important thing for teachers to know” (William 2017). A large body of research evidence indicates that instruction
is most effective when designed according to the limitations of working memory.

C. Curriculum Framework

Figure 1. Science Curriculum Framework

A central feature of the Science curriculum is the balanced integration of three interrelated content strands:
● Performing scientific inquiry skills;
● Understanding and applying scientific knowledge; and
● Developing and demonstrating scientific attitudes and values.

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 This content is structured into a developmental sequence of science content, which progressively increases in conceptual demand. The
design supports learners to engage with and learn in science appropriate to the expected prior experiences and learning.

To support the achievement of the developmental sequence, the Science curriculum has cross-disciplinary opportunities for learning built
into learning competencies to reinforce the knowledge and understanding, skills and processes, and values and attitudes content included in the
domains for a grade level or stage.
The learning of this content is principally facilitated using the inquiry approach, supported through approaches that challenge learners
according to their prior learning and needs.

Participation in scientific inquiry enables students to develop ideas about science and how ideas are developed through scientific activity. The
key characteristic of such activity is an attempt to answer a question to which students do not know the answer or to explain something they do
not understand. The answer to some questions can be found by first-hand investigation, but for others information is needed from secondary
sources. Therefore, capabilities involved in conducting scientific inquiry have a key role in the development of big ideas.

From Harlen, W. (Ed.) Working with big ideas of science education; (2015)

Other approaches that enhance inquiry learning and have also contributed to the curriculum design include:
● applications-led learning,
● the science-technology-society approach,
● problem-based learning, and
● multi-disciplinary learning.

The Science curriculum adopts in a developmental way the Big Ideas (Harlen, et al. 2015) and Crosscutting Concepts of Science (A
Framework for the K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, 2012), as well as integrates government priorities
identified as appropriate to the science learning area.

The Science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in
the social, economic, personal, and ethical aspects of life. The science curriculum promotes strong links between science and technology,
including indigenous know-how in the use of natural materials, thus contributing to the preservation of the country’s cultural heritage.

The three areas of knowledge and understanding, skills and processes, and values and attitude are intertwined within the learning
competencies in the Science curriculum as these are best learned in context. This reduces the load on the teacher to find matching skills,
processes, and values and attitudes for the concepts to produce authentic activities.

Organizing the curriculum around situations and problems that challenge and activate learners’ curiosity motivates them to engage and
appreciate science as relevant and useful.

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 The intention of the curriculum is not to rely solely on textbooks, but to engage learners in science, as well as technological and engineering-
related practices and processes and to incorporate varied hands-on and minds-on activities to develop learners’ interest and encourage them to
be active learners. Where learning competencies suggest engagement with and demonstrations of knowledge and understanding, this curriculum
sets the expectation that learners will actively engage in locating and interpreting the relevant scientific facts, concepts, laws, and theories, and
reinterpret or represent them as a deliberate learning strategy. This approach is strongly supported in brain-based learning, which suggests that
teachers can promote higher learning through guidance with questions rather than by requiring learners to rote learn.

The Science curriculum is designed to be learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations
and providing opportunities for collaboration, innovation, creative scientific exploration, and engineering design. The curriculum explicitly
presents many learning competencies that require active learner participation and leadership. Thus, teachers should also deliberately look for
opportunities to apply inquiry learning when addressing any learning competency, as this models the nature and practice of science in authentic
scientific research and enterprise.

Assessment is an integral part of teaching and learning. The curriculum is designed to progressively introduce science concepts and skills
and build towards learning of more conceptually complex content. For that reason, it is crucial that the prior experiences, knowledge, and
understanding of learners are considered and assessed in formative ways to ensure that an accessible but challenging level of teaching and
learning is offered to learners, maximizing the effectiveness of instruction (Vygotsky, 1978). Further information about assessment is described
in the last part of this paper.

The Science curriculum provides learners with a repertoire of competencies for lifelong learning, for the world of work, and playing part in
a well-informed society. It envisions learners with scientific, environmental, and technology and engineering literacy. Learners will be productive
members of society because they are critical and creative problem solvers, responsible stewards of nature, innovative/inventive thinkers, informed
decision makers, and collaborative and effective communicators.

The curriculum provides Content standards for each Domain and Grade to support teachers to identify the level of science knowledge,
skills, and values to be taught and learned. It also clearly articulates Performance standards to support the teacher to assess the levels of
knowledge, skills, and values that learners demonstrate in relation to the Content and Learning Competencies addressed during and at the end
of each quarter of teaching and learning.

The Science curriculum is structured using the following organizers:

● Content – signaling the key areas of focus for a Quarter;
● Content Standards – indicating the conceptual level expected for the Quarter;
● Learning Competencies – identifying the specific aspects of content for learners to achieve;
● Performance Standards – providing a level for teachers to use to judge learner achievement at the end of each quarter; and
● Performance Tasks – samples of tasks where the learner applies their knowledge, understanding, skills and processes, values and
attitudes, through which teachers can judge the levels of achievement of the performance standard for each quarter in the domain.
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IV. Elements Contributing to the Science Curriculum

A. Big Ideas

The concepts and skills of Science are not taught in isolation, but rather in the context of big ideas in Science with increasing levels of
complexity from one grade level to another in developmental progression, thus paving the way to a deeper understanding of core concepts. The
integration across science domains leads to a meaningful understanding of interrelated concepts and their applications in real-life situations.

One of the reported findings from the curriculum review is that the curriculum is congested – that there is an unequal distribution of
learning competencies across different cognitive demands and grade levels. Specifically, there are many learning competencies on the cognitive
demands communicating understanding of science concepts and analyzing information and advance scientific arguments. To address this issue,
the learning standards are redesigned with a focus on the Big Ideas, and the content standards are progressively appropriate for each grade level.
Additionally, the learning competencies ensure a comparable distribution of cognitive demands across different cognitive domains and grade
levels, for the learners to learn to perform basic procedures before undertaking the more cognitively demanding competencies.

A Big Idea is a statement of an idea that is central to learning – one that links numerous understandings into a coherent whole. It also
represents a progression towards understanding key concepts in different learning areas (Charles, 2005). Grounding the learner’s content
knowledge on a relatively few Big Ideas establishes a robust understanding of the learning area. The connection of Big Ideas to many other ideas
allows the learner to see it as a set of interrelated concepts, skills, and facts thus, promoting memory and enhancing transfer.

