K To 12 Curriculum Guide SCIENCE Kinderg PDF

K to 12 Science
Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
SCIENCE
(Kindergarten to Grade 10)
April 25, 2013
K to 12
Curriculum Guide Science – version April 25, 2013 Page 1
K to 12 Science
CONCEPTUAL FRAMEWORK
Science education aims to develop scientific literacy among students that will prepare them to be informed and participative citizens who are able to
make judgments and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the civic,
personal, social, economic, and the values and ethical aspects of life. The science curriculum promotes a strong link between science and technology,
including indigenous technology, keeping our country’s cultural uniqueness and peculiarities intact.
Whether or not students pursue careers that involve science and technology, the K to 12 science curriculum will provide students with a repertoire of
competencies important in the world of work and in a knowledge-based society. The K to 12 science curriculum envisions the development of scientifically,
technologically, and environmentally literate and productive members of society who manifest skills as critical problem solvers, responsible stewards of nature,
innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning
science: understanding and applying scientific knowledge in local setting as well as global, context whenever possible, performing scientific processes and
skills, and developing and demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches:
multi/interdisciplinary approach, science–technology society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The
approaches are based on sound educational pedagogy namely: constructivism, social cognition learning model, learning style theory, and Gestalt psychology.
Science content and science processes are intertwined in the K to 12 curriculum. Without the content, learners will have difficulty utilizing science
process skills since these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse
students’ curiosity motivates them to learn and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on,
and hearts-on activities will be used to develop students’ interest and let them become active learners.
As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations.
Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to
another (spiral progression), thus paving the way to deeper understanding of a few concepts. These concepts and skills are integrated rather than discipline-
based, stressing the connections across science topics and other disciplines as well as applications of concepts and thinking skills to real life.
K to 12
K to 12 Science
Developing and
Demonstrating Scientific
Attitudes and Values
The Conceptual Framework of Science Education
K to 12
K to 12 Science
CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)
The learner demonstrates understanding of basic science concepts, applies science process skills, and exhibits scientific attitudes and values to
solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people,
and make informed and unbiased decisions about social issues that involve science and technology. This understanding will lead to learner’s
manifestation of respect for life and the environment, bearing in mind that Earth is our ONLY HOME.
KEY STAGE STANDARDS: (STANDARD FOR SCIENCE LEARNING AREA FOR K-3, 4-6, 7-10 AND 11-12)
K–3 4–6 7 – 10 11-12
At the end of Grade 3, the At the end of Grade 6, the learners At the end of Grade 10, the learner At the end of Grade 12, the learner
learners should have should have developed the essential should have developed scientific, should have gained skills in
acquired healthful habits skills of scientific inquiry – designing technological and environmental literacy obtaining scientific and
and developed curiosity simple investigations, using so that they will not be isolated from the technological information from
about self and their appropriate procedure, materials society where they live, will not be varied sources about global issues
environment using basic and tools to gather evidence, overwhelmed by change, and can make that have impact on the country.
process skills of observing, observing patterns, determining rational choices on issues confronting They should have acquired
communicating, comparing, relationships,drawing conclusions them. Having been exposed to scientific scientific attitudes that will allow
classifying, measuring, based on evidence, and investigations related to real-life, they them to innovate and/or create
inferring and predicting. communicating ideas in varied ways should recognize that the central feature products useful to the community
This curiosity will help to make meaning of the of an investigation is that if one variable is or country. They should be able to
learners value science as observations and/or changes that changed (while controlling all others), the process information to get relevant
an important tool in helping occur in the environment. The effect of the change on another variable data for a problem at hand. In
them continue to explore content and skills learned will be can be measured. The context of the addition, learners should have
their natural and physical applied to maintain good health, investigation can be problems at the local made plans related to their
environment. ensure the protection and or national level to allow them to interests and expertise, considering
improvement of the environment, communicate with students in other parts the needs of their community and
and practice safety measures. of the Philippines or even from other the country — to pursue either
countries using appropriate technology. employment, entrepreneurship, or
higher education.
K to 12
K to 12 Science
Grade/Level Grade Level Standards
K Concepts and skills in the kindergarten curriculum are taught thematically so that it is not necessary to identify specific science ideas.
Grade 1 To be finalized by the designated TWG for Grades 1 and 2
At the end of Grade 3, learners are able to describe the functions of the different parts of the body and things that make up their
surroundings --- rocks and soil, plants and animals, the Sun, Moon and stars. They have learned that things may be solid, liquid or gas
Grade 3
while others may give off light, heat and sound. They have observed changes in the conditions of their surroundings. These would lead
learners to become more curious about their surroundings, appreciate nature, and practice health and safety measures.
Learners can investigate changes in the properties of materials when these are subjected to different conditions. They are able to
identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in the community.
They are able to describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They
are able to classify plants and animals according to where they live and observe interactions among living things and their environment.
They can infer that plants and animals have traits that help them survive in their environment.
Grade 4
Learners can investigate the effects of push or pull on the size, shape, and movement of an object.
Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They learned
about what makes up weather and apply their knowledge of weather conditions in making decisions for the day. They can infer the
importance of the Sun to life on Earth.
K to 12
K to 12 Science

