Teaching Science in Elementary Grades

(Midterm Highlights)
 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.
Keywords Definition
Curriculum Goals the achievement of scientific, environmental, and technology and
Grade 3-10 engineering
literacy of all learners.
 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
Theoretical and Philosophical Bases
Constructivist theory of  Learners build their own understanding based on prior knowledge
learning and experiences.
 Teachers encourage learners to take initiative in their learning.
 Focuses on active learning and reflecting on experiences.
Social Constructivist  Co-construction: Learning is shaped through social interaction.
Theory by Vygotsky  Language Mediation: Language plays a crucial role in conveying
knowledge and concepts.
 Cultural and Historical Contexts: Learning is influenced by the
learner's home, community, and cultural background.
Vygotsky’s Zone of  Scaffolding: Teachers provide support and guidance to help learners
Proximal Development achieve tasks just beyond their current capabilities.
(ZPD)  Focuses on identifying the learner's existing knowledge and skills to
provide appropriate instruction.
The Social cognition  Observational Learning: Learners learn by observing others (live
learning model models, symbolic models, or verbal instructions).
 Emphasizes the role of attention, retention, reproduction, and
motivation in learning.
Brain-based learning  Neuroscience Research: Learning is enhanced by understanding how
theory the brain processes information.
 Teachers should structure learning experiences to facilitate brain
function and health.
Cognitive load theory  Working Memory Limitations: Working memory has a limited
capacity, and overloading it can hinder learning.
 Instruction should be designed to minimize cognitive load and
optimize learning
Balanced Integration of The curriculum emphasizes a balanced approach, integrating three essential
Content Strands: content strands:
 Performing scientific inquiry skills: Developing the ability to conduct
investigations and analyze data.
 Understanding and applying scientific knowledge: Building a strong
foundation of scientific concepts and applying them to real-world
situations.
 Developing and demonstrating scientific attitudes and values:
Fostering critical thinking, curiosity, and responsible citizenship.
Developmental  Content is structured in a developmental sequence, progressively
Sequence: increasing in conceptual demand.
 This approach considers learners' prior experiences and learning to
ensure appropriate pacing and challenge.
 Cross-disciplinary opportunities are integrated into learning
competencies to reinforce knowledge and skills across different
domains.
Inquiry-Based Learning:  The curriculum is principally facilitated using the inquiry approach,
encouraging learners to ask questions, investigate, and explore scientific
phenomena.
 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.
 which suggests that teachers can promote higher learning through
guidance with questions rather than by requiring learners to rote learn
This approach is supported by other methods that enhance inquiry learning,
such as:
 Applications-led learning: Focusing on real-world applications of
scientific concepts.
 Science-technology-society approach: Examining the societal impact
of science and technology.
 Problem-based learning: Solving real-world problems using scientific
principles.
 Multi-disciplinary learning: Integrating concepts from different
disciplines
Integration of Big Ideas  The curriculum incorporates Big Ideas (Harlen, et al., 2015) and
and Crosscutting Crosscutting Concepts of Science (A Framework for K-12 Science
Concepts: Education: Practices, Crosscutting Concepts, and Core Ideas, 2012).
 These concepts provide a framework for understanding the
interconnectedness of scientific knowledge and its relevance to everyday
life.
Relevance to Everyday  The curriculum emphasizes the place of science and technology in
Life: everyday human affairs, integrating science and technology into social,
economic, personal, and ethical contexts.
 It promotes strong links between science and technology, including
indigenous know-how, to preserve cultural heritage.
Learner-Centered and  The curriculum is designed to be learner-centered and inquiry-based,
Inquiry-Based encouraging active participation and leadership.
Approach:  It emphasizes the use of evidence in constructing explanations and
provides opportunities for collaboration, innovation, and creative
scientific exploration.
Assessment as an Assessment is an integral part of the curriculum, used to:
Integral Part of  Identify prior learning and set goals for learning.
Learning:  Support learners in assessing their own learning.
 Judge learner achievement against content, performance, and grade
standards.
Curriculum The curriculum is structured using the following organizers:
Organization:  Content: Key areas of focus for each quarter.
 Content Standards: Conceptual level expected for each quarter.
 Learning Competencies: Specific aspects of content for learners to
achieve.
 Performance Standards: Levels of achievement expected for each
quarter.
 Performance Tasks: Sample tasks that demonstrate application of
knowledge and skills.
Big Ideas  Science concepts and skills are taught within the context of "Big Ideas,"
which are central, overarching themes that connect various
understandings.
 Big Ideas are introduced with increasing complexity across grade levels,
leading to a deeper understanding of core concepts.
 Big Ideas help to integrate concepts across different science domains,
fostering a more holistic understanding of science.
 The curriculum review identified a need to address curriculum
congestion. Big Ideas help to streamline content by providing a
framework for organizing learning competencies.
 Focusing on a smaller number of Big Ideas helps learners develop a
more robust understanding of the learning area, promoting memory and
transfer of knowledge.
Crosscutting Science  Crosscutting concepts are "dimensions" that unify the study of science
Concepts and engineering, applying across different fields.
 Learners actively engage in science and engineering practices and apply
crosscutting concepts to deepen their understanding of disciplinary core
 ideas.
 The curriculum utilizes internationally accepted crosscutting concepts
that recur across different science domains and grade levels.
 Examples of Crosscutting Concepts: Structure and function, stability
and change, systems and system models, energy and matter, scale,
proportion and measurement, patterns, cause and effect, and the nature
and practices of science.
 Crosscutting concepts help to connect smaller ideas within different
science domains.
The Developmental  The curriculum is structured to progressively develop conceptual
Sequence of Concepts understanding of science ideas and practices, carefully considering the
introduction of new concepts.
 The curriculum is cognizant of factors that influence students' readiness
to learn science, including:
- Prior learning and experiences
- Stages of cognitive development
- Cognitive demand of new science ideas
- Language demands associated with new ideas
- Need for reinforcement of new ideas
The curriculum responds to the first three modes of thinking (sensorimotor,
iconic, and concrete symbolic) to inform the sequencing of science content.
1. Sensori-motor Mode – this mode represents the developmental stage where
a person primarily reacts to the physical environment.
Early Childhood: In very young children, this mode is crucial for
acquiring motor skills.
Adult Life: In adults, this mode is utilized in activities like sports and
other physical activities that involve developing and refining skills.
Example: A baby learning to grasp a toy, or an athlete practicing a
specific technique.