B. Crosscutting Science Concepts

Crosscutting concepts are described as “dimensions that unify the study of science and engineering through their common application
across fields.” (A Framework for K-12 Science Education Practices, Crosscutting Concepts, and Core Ideas, National Academy of Sciences, 2012)

Research suggests that learners, over multiple years of school, actively engage in science and engineering practices and apply crosscutting
concepts to deepen their understanding of each field’s disciplinary core ideas.

The Science curriculum recognizes the importance of utilizing internationally accepted crosscutting ideas that recur across the different
science domains and across grade levels. These crosscutting concepts include the following:

● Structure and function,

● Stability and change,
● Systems and system models,
● Energy and matter: flows, cycles, and conservation,
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 ● Scale, proportion and measurement,
● Patterns,
● Cause and effect, and
● The nature and practices of Science.
Crosscutting concepts connect the small ideas in the different science domains as the learning areas are introduced in every quarter.

C. The Developmental Sequence of Concepts

The Science curriculum has been structured to progressively develop conceptual understanding of science ideas and practices by carefully
paying attention to the introduction of new ideas. It is cognizant of the following important factors that influence students’ readiness to learn
science ideas and practices:

1. The experiences and expected prior learning of students;

2. The stages of development of students as described in educational research (that learners progress through modes of thinking from
birth to adulthood: from sensorimotor to iconic to concrete symbolic, to formal and finally to post-formal.);
3. The cognitive demand of new science ideas for learners;
4. The language demands associated with new ideas in science; and
5. The need to reinforce new ideas within and across science domains in a consistent manner.
The Science curriculum for Grades 3 to 10 particularly responds to the first three modes of thinking to inform the sequencing of science
content. The Sensori-motor mode identifies the developmental stage when a person reacts to the physical environment. For the very young child,
it is the mode in which motor skills are acquired. In adult life, this mode is utilized as skills associated with sports and other physical activities
that develop and evolve. The Iconic mode identifies when a person can internalize actions in the form of images. It is in this mode that the young
child develops words and images that represent objects and events. For the adult, this mode of functioning assists in the appreciation of art and
music and leads to a form of knowledge referred to as intuitive. The Concrete symbolic mode identifies when a person thinks using a symbol
system such as written language and number systems. Thinking in this mode is reliant on a ‘real-world’ referent. This is the most common mode
addressed in learning in the upper primary and secondary school (Biggs & Collis, 1982).

The design of the Science curriculum promotes interactive, concrete and hands-on instructional approaches in the early grades, especially
in the introduction of more difficult concepts. The delivery of a lesson will call for activating prior knowledge in which new learning is built over
prior learning. The presentation of content follows a progression from Grade 3 to Grade 10 towards scientific, environmental, and technology and
engineering literacy of all learners.

a. Vertical Articulation

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 The various concepts, processes, and skills in the four domains of the Science curriculum are arranged in an increasing level of complexity
from Grade 3 to Grade 10. It reinforces new ideas through the use of the development of key ideas towards the big ideas as described by Harlen,
et al., (2015), and this learning is reinforced by integrating the crosscutting concepts of science developmentally through the various domains.

The progression of concepts across grade levels provides opportunity for the development of understanding of key science conc epts. This
is fundamental to the process whereby learners construct their understanding and skills. Since science is taught as a separate learning area
from Grade 3, the learning standards leading to the acquisition of good health habits and development of curiosity about self and the environment
using basic process skills in Grades 1 and 2 are articulated in other learning areas.

b. Horizontal Articulation

The learning of science is interconnected with other learning areas especially languages and mathematics. The foundational skills,
especially literacy and numeracy, introduced in the other learning areas are paramount to the understanding and acquisition of concepts and
skills in science. These basic skills, together with the other essential skills, such as communication, collaboration, and critical thinking, ensure
not only the learning of science content but also address and establish connections and applications in other learning areas. Linking science
with literacy and numeracy is vital to fill in the gaps where the learners' knowledge and skills may be inadequate.

The curriculum also makes use of the interconnection between science and the other learning areas such as Edukasyong Pantahanan at
Pangkabuhayan/Technology Livelihood Education (EPP/TLE), Araling Panlipunan (AP), the language subjects, and Mathematics, among others.
Analysis of factors affecting the Program for International Student Assessment (PISA) performance of Filipino learners has shown that the
development of problem solving, critical thinking, and information literacy in subject areas such as Araling Panlipunan, English, and Filipino is
related to the development of the same set of 21 st century skills in Science.

D. Development of the 21st Century Skills

One of the daunting challenges of 21st century education is to respond to the needs and demands of this fast-paced dynamic world.
Accelerated digitalization and artificial intelligence, shifting job market demands, information explosion, pressures of global competitiveness, and
transforming scientific innovations and technological advancements redefine the knowledge, skill and competency sets that the next generation
of learners must be equipped with to be adequately prepared.

The Department of Education (DepEd) recognizes and responds to these needs and demands through appropriate changes in the
educational system. DepEd also continues to respond to the challenges through the refinement of the K to 12 curricula to produce holistically
developed Filipino learners with essential 21st century knowledge and skills needed to participate in and provide significant contributions to the
society and to nation-building.

21st Century Skills are the knowledge, skills, attitudes, and competencies that learners need to develop so that they can prepare for and
succeed in work and life in the 21st century (DepEd Order No. 21, s. 2019). It also refers to the knowledge, skills and attitudes necessary to be
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competitive in the 21st century workforce, participate appropriately in an increasingly diverse society, use new technologies and cope with rapidly
changing workplaces (Binkley et al. 2012; Scoular and Care, 2018). These skills are transversal in nature and work in conjunction with
foundational literacy and numeracy skills and discipline-specific competencies (e.g., scientific literacy).

Every K to 12 graduate is expected to be equipped with 21 st Century Skills which include the following:

(a) Information, Media and Technology skills – the ability to gather, manage, evaluate, use, and synthesize information through media and
technology. These skills allow learners to navigate a fluid and dynamic environment of knowledge creation and acquisition. Among the skills and
competencies that the science curriculum emphasizes include Visual, Information, Technology, and Digital literacies.

(b) Learning and Innovation skills – the ability to think critically, analyze and solve problems, create and implement innovations, and
generate functional knowledge. The science curriculum highlights Creativity, Openness, Critical thinking, Problem-solving, and Reflective thinking.

(c) Life and Career skills – prepares learners to make informed life and career decisions to enable them to become citizens that engage in
a dynamic global community and to successfully adapt to meet the challenges and opportunities to lead in the global workforce. The science
curriculum helps develop Informed decision-making, Self-discipline, Future orientation, and Resilience and adversity management.