After investigating, learners can decide whether materials are safe and useful based on their properties. They can infer that new
materials may form when there are changes in properties.
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that accompany
puberty. They can compare different modes of reproduction among plant and animal groups and conduct an investigation on
Grade 5 pollination. They can help in the preservation of estuaries and intertidal zones.
Learners recognize that different materials react differently with heat, light, and sound. They can relate these abilities of materials to
their specific uses.
Learners describe the changes that earth materials undergo. They can make emergency plans with their families in preparation for
typhoons. They can observe patterns in the natural events by observing the appearance of the Moon.
Learners recognize that when mixed together, materials may not form new ones thus these materials may be recovered using different
separation techniques. They can prepare useful mixtures such as food, drinks and herbal medicines.
Learners understand how the different organ systems of the human body work together. They classify plants based on reproductive
structures, and animals based on the presence or lack of backbone. They can design and conduct an investigation on plant
propagation. They can describe larger ecosystems such as rainforests, coral reefs, and mangrove swamps.
Grade 6
Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, sound, electricity,
and motion studied earlier are forms of energy and these undergo transformation.
Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur. They
can infer that the weather follows a pattern in the course of a year. They have learned about the solar system, with emphasis on the
motions of the Earth as prerequisite to the study of seasons in another grade level.
Learners distinguish mixtures from substances through semi-guided investigations. They realize the importance of fair testing when
doing investigations.
After studying how organ systems work together in plants and animals in the lower grades, learners can use a microscope when
Grade 7 observing very small organisms and structures. They recognize that living things are organized into different levels: cells, tissues,
organs, organ systems, and organisms. These organisms comprise populations and communities which interact with nonliving things in
ecosystems.
K to 12
K to 12 Science

Learners can describe the motion of objects in terms of distance and speed and represent this in tables, graphs, charts, and equations.
They can describe how various forms of energy travel through different media.
Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain the
occurrence of breezes, monsoons, and ITCZ and how these weather systems affect people. They explain why the seasons change and
demonstrate how eclipses occur.
Learners have investigated the effects of some factors on the motion of an object based on the Laws of Motion. They can differentiate
the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy such as
temperature difference and the type (solid, liquid, or gas) of the medium.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They
recognize other members of the solar system.
Grade 8
Learners explain the behavior of matter in terms of the particles it is made of. They recognize that ingredients in food and medical
products are made up of these particles and are absorbed by the body in the form of ions.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have dealt deeper into the process
of digestion studied in the lower grades giving emphasis on proper nutrition for overall wellness. They can participate in activities that
protect and conserve economically important species used for food.
After learning about the digestive system, learners have expanded their knowledge to a deeper understanding of the respiratory and
circulatory systems to promote overall health. They are familiar with some technologies that introduce desired traits in economically
important plants and animals.
Learners explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds
may arise from such rearrangements.
Grade 9
Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may
be tapped for human use. They are familiar with climatic phenomena that occur on a global scale. They can explain why certain
constellations can be seen only at certain times of the year.
Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and
momentum.
K to 12
K to 12 Science

Learners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate boundaries.
They can demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions.
Learners explain the factors that affect the balance and stability of an object to enable them to practice appropriate positions and
movements to achieve efficiency and safety such as in sports and dancing. They can analyze situations where energy is harnessed for
human use whereby heat is released affecting the physical and biological components of the environment.
Grade 10 Learners have completed the study of the entire organism with their deeper study of the excretory and reproductive systems. They can
explain in greater detail how genetic information is passed from parents to offspring and how diversity of species increases the
probability of adaptation and survival in changing environments.
Learners explain the importance of controlling the conditions under which a chemical reaction occurs. They recognize that cells and
tissues of the human body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in the
food they eat.
K to 12
K to 12 Science
PROPOSED Sequence of Domain/Strands per Quarter
G3 G4 G5 G6 G7 G8 G9 G10
Living Things
Force, Motion Earth &
1st Quarter Matter Matter Matter Matter Matter and Their
& Energy Space
Environment
Living Things Living Things Living Things Living Things Living Things
Force, Motion
2nd Quarter and Their and Their and Their and Their and Their Earth & Space Matter
& Energy
Environment Environment Environment Environment Environment
Living Things
Force, Motion & Force, Motion Force, Motion Force, Motion & Force, Motion Earth &
3rd Quarter Matter and Their
Energy & Energy & Energy Energy & Energy Space
Environment
Living Things
Force, Motion
4th Quarter Earth & Space Earth & Space Earth & Space Earth & Space Earth & Space and Their Matter
& Energy
Environment
K to 12
K to 12 Science
Spiraling of Concepts about Matter Grade 3 – Grade 6