2. Iconic Mode – This mode involves internalizing actions through images,

words, and symbols.
Early Childhood: Young children develop words and images to
represent objects and events.
Adult Life: Adults use this mode in activities like appreciating art,
music, and other forms of creative expression. It also contributes to
intuitive knowledge.
Example: A child learning to recognize letters and numbers, or an artist
sketching a landscape.

3. Concrete Symbolic Mode – This mode involves thinking using a symbol

system, such as written language and number systems. Thinking in this mode
relies on a "real-world" referent.
Upper Primary and Secondary School: This mode is most commonly
addressed in learning during these school years.
Adult Life: Adults continue to use this mode for problem-solving,
reasoning, and abstract thinking.
Example: A student solving a math problem, or a scientist conducting
an experiment.
 The curriculum promotes interactive, concrete, and hands-on
instructional approaches in the early grades, especially when introducing
more difficult concepts.
 The presentation of content follows a progression from Grade 3 to Grade
10 towards scientific, environmental, and technology and engineering
literacy.

Vertical Articulation – This refers to the progressive development of concepts,

processes, and skills across grade levels, building upon prior learning.
 Content is arranged in an increasing level of complexity from Grade 3 to
Grade 10, ensuring a smooth transition and building upon foundational
knowledge.
 Vertical articulation reinforces "Big Ideas" through the development of
 key ideas, which are then integrated with crosscutting concepts.
 The progression of concepts across grade levels provides opportunities
for learners to construct their understanding and skills.
 While the Science curriculum starts in Grade 3, it acknowledges and
builds upon the learning standards related to good health habits and
curiosity about the environment that are addressed in other curricula in
Grades 1 and 2.

Horizontal Articulation – This refers to the interconnectedness of learning in

science with other subject areas, particularly languages and mathematics.
 Foundational skills, such as literacy and numeracy, are crucial for
understanding and acquiring concepts and skills in science.
 Other essential skills, such as communication, collaboration, and critical
thinking, are also emphasized and integrated across subject areas.
 Linking science with literacy and numeracy is vital to fill in gaps where
learners' knowledge and skills may be inadequate.
 The curriculum acknowledges the interconnectedness of science with
other subjects, such as Edukasyong Pantahanan at
Pangkabuhayan/Technology Livelihood Education (EPP/TLE), Araling
Panlipunan (AP), and language subjects.
 Horizontal articulation contributes to the development of 21st-century
skills, which are essential for success in a rapidly changing world.
Development of 21st The significant challenges and demands of 21st-century education, including:
Century Skills  Rapid technological advancements
 Shifting job market demands
 Information explosion
 Global competitiveness
 The curriculum aims to equip learners with the essential knowledge and
skills needed to succeed in this dynamic context.

21st-century skills are defined as the knowledge, skills, attitudes, and

competencies necessary to:
 Prepare for and succeed in work and life in the 21st century
 Be competitive in the 21st-century workforce
 Participate appropriately in a diverse society
 Use new technologies
 Cope with rapidly changing workplaces

The curriculum emphasizes the development of four key categories of 21st-

century skills:
1. Information, Media, and Technology Skills: The ability to gather,
manage, evaluate, use, and synthesize information through media and
technology. Examples include visual, information, technology, and
digital literacy.
2. Learning and Innovation Skills: The ability to think critically, analyze
and solve problems, create and implement innovations, and generate
functional knowledge. Examples include creativity, openness, critical
thinking, problem-solving, and reflective thinking.
3. Life and Career Skills: The ability to make informed life and career
decisions, engage in a dynamic global community, and adapt to
challenges and opportunities in the global workforce. Examples include
informed decision-making, self-discipline, future orientation, and
resilience and adversity management.
4. Communication Skills: The ability to express oneself clearly and
collaborate with others. Examples include verbal and nonverbal
communication, active listening, expressing feelings, providing
feedback, teamwork, collaboration, intrapersonal skills, interactive
communication, and communicating in a diverse environment.