(d) Communication skills – the ability to express oneself clearly and collaborate with others. The science curriculum puts premium on
communication skills including all forms and context including but not limited to verbal and non-verbal, active listening, as well as the abilities
to express feelings and provide feedback. The science curriculum focuses on the development of the sub-skills: Teamwork, Collaboration,
Intrapersonal skills, Interactive communication, and Communicating in a diverse environment.

E. Social Issues and Government Priorities

The Science curriculum contributes to the achievement of government priorities to address current social issues by integrating developing
learners’ awareness in relation to those aspects of the content that are most applicable and provide authentic significance for learners. The
common goal is achieved by bringing relevant issues and applications to curriculum learning contexts in science to support learners to develop
their understanding, skills, and values and attitudes towards becoming responsible and productive citizens.

Science, as a discipline, puts premium on the investigation of natural phenomena and as such addresses and contributes to the goals of
the many government priorities, which include the following:

● Reduction and management of risks and disaster;

● Fighting against climate change;
● Environmental protection and conservation;
● Sustainable development of resources and energy, including the Green economy, Renewable energy, Sustainable mining; and
● Comprehensive Sexuality Education (CSE).
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 F. STEM

Science, Technology, Engineering and Mathematics (STEM) is a government priority and is significant in the development of problem
solvers, innovative thinkers, and entrepreneurs who can contribute to inclusive economic development. As depicted in the STEM Framework,
this development is achieved through three learning areas in the K to 12 curriculum – Science, Mathematics, and Technology and Livelihood
Education (TLE), which may collectively employ the Engineering Design Process (EDP) to attain curriculum goals. Though distinct and taught
separately, these three learning areas are interrelated, and each contributes knowledge and skills for the solution to real-world problems. Figure
2 shows a diagrammatic representation of the STEM Framework .

Figure 2. STEM Framework

Utilizing the EDP in the instruction allows learners to design solutions based on understanding the needs and contexts, build and test
solutions, repeat steps as many times as needed to make improvements, learn from unsuccessful attempts, and discover different or novel design
possibilities to arrive at optimal solutions. In the curriculum, EDP is exhibited through problem solving and investigative approaches where
learners apply their mathematical, scientific, and technological understanding to formulate, conjecture, reason, create, and evaluate.

G. Pedagogies, Assessment, and Resources

The Science Curriculum Framework identifies the pedagogies that the curriculum embraces to improve learning in science for Filipino
learners. These pedagogical approaches can be included appropriately by teachers in the delivery of science lessons to adapt to the learners’
context and learning environment. These approaches are described below to guide teachers in using each pedagogical approach.

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 Inquiry-based learning approach puts a premium on questioning, investigating, proving, probing, explaining, predicting, and establishing
connections of evidence (Calburn, 2020). Instead of a transmissive mode of teaching, this approach involves inquiry and sustained active
engagement of learners. The approach is characterized in the classroom by questions and discussions. Inquiry allows learners to formulate
questions and find solutions through learning real-life-based investigations and research projects. Concepts and specific scientific terms need to
be explained in simple language. Applications and situations need to be explained in relevant contexts and are best explored through science
activities. In this approach learners also engage in developing process skills, analyzing and evaluating evidence, experiencing and discussing,
and talking to their peers about their own understanding (Suchman, 1964). Learners collaborate with others to make discoveries, solve problems,
and plan investigations.

An applications-led approach suggests that it is useful to consider the application of the concept rather than of an approach based on
the traditional logic of the discipline. Applications-led approach means that the science to be taught is determined by applications from life and
NOT by the logic of the discipline of science. Although this curriculum does not suggest an applications-led approach for the entire curriculum,
the inclusion in each quarter in each of the domains of learning of suggested Performance Tasks is intended to reflect the importance given to
the expectation that the learners demonstrate how their learning can be applied to their everyday lives.

The Science Technology Society approach (STS) focuses on the societal role of science and technology in the contemporary and modern
world. It provides a dynamic and interdisciplinary relationship of history, philosophy and sociology including cultural perspectives to answer and
respond to current science concerns, issues and problems (Pritchard & Woollard, 2010). By using this approach, the learners expand their
understanding of science across disciplines and holistically view problems by examining the consequences of science and technology.

Problem-based Learning approach (PBL) is the acquisition of knowledge and skills using critical thinking and creativity to solve real-life
problems. In this approach, real-world problems motivate learners to seek out deeper understanding of concepts, design reasoned decisions and
defend them, and collaborate among themselves (Duch et al., 2001). Through this approach, development of critical thinking, problem-solving
abilities, and collaboration and communication skills, are essentially given a focus. An effective and versatile approach for PBL is design thinking
or engineering design process, which can be used to generate solutions based on the needs of intended users.

A multidisciplinary (cross-disciplinary) design is built into the Science curriculum. A multidisciplinary approach is defined by UNESCO
as “curriculum integration which focuses primarily on the different disciplines and the diverse perspectives they bring to illustrate a topic, theme or
issue. A multidisciplinary curriculum is one in which the same topic is studied from the viewpoint of more than one discipline.” The Science
curriculum lends itself to greater integration of disciplines as may be adopted in some schools. Similarly, UNESCO defines a transdisciplinary
approach as “an approach to curriculum integration which dissolves the boundaries between the conventional disciplines and organizes teaching
and learning around the construction of meaning in the context of real-world problems or themes.” An interdisciplinary approach is defined as
“An approach to curriculum integration that generates an understanding of themes and ideas that cut across disciplines and of the connections
between different disciplines and their relationship to the real world. It normally emphasizes process and meaning rather than product and content
by combining contents, theories, methodologies, and perspectives from two or more disciplines.”

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 Assessment for the Science Curriculum

1. Classroom Assessment is an ongoing process of identifying, gathering, organizing, and interpreting quantitative and qualitative information
about what learners know and can do (DepEd Order 31, s. 2020).

The alignment of assessment to curriculum and pedagogy ensures that assessments are fair, valid and reliable in judging, providing
feedback, and adjusting for the cognitive progress of the learners. Appropriate assessment shall be employed to holistically measure the learners’
current and developing abilities while developing personal accountability in the process (DepEd Order 8, s. 2015).

Assessment for the Science curriculum should be organized to:

● identify prior learning and to set goals for learning;
● support learners explicitly to take an active role in assessing and evaluating their learning; and
● judge the level of achievement of the learners against the content, performance and grade standards of the intended learning.
As instruction for the Science curriculum is expected to be inquiry-based, it is critical that before addressing the learning competencies
for that quarter the teacher identifies what the learners already know and can do. This may or may not be through formal assessment tasks but
should provide the information needed to properly plan learning activities for individual learners and the class overall. These types of assessment
may be used any time during inquiry-based science instruction to check on understanding of scientific concepts, verify the development of
scientific inquiry, and reiterate the Science process skills. Assessment to check on learners' learning also provides a process to provide feedback
and adapt to the needs of the learner, thus allowing the teacher to adjust instruction to meet learners' ever-changing needs.