Grade 3 Grade 4 Grade 5 Grade 6
PROPERTIES
When students observe different Aside from being grouped into After learning how to read and In Grade 4, the students have observed
objects & materials, they become solids, liquids, and gases, materials interpret product labels, students the changes when mixing a solid in a
aware of their different characteristics, may also be grouped according to can decide whether these materials liquid or a liquid in another liquid.
such as shape, weight, definiteness of their ability to absorb water, ability are harmful. They can also describe From these investigations, students
volume and ease of flow. Using these to float or sink, and whether they ways in which they can use their can now describe the appearance of
characteristics, these objects and decay or not. knowledge of solids and liquids in mixtures as uniform or non-uniform
materials can be grouped into solids, making useful materials and and classify them as homogeneous or
liquids and gases. products. heterogeneous mixtures.
CHANGES MATERIALS UNDERGO
Using the characteristics observed Changes in the characteristics of In Grade 4, students investigated Based on the characteristics of the
among solids, liquids, and gases, solid materials can be observed changes in materials that take place components of a heterogeneous
students investigate ways in which when these are bent, hammered, at certain conditions, such as mixture, students investigate ways of
solid turns into liquid, solid into gas, pressed, and cut. changing the size, shape, volume, or separating these components from the
liquid into gas, and liquid into solid, as temperature. In Grade 5, they mixture. They will infer that the
affected by temperature. After investigating the changes in investigate changes that take place characteristics of each of the
characteristics of materials due to under the following conditions: components remain the same even
temperature in Grade 3, students presence or lack of oxygen, and when the component is part of the
can now inquire about changes applying heat. They learn that some mixture.
observed when a solid is mixed with of these conditions can result in a
a liquid or when a liquid is mixed new product. Knowing these
with another liquid. conditions enable them to apply the
5R method (recycling, reducing,
Students learn that some changes in reusing, recovering and repairing) at
the characteristics of a product such home and in school.
as food or medicine may affect its
quality. One way of finding out is by
reading and interpreting product
labels. This information helps them
decide when these products become
harmful.
K to 12
K to 12 Science
Spiraling of Concepts about Matter Grade 7 - Grade 10

PROPERTIES AND STRUCTURE
In Grade 6, students learned how to Using models, students learn that Using their understanding of atomic Students investigate how gases behave in
distinguish homogenous from matter is made up of particles, the structure learned in Grade 8, students different conditions based on their knowledge
describe how atoms can form units called of the motion of and distances between gas
heterogeneous mixtures. In Grade 7, smallest of which is the atom. These molecules. They also learn how ions are particles. Students, then, confirm whether
students investigate properties of particles are too small to be seen formed. Further, they explain how atoms their explanations are consistent with the
solutions which are homogeneous through a microscope. The form bonds (ionic and covalent) with other Kinetic Molecular Theory. They also learn the
mixtures. They learn how to express properties of materials that they atoms by the transfer or sharing of relationships between volume, temperature,
concentrations of solutions qualitatively have observed in earlier grades can electrons. and pressure using established gas laws.
and quantitatively. They distinguish now be explained by the type of They also learn that the forces that hold In Grade 9, students learned that the bonding
mixtures from substances based on a particles involved and the attraction metals together are caused by the characteristics of carbon result in the
set of properties. between these particles. attraction between flowing electrons and formation of large variety of compounds. In
the positively charged metal ions. Grade 10, they learn more about these
Students begin to do guided and semi- compounds which includes biomolecules such
Students explain how covalent bonding in as carbohydrates, lipids, proteins and nucleic
guided investigations, making sure that carbon forms a wide variety of carbon acids. Further, they will recognize that the
the experiment they are conducting is a compounds. structure of these compounds are repeating
fair test. units which are made up of a limited number
Recognizing that matter consists of an of elements, such as carbon, hydrogen, oxygen
extremely large number of very small and nitrogen.
particles, counting these particles is not
practical. So, students are introduced to
the unit, mole.
CHANGES MATERIALS UNDERGO
Students recognize that materials combine in Students learn that particles are always in Students explain how new In Grade 9, students described how particles
various ways and through different processes, motion. They can now explain that the rearrange to form new substances. In Grade 10,
compounds are formed in terms of
contributing to the wide variety of materials. changes from solid to liquid, solid to gas, they learn that the rearrangement of particles
Given this diversity of materials, they recognize liquid to solid, and liquid to gas, involve
the rearrangement of particles. happen when substances undergo chemical
the importance of a classification system. They changes in the motion of and relative They also recognize that a wide reaction. They further explain that when this
become familiar with elements and distances between the particles, as well as variety of useful compounds may rearrangement happens, the total number of
compounds, metals and non-metals, acids and the attraction between them. arise from such rearrangements. atoms and total mass of newly formed
bases. substances remain the same. This is the Law of
They also recognize that the same particles Conservation of Mass. Applying the Law of
Further, students demonstrate that are involved when these changes occur. In Conservation of Mass, students learn to balance
homogeneous mixtures can be separated using effect, no new substances are formed. chemical equations and solve simple mole-mole,
various techniques. mole-mass and mass-mass problems.
K to 12
K to 12 Science
Spiraling of Concepts about Living Things and Their Environment Grade 3 - Grade 6
PARTS AND FUNCTION
Students learn about the different parts of In Grade 4, the students are introduced to After learning in Grade 4 how the major In Grade 6, students describe the interactions
living things focusing on the more familiar the major organs of the human body. organs of the human body work together, among parts of the major organ systems of
external parts. the students now focus on the the human body and among the different
They also learn about parts that help reproductive systems of humans, animals, organ systems of representative organisms.
They also learn about some characteristics of plants and animals survive in places where and plants.
living things that distinguish them from they live.
nonliving things.
HEREDITY: INHERITANCE AND VARIATION
Students learn that living things reproduce and Students learn that humans, animals, and Students learn how flowering plants and Students learn how non-flowering plants
certain traits are passed on to their offspring. plants go through life cycles. Some some non-flowering plants reproduce. (spore-bearing and cone-bearing plants,
inherited traits may be affected by the ferns, and mosses) reproduce.
environment at certain stages in their life They are also introduced to the sexual and
cycles. asexual modes of reproduction.
BIODIVERSITY AND EVOLUTION