The science curriculum is designed to integrate 21st-century skills into various

learning activities, such as:
1. Inquiry-based learning: Encourages critical thinking, problem-solving,
 and communication.
2. Technology integration: Uses technology tools to access information,
conduct research, and communicate findings.
3. Collaboration and teamwork: Promotes communication,
collaboration, and leadership skills.
4. Project-based learning: Provides opportunities for students to apply
their knowledge and skills to real-world problems.
Social Issues and  The common goal is achieved by bringing relevant issues and
Government Priorities 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.
1. Reduction and management of risks and disaster;
2. Fighting against climate change;
3. Environmental protection and conservation;
4. Sustainable development of resources and energy, including the Green
economy, Renewable energy, Sustainable mining; and
5. Comprehensive Sexuality Education (CSE).
STEM  STEM as a significant government priority for the Philippines.
 The goal is to develop problem solvers, innovative thinkers, and
entrepreneurs who can contribute to inclusive economic development.

STEM is integrated through three key learning areas in the K to 12 curriculum:

 Science: Provides a foundation in scientific concepts, inquiry skills, and
critical thinking.
 Mathematics: Develops essential mathematical skills and problem-
solving abilities.
 Technology and Livelihood Education (TLE): Focuses on practical
applications of technology and engineering principles.

Engineering Design Process (EDP):

 The curriculum utilizes the Engineering Design Process (EDP) as a key
pedagogical approach to STEM learning.

EDP involves a systematic process of:

1. Identifying a problem or need
2. Designing a solution
3. Building and testing a prototype
4. Evaluating and refining the design
5. The EDP encourages creativity, innovation, and problem-solving skills.

 While STEM learning areas are taught separately, the curriculum

emphasizes their interconnectedness.
 Learners apply their knowledge and skills from each area to address
real-world problems.
Pedagogies, Assessment, and Resources
Inquiry-Based Learning  Emphasizes questioning, investigating, proving, probing, explaining,
predicting, and establishing connections of evidence.
 Encourages active learner engagement and sustained participation.
 Focuses on real-life investigations and research projects.
 Promotes collaboration and discovery.
Applications-Led  Focuses on the application of scientific concepts rather than solely on
Learning the logic of the discipline.
 Emphasizes real-world applications and relevance to everyday life.
Science-Technology-  Examines the societal role of science and technology.
Society (STS) Approach  Integrates history, philosophy, sociology, and cultural perspectives.
 Encourages critical thinking about the consequences of science and
technology.
Problem-Based Learning  Uses real-world problems to motivate learners.
(PBL)  Encourages critical thinking, creativity, and collaboration.
 Focuses on developing problem-solving abilities.
Multi-disciplinary  Integrates concepts from different disciplines.
Learning  Encourages a holistic understanding of complex issues
 Assessment
Classroom Assessment  An ongoing process of identifying, gathering, organizing, and
interpreting information about learner knowledge and skills.
 Focuses on formative assessment to identify prior learning and provide
feedback.
 Emphasizes the use of performance tasks to assess application of
knowledge and skills.
Performance Tasks and  Provide a mechanism for teachers to judge learner achievement against
Standards content, performance, and grade standards.
 Focus on "What do learners do with what they know?" and "How well
do learners apply their learning in different situations?"
Resources
Learning Delivery  The curriculum can be delivered across various learning delivery
Resources resources, including face-to-face, distance, and blended learning
approaches.
Innovative Teaching  Design thinking and engineering design processes
Methods and  Robotics technology
Technological Tools:  Mobile learning applications
 Learning analytics
 Games and gamification
 Virtual and remote laboratories
Catering to Diverse  Teaching methods and strategies should cater to the needs, skills, and
Learners: contexts of diverse learners.
Curriculum Organization
Elementary (Grades 3-6)  Materials
 Force, Motion, and Energy
 Living Things
 Earth and Space
Junior High School  Science of Materials
(Grades 7-10)  Force, Motion, and Energy
 Life Science
 Earth and Space Science
Key Stage Standards
Key Stage 1 (Grades 3-6)  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
Learning Outcomes: 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  At the end of Grade 6, the learners have the essential skills of scientific
(Grades 7-10) 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
Learning Outcomes: 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  the learners demonstrate scientific, environmental, and technological and
(Grades 11-12) 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 -w orld problems through
scientific investigations.
Learning Outcomes: 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.
Grade Level Standards
Kindergarten – Grade 2  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
 understanding of expected prior learning is essential.
Grade 3  Learners explore common local materials, their physical properties, and
how they have been used over hundreds of years.
 They identify 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.
 Learners explore simple movements of objects, make safe observations
of natural objects in the sky, and record observations to reveal patterns
in nature.
 They identify sources of light and sound in their local environment and
suggest how to use them safely.
 They apply their curiosity and creativity to propose solutions to simple
challenges.
 Learners demonstrate safe handling procedures in using equipment and
materials.
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  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 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  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  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 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.
 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 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 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 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  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  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 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  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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