2. Performance Tasks and Standards

The Science curriculum requires learners to complete at least one substantial performance task for each quarter. These may be through
independent or collaborative work. The curriculum provides Performance Standards along with sample tasks to guide teachers on the
performance level expected. The levels of learner performance are judged using criteria suitable for the task.

The Performance standards, which are closely aligned with the Content Standards, provide a mechanism for teachers to make judgements
on how well learners are applying science knowledge and understanding, skills and processes, and values and attitudes described in the
curriculum content.

Performance Tasks and Standards assist the teachers and learners to answer the questions:
1. “What do learners do with what they know?”
2. “How well do learners demonstrate their learning?”
3. “How well do learners apply their learning in different situations, including in real-life contexts?”

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 4. “What tools and measures and values do learners use or draw on to demonstrate what they know?”

Resources and Technologies

The implementation of the Science curriculum can be delivered across available learning delivery resources. The teaching and learning
process is not limited to face-to-face. The curriculum allows the adoption of a distance or blended learning approach. Teachers may need to
change their usual practice of instruction – they would have to be familiar with the pedagogical and technological demands of these new learning
approaches.

There are several innovative teaching methods and technological tools that should be introduced appropriately in basic science education.
These emerging methodologies, strategies and tools should be appropriately chosen, and integrated into the science lessons to fit learners’
cognitive abilities and classroom contexts. Among these innovative teaching methods and tools which can be applied to science are design
thinking and engineering design processes, robotics technology, mobile learning applications, learning analytics, games and gamification, and
virtual and remote laboratories. Teaching methods and strategies should cater to the needs, skills and contexts of diverse learners. The
Department of Education will continually assess and evaluate the applicability of these emerging approaches.

H. Curriculum Organization

The Science curriculum is organized into discipline-oriented domains.

The domains for Grades 3-6 are: The domains for Grades 7-10 are:
● Materials ● Science of Materials
● Force, Motion, and Energy ● Force, Motion, and Energy
● Living things; and ● Life Science; and
● Earth and space. ● Earth and Space Science.

The learning competencies in the Science curriculum are written as statements of what learners know and can do. They signal learning
activities that require active learner participation using an inquiry approach to deliver deep learning.

Teachers are encouraged to develop learning activities and opportunities that progressively build conceptual understanding, skills, values
and attitudes within domain quarters by considering the learning competencies holistically, rather than as a list of things/content to cover.

Over a grade, teachers are encouraged to develop learning activities and opportunities that connect with and draw on content from other
domain quarters.

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 The science curriculum provides cross-domain alignment of significant science knowledge, skills, processes and attitude-related contexts
and competencies to allow learners to apply and reinforce learning in varying contexts throughout each year and key stage.

LEARNING AREA STANDARDS

Science Curriculum Overview

The Science curriculum provides learners with a repertoire of competencies important for lifelong learning and in the world of work in a
skill-based society. It envisions the development of scientifically, environmentally, and technology literate learners who are productive
members of society and who are critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers,
and collaborative and effective communicators.

A central feature of the Science curriculum is the balanced integration of three interrelated content strands:
· Performing scientific inquiry skills,
· Understanding and applying scientific knowledge, and
· Developing and demonstrating scientific attitudes and values.
It is designed and organized through the integration of the three interrelated content strands. The acquisition of these content strands is
facilitated by drawing from the key pedagogical approaches: inquiry-based learning, applications-led approach, the science-technology-
society approach, problem-based learning, and multi-disciplinary learning. The approaches are based on sound and valued educational
research and concepts including Constructivism, the Social Cognition Learning Model, Brain-based Learning and Vygotsky’s Zone of proximal
development.

The Science curriculum explicitly adapts in a developmental way Big Ideas (Harlen, et al., 2015) and Cross Cutting Concepts of Science
(A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, 2012), and integrates governmental thrusts of the
Philippines identified as appropriate to the science learning area. The science curriculum recognizes the place of science and technology in
everyday human affairs. It integrates science and technology in the social, economic, personal, and ethical aspects of life. The science curriculum
promotes a strong link between science and technology, including indigenous technology, thus preserving our country’s cultural heritage.

Science concepts and science processes are intertwined through the learning competencies in the Science G3 to G10 curriculum. A learner-
centered and inquiry-based approach facilitates the acquisition of science concepts. Organizing the curriculum around situations and problems
that challenge and stir up learners’ curiosity motivates them to learn and appreciate science as relevant and useful. Rather than relying solely
on textbooks, a variety of hands-on, minds-on, and hearts-on activities are advocated to develop learners’ interest and lead them to becoming
active learners to acquire deep knowledge for applying 21 st Century Skills.

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 The Science curriculum emphasizes the use of evidence in constructing explanations and providing opportunities for collaboration,
innovation, creative scientific exploration, and engineering design.

Concepts and skills in the learning domains are not taught in isolation, but rather in the context of important ideas in Science with
increasing levels of complexity from one grade level to another in developmental progression, thus paving the way to a dee per understanding of
core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of interrelated concepts and
their applications in real-life situations.

Assessment is an integral part of teaching and learning. The curriculum is designed to progressively introduce science concepts and skills
and build towards learning of more conceptually complex content. For that reason, it is crucial that the prior experiences, knowledge and
understanding of learners are considered and assessed in formative ways. Doing so ensures that an accessible and engaging level of teaching
and learning is offered to learners, hence maximizing the effectiveness of instruction (Vygotsky, 1978). Regular monitoring will ensure
effectiveness of the implementation of the Science curriculum and its responsiveness to the needs of the learner and the demands of the highly
globalized community.

I. Key Stage Standards

Key Stage 1 Standard

At the end of Grade 3, the learners acquire healthy habits and curiosity about self and their environment using basic process skills of
observing, communicating, comparing, classifying, measuring, inferring, and predicting. This curiosity will help learners value science as an
important tool in helping them continue to explore their natural and physical environment. This also includes developing scientific knowledge or
concepts.