Different kinds of living things are found in Students learn that animals and plants live Students learn that reproductive They learn that plants and animals share
different places. in specific habitats. structures serve as one of the bases for common characteristics which serve as bases
classifying living things. for their classification.
ECOSYSTEMS
Students learn that living things depend on their Students learn that beneficial and harmful Students are introduced to interactions Students are introduced to more complex
environment for food, air, and water to survive. interactions occur among living things and among components of larger habitats interactions among components of habitats
their environment as they obtain their basic such as estuaries and intertidal zones and with the highest species diversity such as
needs. the conditions that enable certain tropical rainforests, coral reefs, and
organisms to live. mangrove swamps.
K to 12
K to 12 Science
Spiraling of Concepts about Living Things and Their Environment Grade 7 – Grade 10
PARTS AND FUNCTION
In Grade 7, students are introduced to the In Grade 8, students learn how the body breaks Students learn the coordinated functions Students learn that organisms have feedback
levels of organization in the human body and down food into forms that can be absorbed of the digestive, respiratory, and mechanisms which are coordinated by the
through the digestive system and transported to
other organisms. They learn that organisms circulatory systems. nervous and endocrine systems. These
cells.
consist of cells, most of which are grouped mechanisms help the organisms maintain
into organ systems that perform specialized Students learn that gases are exchanged through They also learn that nutrients enter the homeostasis to reproduce and survive.
functions. the respiratory system. This provides the oxygen bloodstream and combine with oxygen
needed by cells to release the energy stored in that was taken in through the respiratory
food.
system. Together, they are transported to
the cells where oxygen is used to release
They also learn that dissolved wastes are
removed through the urinary system; solid the stored energy.
wastes are eliminated through the excretory
system.
HEREDITY:INHERITANCE AND VARIATION

After learning how flowering and non-flowering Students learn the process of cell division Students learn the structure of genes and Students are introduced to the structure of the DNA
plants reproduce, Grade 7 students learn that by mitosis and meiosis. They understand chromosomes, and the functions they molecule and its function.
asexual reproduction results in genetically that meiosis is an early step in sexual perform in the transmission of traits from
They also learn that changes that take place in sex cells
identical offspring whereas sexual reproduction reproduction that leads to variation. parents to offspring. are inherited while changes in body cells are not
gives rise to variation. passed on.
BIODIVERSITY AND EVOLUTION

Students learn that the cells in similar tissues Students learn that species refers to a group of Students learn that most species that have Students revisit the mechanisms involved in the
and organs in other animals are similar to those organisms that can mate with one another to once existed are now extinct. Species inheritance of traits and the changes that result from
produce fertile offspring. They learn that these mechanisms. Students explain how natural
in human beings but differ somewhat from cells become extinct when the environment
biodiversity is the collective variety of species living selection has produced a succession of diverse new
found in plants. in an ecosystem. This serves as an introduction to changes and they fail to adapt. species. Variation increases the chance of living things
the topic on hierarchical taxonomic system. to survive in a changing environment.
ECOSYSTEMS
Students learn that interactions occur among the Students learn how energy is transformed Students learn how plants capture energy from the Students investigate the impact of human activities
different levels of organization in ecosystems. and how materials are cycled in Sun and store energy in sugar molecules and other organisms on ecosystems.
Organisms of the same kind interact with each other to (photosynthesis). This stored energy is used by
ecosystems.
form populations; populations interact with other cells during cellular respiration. These two They learn how biodiversity influences the stability of
populations to form communities. processes are related to each other. ecosystems.
K to 12
K to 12 Science
Spiraling of Concepts about Force, Motion, and Energy Grade 3 - Grade 6