The specific objectives of Key Stage 1 are to ensure that the learners:
a. understand the properties of objects around them;
b. describe the basic needs of living things;
c. demonstrate and practice basic science process skills to investigate scientifically; and
d. exhibit curiosity and appreciation of the natural world.
Key Stage 2 Standard
At the end of Grade 6, the learners have the essential skills of scientific inquiry – designing simple investigations, using appropriate
procedures and tools to gather evidence, observing patterns, determining relationships, drawing conclusions based on evidence, and
communicating ideas in varied ways to make meaning of the observations and/or changes that occur in the environment. The content and skills
learned will be applied to maintain good health, ensure the protection and improvement of the environment, and practice safety measures in
daily activities.
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 The specific objectives of Key Stage 2 are to ensure that the learners:
a. acquire knowledge and skills necessary to explain natural phenomena;
b. understand and recall science concepts and connect them with new information;
c. conduct investigations safely using appropriate equipment; and
d. communicate scientific observations and ideas accurately.
Key Stage 3 Standard

At the end of Grade 10, the learners demonstrate scientific, environmental, and technological and engineering literacies that would lead
to rational choices on issues confronting them. Having been exposed to scientific investigations related to real life, they recognize that the central
feature of an investigation is that if one variable is changed, the effect of the change on another variable can be measured. The contexts of
investigations can be problems at the local or national levels, and can encourage learners to communicate their findings to other people. The
learners demonstrate understanding of science concepts and apply science inquiry skills in addressing real-world problems through scientific
investigations.

The specific objectives of Key Stage 3 are to ensure that the learners:
a. apply science concepts in designing scientific investigations and/or possible solutions to real-world problems;
b. evaluate scientific evidence in drawing interpretations and conclusions;
c. exhibit critical and analytical thinking in making decisions in scientific contexts; and
d. demonstrate desirable attitudes and skills in conducting scientific investigations.

II. Grade Level Standards

Kindergarten – Grade 2

The grade level standards for Kindergarten, Grade 1, and Grade 2 form part of other curricula, including the English curriculum and the
Mathematics curriculum. The content, including learning competencies for these grades, is not included in the Science curriculum; however, the
content of other curricula has been used to develop the Science curriculum. The use of the Science curriculum should be built on and incorporate
the content of other curricula especially in use with Grade 3 learners, where understanding of expected prior learning is essential.

Grade 3

At the end of Grade 3, learners demonstrate simple science process skills of observing, predicting, and measuring to explore common local
materials, their physical properties, and how they have been used over hundreds of years. They locate and describe non-living things that produce
useful materials. They observe, describe, and measure living and non-living things in their local environment. They describe the basic needs of
living things and explain how their body parts allow them to carry out their daily activities. They recognize the need to protect the environment
to ensure that the basic needs of living things can be met.

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 Learners use everyday language to explore, describe, and make suggestions about the simple movements of objects. They learn through
guided activities to make safe and careful observations of natural objects in the sky and demonstrate scientific ways of recording observations to
reveal patterns in nature. Learners identify and explore sources of light and sound in their local environment and suggest how to use them safely
in their lives. They apply their curiosity in the world around them and their creativity to propose solutions to simple challenges. Learners
demonstrate safe handling procedures in using equipment and materials.

Grade 4

At the end of Grade 4, learners describe chemical properties of materials and that changes to them are sometimes harmful. They identify
that plants and animals have systems whose function is to keep them alive. They observe, describe, and create representations to show how
living things interact with their habitat, survive, and reproduce. They use diagrams to show the feeding relationship among different organisms.

Learners use simple equipment to identify types of soil that hold water and support plant growth. Learners use simple equipment and
processes to measure and record data about movement, and describe and predict how things around them move. They describe the concepts of
speed and force. They recognize that science processes are used to gain deeper understanding about the properties of magnets, light, sound, and
heat. Learners apply their developing observation skills and objectivity to identify where energy is evident in their local communities and how it
is used by people. They use instruments and secondary sources to measure and describe the characteristics of weather and use the information
to make predictions. Learners demonstrate appreciation for the dangers of extreme weather events and use safe practice to protect themselves.
Learners use personal observations and reliable secondary information sources to describe the sun and explain its importance to life on Earth.
They exhibit objectivity and open-mindedness in gathering information related to environmental issues and concerns in the community.

Grade 5

At the end of Grade 5, learners identify matter as having mass and taking up space and existing in three states based on the properties of
shape and volume. They identify that heat is involved in changes of state. They plan and carry out a simple scientific investigation following
appropriate steps and identifying appropriate equipment. Learners describe and create models of the body systems that represent how humans
grow, develop, and reproduce. They use tables to group living things as plants, animals, or microorganisms. They use skills of observing,
predicting, measuring, and recording to plan and carry out a simple activity to compare the life cycles of plants and animals. They plan and carry
out valid and reliable scientific investigations to explore frictional forces by identifying and controlling variables. They observe and describe basic
features of static electricity and electric current and explain and recognize applications of forces and electrical energy in the home and community.

Learners explain the role of the water cycle in changing landforms and earth materials. They explain the causes and impacts of extreme
weather and identify appropriate and safe ways to respond to such events. They recognize the scale of space and describe the features of the
solar system. They use models to communicate significant relationships and movements. They demonstrate curiosity and creativity in
communicating information about earth processes to other people. Learners use objectivity and measurement to carry out scientific investigations

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using fair tests and multiple trials to explore how forces influence the movement of familiar objects and predict how gravity affects objects on
Earth.

Grade 6

At the end of Grade 6, learners describe the benefits of various separation techniques and demonstrate skills through the use of equipment.
They use diagrams and flowcharts to describe changes of state. They use the words reversible and irreversible to describe changes to materials.
They identify mixtures such as solutions and give examples such as mixture. They recognize and apply their understanding of the features of a
fair test. Learners describe the different ways that plants reproduce and plan a simple scientific investigation to determine which method works
best in a given habitat. They describe that vertebrates are animals with a backbone and that invertebrates do not have a backbone. They design
and produce an example of a food web that identifies the role of consumers, producers, scavengers, and decomposers. They identify the technical
terms biotic and abiotic as referring to living and non-living things.

Learners carry out investigations to observe patterns and systems scientifically. They support their observations and conclusions to explain
occurrences and concepts using technical scientific language. They use critical thinking skills and creativity to make models and other devices
to communicate their understanding to other people.

Learners describe that volcanoes can have unexpected and severe impacts on communities and that the uncertainty and impacts of
unpredicted eruptions can be offset by understanding and following alerts from authorities. Learners explain that the weather patterns that
produce seasons are largely predictable, and use models to explain natural processes and timing, such as the changes of season. Learners
identify that scientific models are valuable in explaining other observations of patterns in nature, such as the apparent movement of celestial
objects across the sky. They exhibit respect for cultures and interpretations of natural phenomena by indigenous people over generations and
respect explanations of phenomena using scientific inquiry and objectivity.

Grade 7

At the end of Grade 7, learners use models to describe the Particle theory of matter. They use diagrams and illustrations to explain the
motion and arrangement of particles during changes of state. They explain the role of solute and solvent in solutions and the factors that affect
solubility. They demonstrate skills to plan and conduct a scientific investigation making accurate measurements and using standard units.
Learners describe the parts and function of a compound microscope and use this to identify cell structure. They describe the cell as the basic
unit of life and that some organisms are unicellular and some multicellular. They explain that there are two types of cell di vision, and that
reproduction can occur through sexual or asexual processes. They use diagrams to make connections between organisms and their environment
at various levels of organization. They explain the process of energy transfer through trophic levels in food chains.

Learners use systems to analyze and explain natural phenomena and explain the dynamics of faults and earthquakes. They identify and
assess the earthquake risks for their local communities using authentic and reliable secondary data. They use national and local disaster
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awareness and risk reduction management plans to identify and explain to others what to do in the event of an earthquake and/or tsunami.
Learners explain the cause and effects of secondary impacts that some coastal communities may experience should a tsunami be produced by
either a local or distant earthquake. Learners identify and explain how Solar energy influences the atmosphere and weather systems of the Earth
and that these are the dominant processes that influence the climate of the country.

Learners employ scientific techniques, concepts, and models to investigate forces and motion, and describe their findings usi ng scientific
language, force diagrams, and distance-time graphs. They use their curiosity, knowledge and understanding, and skills to propose solutions to
problems related to motion and energy. They use scientific investigations to describe the properties of heat energy. They apply their knowledge
and problem-solving skills in everyday situations and explore how modern technologies may be used to overcome current global energy concerns.

Grade 8

At the end of Grade 8, learners apply knowledge and understanding of acceleration to everyday situations involving motion. They represent
and interpret acceleration in distance-time, and velocity-time graphs to make predictions about the movement of objects. Learners link motion
to kinetic energy and potential energy and explain transformations between them using everyday examples. Learners relate understanding of
kinetic energy and potential energy to an appreciation of the hydroelectric resources of the country which generates electricity for use in homes,
communities, and industries. They use scientific investigations to explore the properties of light and apply their learning to solving problems in
everyday situations. Learners use models, flow charts, and diagrams to explain how body systems work together for the growth and survival of
an organism. They represent patterns of inheritance and predict simple ratios of offspring. They explain that the classification of living things
shows the diversity and the unity of living things. They describe the processes of respiration and photosynthesis, and plan and record a scientific
investigation to verify the raw materials needed. They use flow charts and diagrams to explain the cycles in nature.

Learners describe the large-scale features of the ‘blue planet’ Earth and relate those features to the geological characteristics of the upper
crustal layers of the Earth. They identify and describe the nature and impact of volcanic activity in building new crust and identify that these
crust forming processes account for patterns and changes in the distribution of volcanoes, earthquakes, and mountain chains that have occurred
over time. Learners identify the relationships between landforms and oceans to explain the formation and impacts of typhoons. Learners describe
the structure of the atom and how our understandings have changed over time. They draw models of the atom and use tables to identify the
properties of subatomic particles. They explain that elements and compounds are pure substances. They identify elements, their symbols, their
valence electrons, their positions in groups and periods on the periodic table. They design and/or create timelines or documentaries as interesting
learning tools.

Grade 9

At the end of Grade 9, learners describe that the transmission of traits is determined by DNA, genes, and chromosomes and explain that
high levels of diversity help to maintain stability of an ecosystem. They identify critically endangered plants and animals of the Philippines and
strategies to protect and conserve them. They describe features of typical Philippine ecosystems and conduct a survey to explore possibilities to
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minimize the impact of human activities. Learners carry out a valid and reliable scientific investigation, showing the formation of a new substance.
They demonstrate an understanding of the significance of valence and identify bonds as ionic, covalent, or metallic. They recognize the symbols
of common elements and the formula for common compounds. They describe the properties of ionic, covalent, and metallic substances. They
demonstrate critical and creative thinking in producing a learning tool about the role of bonds.

Learners exhibit skills in gathering information from secondary sources and identify the location and geological setting of the Philippines
to explain its unique landforms and dynamic geologic activity in a global context. They recognize the size and scale of the Earth and describe
evidence for a dynamic Earth. Learners demonstrate curiosity and open-mindedness to evaluate theories of the formation of the Solar System.
They describe modern scientific processes and technologies used by scientists to investigate the nature and evolution of the Solar System.
Learners demonstrate a practical understanding of Newton’s three laws of motion and explain everyday application of Newton’s laws. Learners
explain the features of electricity and electrical circuitry in homes. Learners gather information from secondary sources to describe the nature
and features of frequencies across the electromagnetic spectrum and identify practical applications and detrimental effects that electromagnetic
radiation can have on living things.

Grade 10

At the end of Grade 10, learners describe and explain the geologically dynamic nature of the Philippine archipelago in relation to its plate
tectonic setting, and use models to explain the earth structures, movements, and natural events that occur. They explain mechanisms that have
contributed to the current distributions of continents and make predictions about changes that can be expected in the future. Learners describe
rapid changes that are occurring in local and global climate patterns and propose solutions to address these changes. Learners describe
qualitatively the factors that affect the trajectory of projectiles. They distinguish different types of collisions and describe the impacts on the
motion of objects. They carry out investigations using models to identify relationships that affect the motion of objects and apply their
understanding to real-life situations. Learners gather information from secondary sources to identify, describe, and explain how science impacts
human activities and the environment.

Learners explain that there are different indicators for classifying substances as acids, bases, or salts. They describe the identifying factors
for a chemical reaction as well as the important types of chemical reactions. They explain how some important chemical reactions impact the
natural and built environments. They write balanced chemical equations using formula and apply the principles of conservation of mass. They
explain factors that affect the rate of a reaction and that some reactions are exothermic, and others are endothermic. They demonstrate the
knowledge and the skills needed to plan and conduct valid and reliable scientific investigations and record them appropriately. Learners describe
homeostasis as a process that allows an organism to maintain stability. They describe and discuss that natural selection is the driving mechanism
of evolutionary change. They explain the meaning of the term biotechnology and debate the societal, environmental, and ethical implications of
utilizing biotechnological products and methods. They discuss the factors that limit the ecosystem’s carrying capacity and the role of population
growth.