FORCE AND MOTION
Students observe and explore how Students now learn that if force is This time, students begin to Aside from the identified causes
things around them move and can applied on an object, its motion, accurately measure the amount of motion in Grade 3, such as
be moved. They also identify things size, or shape can be changed. of change in the movement of an people, animals, wind, and water,
in their environment that can cause They will further understand that object in terms of its distance students also learn about gravity
changes in the movement of objects. these changes depend on the travelled and time of travel using and friction as other causes or
amount of force applied on it appropriate tools. factors that affect the movement
(qualitative). They also learn that of objects.
magnets can exert force on some
objects and may cause changes in
their movements.
ENERGY
Students observe and identify Students learn that light, heat, and This time, students explore how At this grade level, students are
different sources of light, heat, sound travel from the source. They different objects interact with light, introduced to the concept of
sound, and electricity in their perform simple activities that heat, sound, and electricity (e.g., energy. They learn that energy
environment and their uses in demonstrate how they travel using identifying poor and good exists in different forms, such as
everyday life. various objects. conductors of electricity using simple light, heat, sound and electricity,
circuits). and it can be transformed from
Note: Electricity is not included in
one form to another. They
Grade 4 because the concept of They learn about the relationship
demonstrate how energy is
‘flow of charges’ is difficult to between electricity and magnetism
transferred using simple
understand at this grade level. by constructing an electromagnet.
machines.
They also learn about the effects of
light, heat, sound, and electricity on
people.
K to 12
K to 12 Science
Spiraling of Concepts about Force, Motion, and Energy Grade 7 - Grade 10

FORCE AND MOTION
From a simple understanding of This time, students learn about the To deepen their understanding of motion, From learning the basics of
motion, students learn more scientific concept of force and its relationship to students use the Law of Conservation of forces in Grade 8, students
ways of describing (in terms of motion. They use Newton’s Laws of Momentum to further explain the motion of extend their understanding of
distance, speed, and acceleration) and Motion to explain why objects move objects. forces by describing how
representing (using motion diagrams, (or do not move) the way they do (as balanced and unbalanced
From motion in one dimension in the previous
charts, and graphs) the motion of described in Grade 7). They also realize forces, either by solids or
grades, they learn about motion in two
objects in one dimension. that if force is applied on a body, work liquids, affect the movement,
dimensions using projectile motion as an
can be done and may cause a change in balance, and stability of objects.
example.
the energy of the body.
ENERGY
This time students recognize that Students learn that transferred energy Students explain how conservation of Students learn more about the
different forms of energy travel in may cause changes in the properties of mechanical energy is applied in some properties of light as applied in
different ways−light and sound travel the object. They relate the observable structures such as roller coasters and in natural optical instruments.
through waves, heat travels through changes in temperature, amount of environments such as waterfalls. They further
Students also use the concept of
moving or vibrating particles, and current, and speed of sound to the describe the transformation of energy that
moving charges and magnetic
electrical energy travels through changes in energy of the particles takes place in hydroelectric power plants.
fields in explaining the principle
moving charges.
Students also learn about the relationship behind generators and motors.
In Grade 5, they learned about the between heat and work and apply this concept
different modes of heat transfer. This to explain how geothermal power plants
time, they explain these modes in operate.
terms of the movement of particles.
After they have learned how electricity is
generated in power plants, students further
develop their understanding of transmission of
electricity from power stations to homes.
K to 12
K to 12 Science
Spiraling of Concepts about Earth and Space Grade 3 - Grade 6

GEOLOGY
Students will describe what After familiarizing themselves with the In this grade level, students will learn that our Students will learn that aside from weathering and
makes up their environment, general landscape, students will investigate surroundings do not stay the same forever. For erosion, there are other processes that may alter the
beginning with the landforms two components of the physical example, rocks undergo weathering and soil is carried surface of the Earth: earthquakes and volcanic eruptions.
and bodies of water found in environment in more detail: soil and water. away by erosion. Students will infer that the surface of Only the effects of earthquakes and volcanic eruptions
their community, They will classify soils in their community the Earth’s changes with the passage of time. are taken up in this grade level, not their causes (which
using simple criteria. They will identify the will be tackled in Grades 8 and 9). Students will also
different sources of water in the gather and report data on earthquakes and volcanic
community. They will infer the importance eruptions in their community or region.
of water in daily activities and describe
ways of using water wisely.
METEOROLOGY
..the different types of local After making simple descriptions about the Students will learn that the weather does not stay the After learning how to measure the different components
weather, weather in the previous grade, students same the whole year round. Weather disturbances such of weather in Grades 4 and 5, students will now collect
will now measure the components of as typhoons may occur. Students will describe the weather data in the span of a school year. Students will
weather using simple instruments. They effects of typhoons on the community and the changes interpret the data and identify the weather patterns in
will also identify trends in a simple weather in the weather before, during, and after a typhoon. their community.
chart.
ASTRONOMY
..and the natural objects that After describing the natural objects that are After learning about the Sun, students will now In Grade 6, students will turn their attention to Earth as
they see in the sky. seen in the sky, students will now focus on familiarize themselves with the Moon and the stars. another natural object in space (in addition to the Sun,
the main source of heat and light on Earth: They will describe the changes in the appearance of the Moon, and stars). Students will learn about the motions
the Sun, its role in plant growth and Moon and discover that the changes are cyclical, and of the Earth: rotation and revolution. Students will also
development, and its effect on the that the cycle is related to the length of a month. compare the different members that make up the Solar
activities of humans and other animals. Students will identify star patterns that can be seen System and construct models to help them visualize their
during certain times of the year. relative sizes and distances.
K to 12
K to 12 Science
Spiraling of Concepts about Earth and Space Grade 7 - Grade 10