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 For the operational purposes of curriculum implementation in schools, the four domains in the Science curriculum have been assigned in
quarters as shown below, with Grades 3 to 6 in the elementary school and Grades 7 to 10 in the junior high school.

SEQUENCE OF DOMAIN PER QUARTER

Elementary Junior High School

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

First Materials Materials Materials Materials Science of Life Science Force, Motion, Earth and
Quarter Materials and Energy Space Science

Second Living Things Living Things Living Things Living Things Life Science Science of Earth and Force, Motion,
Quarter Materials Space Science and Energy

Third Force, Force, Motion, Force, Force, Force, Motion, Earth and Life Science Science of
Quarter Motion, and and Energy Motion, and Motion, and and Energy Space Science Materials
Energy Energy Energy

Fourth Earth and Earth and Earth and Earth and Earth and Force, Motion, Science of Life Science
Quarter Space Space Space Space Space Science and Energy Materials

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Grade 7 FIRST QUARTER- Science of Materials

Content Content Standards Learning Competency

Learners learn that: The learners…

1. Use of models 1. Scientists use models to 1. recognize that scientists use models to explain phenomena that cannot be easily
2. The Particle model explain phenomena. seen or detected;
and changes of 2. The particle model 2. describe the Particle Model of Matter as “All matter is made up of tiny particles
state explains the properties of with each pure substance having its own kind of particles.”;
3. Planning, following, solids, liquids, and gases 3. describe that particles are constantly in motion, have spaces between them,
and recording and the processes attract each other, and move faster as the temperature increases (or with the
scientific involved in changes of
addition of heat);
investigations state.
4. use diagrams and illustrations to describe the arrangement, spacing, and relative
4. Solutions, 3. Diagrams and flowcharts
solubility, and are very useful in motion of the particles in each of the three states (phases) of matter;
concentration demonstrating and 5. explain the changes of state in terms of particle arrangement and energy
explaining the motion and changes:
arrangement of particles a. solid → liquid → vapor, and
during changes of state. b. vapor → liquid → solid;
4. There are specific 6. follow appropriate steps of a scientific investigation which includes:
processes for planning, a. Aim or problem,
conducting, and recording b. Materials and equipment,
scientific investigations. c. Method or procedures,
5. The properties of d. Results including data, and
solutions such as
e. Conclusion.
solubility and reaction to
7. make accurate measurements using standard units for physical quantities and
litmus determine their
use. organize the collected data when carrying out a scientific investigation;
8. identify the role of the solute and solvent in a solution;
9. express quantitatively the amount of solute present in a given volume of solvent;
10. demonstrate how different factors affect the solubility of a solute in a given
solvent, such as heat;
11. identify solutions, which can be found at home and in school and that react with
litmus indicator, as acids, bases, and salts; and
12. demonstrate proper use and handling of science equipment.

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Performance Standard

By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They use diagrams and
illustrations to explain the motion and arrangement of particles during changes of state. They demonstrate an understanding of the role of
solute and solvent in solutions and the factors that affect solubility. They demonstrate skills to plan and conduct a scientific investigation
making accurate measurements and using standard units.

Suggested Performance Task

Design and carry out an investigation to determine the amount of salt in a sample of seawater.

GRADE 7 SECOND QUARTER - Life Science

Content Content Standards Learning Competency

Learners learn that: The learners…

1. Science equipment: 1. Familiarity and proper 1. identify the parts and functions, and demonstrate proper handling and storing of
the compound use of a compound a compound microscope;
microscope microscope are essential 2. use proper techniques in observing and identifying the parts of a cell with a
2. Plant and animal to observe cells. microscope such as the cell membrane, nucleus, cytoplasm, mitochondria,
cells 2. The organelles of plant chloroplasts, and ribosomes;
3. Cellular and animal cells can be 3. recognize that some organisms consist of a single cell (unicellular) like in bacteria
reproduction identified using a and some consist of many cells (multicellular) like in a human;
4. Levels of biological compound microscope. 4. differentiate plant and animal cells based on their organelles;
organization 3. Cells are the basic unit of 5. recognize that cells reproduce through two types of cell division, mitosis and
5. Trophic levels and life and mitosis, and meiosis, and describe mitosis as cell division for growth and repair;
the transfer of meiosis are the basic 6. explain that genetic information is passed on to offspring from both parents by
energy forms of cell division. the process of meiosis and fertilization;
4. Fertilization occurs when 7. differentiate sexual from asexual reproduction in terms of: a) number of parents
a male reproductive cell involved, and b) similarities of offspring to parents;
fuses with a female 8. use a labelled diagram to describe the connections between the levels of
reproductive cell. biological organization to one another from cells to the biosphere;

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 5. Sexual reproduction is 9. describe the trophic levels of an organism as levels of energy in a food pyramid;
the basis of heredity. and
6. The level of biological 10. use examples of food pyramids to describe the transfer of energy between
organization provides a organisms from one trophic level to another.
simple way of connecting
the simplest part of the
living world to the most
complex.
7. Identifying trophic levels
helps understand the
transfer of energy from
one organism to another
as shown in a food
pyramid.

Performance Standard

By the end of the Quarter, learners demonstrate understanding of the parts and function of a compound microscope and use this to identify
cell structure. They recognize that the cell is the basic unit of life and that some organisms are unicellular and some are multicellular. They
explain that there are two types of cell division, and that reproduction can occur through sexual or asexual processes. They use diagrams to
make connections between organisms and their environment at various levels of organization. They explain the process of energy transfer
through trophic levels in food chains.

Suggested Performance Task

Create a visual representation, such as poster, model, or e-poster, explaining the trophic level in a chosen ecosystem.

GRADE 7 THIRD QUARTER - Force, Motion, and Energy

Content Content Standards Learning Competencies

The learners learn that: The learners…

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1. Balanced and 1. Scientists and engineers 1. identify that forces act between objects and can be measured.
unbalanced forces analyze forces to predict 2. identify and describe everyday situations that demonstrate:
2. Motion: their effects on a. balanced forces such as a box resting on an inclined plane, a man
displacement and movement. standing still, or an object moving with constant velocity;
velocity 2. Vectors differentiate the b. unbalanced forces, such as freely falling fruit or an accelerating car;
3. Distance-Time concepts of speed and 3. draw a free-body diagram to represent the relative magnitude and direction of the
graphs velocity. forces involving balanced and unbalanced forces;
4. Identifying and 3. Graphing motion provides 4. identify that when forces are not balanced, they can cause changes in the
controlling more accurate predictions object’s speed or direction of motion;
variables about speed and velocity. 5. explain the difference between distance and displacement in everyday situations
5. Heat transfer 4. The particle model in relation to a reference point;
explains natural systems 6. distinguish between speed and velocity using the concept of vectors;
and processes. 7. describe uniform velocity and represent it using distance-time graphs;
5. Scientists and engineers 8. explain the difference between heat and temperature;
conduct innovative 9. identify advantageous and disadvantageous examples of conduction, convection,
research to find solutions and radiation;
to the current global 10. explain in terms of the particle model the processes underlying convection and
energy crisis by seeking conduction of heat energy; and
renewable energy 11. gather information from secondary sources to identify and describe examples of
solutions. innovative devices that can be used to transform heat energy into electrical
energy.

Performance Standard

By the end of the Quarter, learners employ scientific techniques, concepts, and models to investigate forces and motion and represent their
understanding using scientific language, force diagrams, and distance-time graphs. They use their curiosity, knowledge and understanding,
and skills to propose solutions to problems related to motion and energy. They explore how modern technologies might be used to overcome
current global energy concerns.

Suggested Performance Task

Develop a 2-4 page brochure for parents or leaders in your community to inform them about modern technologies that can be used
sustainably to transform heat into electricity in the local community.

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GRADE 7 FOURTH QUARTER - Earth and Space Science

Content Content Standards Learning Competencies

The learners learn that: The learners…

1. System models 1. Rapid movements along 1. classify geological faults according to the angle of the fault plane and direction
2. Earthquakes normal, reverse or strike- of slip;
3. The Sun’s slip faults cause 2. use models or illustrations to explain how movements along faults generate
influence on Earth earthquakes. earthquakes and identify and explain which types of faults are most likely to
2. The damage or effects on occur in the Philippines and explain why;
communities depend on 3. describe how the effects of earthquakes on communities depend on their
magnitude;
the magnitude of and
4. use the PHIVOLCS FaultFinder or other reliable information source to identify
distance from an
where the nearest fault system is located from their community and assess the
earthquake.
risk of earthquakes to their local community;
3. Sunlight is the Earth’s
5. make models of fault scenarios to illustrate:
external source of energy. a. the epicenter of an earthquake from its focus,
4. Solar energy influences b. the intensity of an earthquake from its magnitude, and
the atmosphere and c. how underwater earthquakes may or may not generate tsunamis;
weather patterns. 6. refer to the local disaster readiness plans to demonstrate what to do during and
5. The revolution, rotation, after an earthquake;
and the tilt of the Earth 7. explain how earthquakes result in tsunamis that devastate shoreline
explain the patterns of communities;
day and night and the 8. describe procedures that the authorities have in place to alert communities of
seasons. pending tsunamis and what procedures can be implemented should a tsunami
impact a community;
9. explain how energy from the Sun interacts with the atmosphere;
10. make a physical model or use drawings to demonstrate how the tilt of the Earth
relative to its orbit around the Sun affects the intensity of sunlight absorbed by
different areas of Earth over a year;
11. explain, using models, how the tilt of the Earth affects the changes in the length
of daytime at different times of the year; and

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 12. explain how solar energy contributes to the occurrence of land and sea breezes,
monsoons, and the Intertropical Convergence Zone (ITCZ).

Performance Standard

By the end of the Quarter, learners appreciate the value of using systems to analyze and explain natural phenomena and demonstrate their
understanding in explaining the dynamics of faults and earthquakes. They are confident in identifying and assessing the earthquake risk for
their local communities using authentic and reliable secondary data. They use the country’s disaster awareness and risk reduction
management plans to identify and explain to others what to do in the event of an earthquake. Learners explain the cause and effects of
secondary impacts that some coastal communities may experience should a tsunami be produced by either local or distant earthquake
activity. Learners use reliable scientific information to identify and explain how solar energy influences the atmosphere and weather systems
of the Earth and use such information to appreciate and explain the dominant processes that influence the climate of the Philippines.

Suggested Performance Tasks

A. Design, test, and evaluate a model house that can withstand a model earthquake.
B. Design, test, and evaluate a model of an innovative house that can adapt to the different weather conditions in the country.

GLOSSARY

The curriculum organizers described below are used together to form the curriculum description in the Grades 3 to 10 Science Curriculum
Guide. The definitions within this section are drawn from DepEd Order No. 8, s. 2015 and DepEd Order No. 21, s. 2019.
1) Standard – In its broadest sense, it is something against which other things can be compared to for the purpose of determining
accuracy, estimating quantity or judging quality. It is a stated expectation of what one should know and be able to do.
2) Key Stage – This refers to stages in the K to 12 Program reflecting distinct developmental milestones. These are Key Stage 1
(Kindergarten – Grade 3), Key Stage 2 (Grades 4 – 6), Key Stage 3 (Grades 7 – 10), and Key Stage 4 (Grades 11 and 12).
3) Key Stage Standard – This shows the level or quality of proficiency that the learner is able to demonstrate in each key stage after
learning a particular area in relation to the core learning area standard.
4) Grade Level Standard – This shows the level or quality of proficiency that the learner is able to demonstrate in each Grade after
learning a particular area in relation to the core learning area standard.

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 5) Content Domain – This is a particular strand or domain of the curriculum in which the scope and sequence of a set of related
topics and skills are covered.
6) Content Standard – The content standards identify and set the essential knowledge and understanding intended to be learned.
They cover a specified scope of sequential topics within each learning strand, domain, theme, or component. Content standards answer
the question, “What should the learners know?”
7) Learning Competency – This refers to a specific skill performed with varying degrees of independence. It has different levels of
difficulty and performance levels. It also refers to the ability to perform activities according to the standards expected by drawing from
one’s knowledge, skills, and attitudes.
8) Performance Standard – The performance standards describe the abilities and skills that learners are expected to demonstrate in
relation to the content standards and the integration of 21st century skills. The integration of knowledge, understanding, and skills is
expressed through creation, innovation, and adding value to products/performance during independent work or in collaboration with
others.

REFERENCES:
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012).

American Association for the Advancement of Science. The Nature of Science. 2009
http://www.project2061.org/publications/bsl/online/index.php?chapter=1

Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.

Athuman, J. J. (2017). Comparing the effectiveness of an inquiry-based approach to that of conventional style of teaching in the development of
students’ science process skills.

Bandura, A. (1986) Social foundations of thought and action: a social cognitive theory., Englewood Cliffs, N.J.: Prentice-Hall.

Bernardo, A. B. I. (2021). Socioeconomic status moderates the relationship between growth mindset and learning in mathematics and science:
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