GEOLOGY
Students will learn how to locate As a result of being located along the Ring of Fire, the Being located along the Ring of Fire, the Using maps, students will discover that
places using a coordinate system. Philippines is prone to earthquakes. Using models, Philippines is home to many volcanoes. Using volcanoes, earthquake epicenters, and
They will discover that our country’s students will explain how quakes are generated by models, students will explain what happens mountain ranges are not randomly
location near the equator and along faults. They will try to identify faults in the community when volcanoes erupt. They will describe the scattered in different places but are
the Ring of Fire influences what and differentiate active faults from inactive ones. different types of volcanoes and differentiate located in the same areas. This will lead to
makes up the Philippine environment active volcanoes from inactive ones. They will an appreciation of plate tectonics, a
(e.g. natural resources, climate). also explain how energy from volcanoes may theory that binds many geologic
be tapped for human use. processes, such as volcanism and
earthquakes, together.
METEOROLOGY
Students will explain the occurrence Being located beside the Pacific Ocean, the Philippines In this grade level, students will distinguish Note: The theory of plate tectonics is the
of atmospheric phenomena (breezes, is prone to typhoons. In Grade 5, the effects of weather from climate. They will explain how sole topic in Earth and Space in Grade 10.
monsoons, ITCZ) that are commonly typhoons were tackled. Here, students will explain different factors affect the climate of an area. This is because the theory binds many of
experienced in the country as a result how typhoons develop, how typhoons are affected by They will also be introduced to climatic the topics in previous grade levels and
of the Philippines’ location with landforms and bodies of water, and why typhoons phenomena that occur over a wide area (El more time is needed to explore
respect to the equator, and follow certain paths as they move within the Niño and global warming). connections and deepen students’
surrounding bodies of water and Philippine Area of Responsibility. understanding.
landmasses.
ASTRONOMY
Students will explain the occurrence of Students will complete their survey of the Solar Students will now leave the Solar System and
the seasons and eclipses as a result of System by describing the characteristics of asteroids, learn about the stars beyond. They will infer the
the motions of the Earth and the Moon. comets, and other members of the Solar System. characteristics of stars based on the
Using models, students will explain that characteristics of the Sun. Using models, students
because the Earth revolves around the will show that constellations move in the course
Sun, the seasons change, and because of a night because of Earth’s rotation while
the Moon revolves around the Earth, different constellations are observed in the
eclipses sometimes occur. course of a year because of the Earth’s
revolution.
K to 12
K to 12 Science
Grade 3 – Matter
FIRST QUARTER/FIRST GRADING PERIOD
Content Content Standards Performance Standards Learning Competencies
Properties The Learner… The Learner… The Learner…
 Characteristics of solids, liquids  demonstrates ways of sorting  describes ways of proper use and  classifies objects and
& gases materials and describing them as handling of common solids and materials as solids, liquids
solid, liquid or gas based on liquids found at home and school and gases based on their
properties such as having definite characteristics
shape and volume, and ease of
flow
 Changes in Materials  demonstrates understanding of the  construct a device/practice ways  investigates changes in
effects of temperature on materials that can control temperature to solids and liquids when
prevent solids from changing to temperature changes
liquids or vice versa
Grade 3 – Living Things and Their Environment

SECOND QUARTER/SECOND GRADING PERIOD
Parts and Functions of Living Things The Learner… The Learner… The Learner…
 Humans  demonstrates understanding on the  practices healthful habits to  identifies the sense organs of
parts and functions of the sense protect and keep the sense organs the human body
organs of the human body of the human body healthy  describes the parts and
functions of the sense organs
of the human body
 communicates healthful
practices to protect the sense
organs using multimedia/non-
multimedia resources
 Animals  demonstrates understanding of the  practices safety measures of  identifies and describes
parts of animals and their functions handling animals animals in the environment
and the importance of animals to  practices proper ways of taking  identifies the parts and
humans care of animals functions of animals
 groups or classifies animals
K to 12
K to 12 Science
according to body parts and

use
 states the importance of
animals to humans
 Plants  demonstrates understanding of the  demonstrates proper care of  identifies the parts of plants
external parts of plants and their plants used for food, and sources and their functions
functions of materials and other by-products  describes the parts of
different kinds of plants
 states the importance of
plants to humans
 Characteristics of Living Things  demonstrates understanding of the  makes a collage of living and  compares living with nonliving
characteristics of living and nonliving livings things
nonliving things
Heredity: Inheritance and Variation  demonstrates understanding that  makes a checklist of certain  infers that living things
parents reproduce and certain characteristics they inherited from reproduce
 Characteristics passed on from characteristics are passed on to either their father or mother  identifies characteristics
parents their offspring passed on to offspring from
- Humans parents (e.g., humans,
- Animals animals, plants)
- Plants
Ecosystems
- Basic Needs  demonstrates understanding that  lists down activities which they can  identifies the basic needs of
plants, animals, and humans have perform at home, in school, or in humans, plants and animals
basic needs such as food, air, their neighborhood to keep the such as air, food, water, and
water and shelter that come from environment clean shelter
the environment  explains how living things
depend on the environment
to meet their basic needs
 recognizes that there is a
need to protect and
conserve the environment
K to 12
K to 12 Science
Grade 3 – Force and Motion

THIRD QUARTER/THIRD GRADING PERIOD
The Learner… The Learner… The Learner…
 Moving Objects  demonstrates understanding of  describes when an object has  describes the position of a
- Reference point motion moved person or an object in relation
- Indicators of motion to a reference point (e.g.,
chair, door, another person)
 identifies things that can make
objects move (e.g. people,
water, wind, magnets)
 compares and contrasts the
movements of objects (e.g.
faster/slower,
forward/backward,
stretching/compressing)
 Sources and Uses of Light and  demonstrates understanding of the  practices safe and wise use of  observes sources of light and
Sound, Heat and Electricity sources and uses of light, sound, light, sound, heat and electricity in sound, heat and electricity
heat and electricity daily life  identifies different uses of
light, sound, heat and
electricity
Grade 3 – Earth and Space
FOURTH QUARTER/FOURTH GRADING PERIOD
 The Surroundings  demonstrates understanding of the  participates in taking care of his/her  observes the surroundings at
- People importance of things found in the surroundings home, in school, in the
- Animals surroundings community, in the locality
- Plants (town, city, province)
- Lakes, Rivers, Streams, Hills  relates the importance of the
and Mountains surroundings to people and
other living things
 Weather  demonstrates understanding of the  decides safety and precautionary  describes the changes in the
- Types and effects of weather in types and effects of weather as measures in different types of weather over a period of time
the community they relate to daily activities, health weather  communicates how different
- Safety and precautionary and safety types of weather affect
measures activities in the community
K to 12
K to 12 Science
 Natural Objects Seen in the Sky  demonstrates understanding of  plans activities that he/she can do  describes the natural objects
- During daytime natural objects seen in the sky during day and night that make that are seen in the sky during
- During nighttime during daytime and nighttime and him/her healthy and useful to daytime and nighttime
how these affect the activities of his/her family and/or community  communicates how the
people and the community natural objects in the sky
affect daily activities
 practices precautionary
measures to avoid the harmful
effects of the Sun’s heat and
light
Grade 4 – Matter
 Properties used to group and  demonstrates understanding of  safely handles and stores  classifies materials based on
store materials grouping different materials properly-labeled products these properties:
 Importance of interpreting based on their properties  practices proper disposal of - Absorb water
product labels wastes - Float or sink
- Decaying or nondecaying
 investigates the effects of
decaying materials to health and
safety
 Changes that Materials  demonstrates understanding of  practices ways that prevent  describes changes in materials
Undergo changes materials undergo when changes which may have when they are bent, pressed,
- Changes that are useful exposed to certain conditions harmful effects on the immediate hammered, cut
- Changes that are harmful environment and living  conducts investigation to show
organisms changes in properties of
materials when exposed to
certain conditions such as
temperature changes or when
mixed with other materials
 describes the properties of water

that make it safe for drinking
K to 12
K to 12 Science

Parts and Functions The Learner… The Learner… The Learner…
 Humans  demonstrates understanding that  practices healthful habits to  describes the functions of the
- Major organs of the body the brain, heart, lungs, liver, maintain proper functioning of major organs
- Caring for the major organs stomach, intestines, kidneys, the major internal organs of the  communicates that the major
- Diseases that affect the major bones, and muscles are major body organs work together to make
organs of the human body internal organs that keep the rest the body function properly
of the body working  identifies the causes and
treatment of diseases of the
major organs
 Animals  demonstrates understanding that  makes a survey of animals found  infers that body structures help
- Terrestrial animals animals have body parts that in the community and their animals adapt and survive in
- Aquatic animals make them better adapted to specific habitats their particular habitat
specific habitats  chooses which animals to raise  compares body movements of
 demonstrates understanding that in a particular habitat animals in their habitat
body parts of animals relate to
their movements and habitats
 Plants  demonstrates understanding that  makes a survey of plants found  identifies the specialized
- Terrestrial plants plants have parts that make them in the community and their structures of terrestrial and
- Aquatic plants better adapted in specific specific habitats aquatic plants
habitats  chooses which plants to grow in  conducts investigation on the
a particular habitat specialized structures of plants
given varying environmental
conditions: light water,
temperature and soil type
Heredity: Inheritance and Variation  demonstrates understanding that  draw the life cycle of a living  compares the stages of the
 Life Cycles different organisms go through thing and indicate the stage that different life cycles of organisms
- Humans, Animals and Plants life cycles (e.g., human, dog, is most affected by changes in  describes the effect of the
mongo) the environment (e.g., the larval environment on the stages of the
 demonstrates understanding that stage of mosquitoes is most life cycle of representative
certain stages in the life of living vulnerable to biocontrol organisms
things are vulnerable to changes practices)
in the environment
K to 12
K to 12 Science
Ecosystems  demonstrates understanding that  makes a list of beneficial and  describes some types of
- Beneficial interactions beneficial and harmful harmful interactions among beneficial interactions among
- Harmful interactions interactions occur among living organisms that occur in their living things
things and their environment as schoolyard  describes some types of harmful
they meet their basic needs to  draws a poster showing the interactions among living things
survive environmental conditions needed  conducts investigations to
by living things to thrive (e.g., rice determine environmental
grown in paddy fields where conditions needed by living
sunlight and rainfall are adequate things to survive
throughout the planting season)  describes the effects of
interactions and their
environment

 Effects of Force on Objects  demonstrates understanding of  practices safety measures in  conducts a simple investigation
- What force can do force and its effects on physical activities and proper to find out what force can do to
- Measuring force movement, size, and shape of handling of materials materials
- Applications of force materials  explores the strength of the
 demonstrates understanding of magnet at different
the properties of magnets locations/distances around it
 investigates how magnets
interact with other magnets
 Light, Heat and Sound  demonstrates understanding of  protects oneself from exposure  investigates
- Properties of light, heat and the propagation of light, heat and to excessive light, heat and properties/characteristics of light,
sound sound sound heat and sound
 demonstrates understanding of  demonstrates how heat is
- Heat transfer the properties/characteristics of transferred by conduction,
light and sound convection and radiation
K to 12
K to 12 Science

 Soil  demonstrates understanding of  investigates which soil type is  compares and contrasts the
- Types of soil according to size the different types of soil and how suitable for particular types of characteristics of different types
of particles and ability to hold the soil type affects plant growth plants of soil
water (sand, silt and clay) and development
- Suitability of soil to plant
growth and development
(presence of humus)
 Water in the Environment  demonstrates understanding of  demonstrates wise use of water  identifies the different sources of
- Sources of water (spring, the different sources of water in different situations water in the community
lakes, seas, rivers, streams, suitable for human consumption  investigates which sources of
waterfalls and dams) water in your community are
- Importance of water suitable for human consumption
- Wise use of water  describes the importance of the
- Water cycle water cycle to life on Earth
 Weather  demonstrates the understanding  plans activities that he/she can  uses weather instruments to
- What makes up the weather of weather and changes over do in different kinds of weather measure the different weather
- Instruments to measure the time components
weather components  record in a chart the weather
- Weather chart conditions over a period of time
- Safety precautions  identify safety precautions during
different weather conditions
 The Sun  demonstrates understanding of  practices precautionary  observes changes in the
- Importance of the Sun beneficial and harmful effects of measures to avoid harmful surroundings as the position of
- Harmful effects of the Sun effects of the Sun the Sun changes
overexposure to the Sun  describes the role of the Sun in
- Safety precautions the water cycle
K to 12
K to 12 Science
Grade 5 – Matter
 Properties used to minimize  demonstrates understanding of  practices segregation techniques  applies the 5Rs (recycle, reduce,
waste properties of materials to in order to create useful and reuse, recover and repair) in
determine their aesthetic and valuable products from waste management
economic uses recyclable materials  communicates the importance of
the 5Rs relative to aesthetic and
economic values
 Changes that Materials  demonstrates understanding that  practice ways that prevent  investigates changes that
Undergo materials undergo changes at changes which may have happen in materials under the
- Evidence of Change certain conditions resulting to a harmful effects on the immediate following conditions:
new product environment and living - presence or lack of oxygen
organisms - application of heat

 Humans
 demonstrates understanding of  reports on proper ways of taking  identifies the parts of the
 The reproductive system the parts that make up the care of the reproductive organs reproductive system
 Development of secondary reproductive system and their  describes the functions of the
sex characteristics functions parts of the reproductive system
 Menstrual cycle  demonstrates understanding of  describes the changes that occur
the development of secondary during puberty such as the
sex characteristics during development of secondary sex
puberty characteristics
 demonstrates understanding of  explains the menstrual cycle and
the events in the menstrual cycle how it indicates readiness for
reproduction
 Animals  demonstrates understanding of  makes a poster comparing the  identifies the parts of the
- Parts and functions of the how animals reproduce to ensure advantages and disadvantages reproductive system of
reproductive system their survival of reproductive strategies of representative animals using
K to 12
K to 12 Science
- Modes of reproduction animals such as few offspring posters

with parental care and large  describes the functions of the
number of offspring with minimal parts of the reproductive system
or no parental care  describes the different modes of
reproduction of animals
 compares the number of offspring
of representative animals (e.g.,
carabao, fish, butterfly, spider)
 examines how animals ensure the
survival of their young
 Plants
- Flowering plants (rice/corn,  demonstrates understanding of  makes a flyer on how plants can  identifies the parts of flowering
pechay, mongo) how plants reproduce to ensure be propagated vegetatively and non-flowering plants used for
- Non-flowering plants their survival  writes an essay on how best to reproduction
(conebearing, ferns, propagate certain kinds of plants  describes the modes of
liverworts) reproduction in plants
 examines how the modes of
reproduction of certain kinds of
crops may be used to increase
yield
Ecosystems  demonstrates understanding of  writes a report on how estuaries  describes the physical conditions
 Interactions Among Living the more complex interactions benefit nearby communities and of estuaries and intertidal zones
Things in Estuaries and among living and nonliving things on how these communities protect  illustrates the interactions among
Intertidal Zones that take place in larger habitats and conserve the estuaries living things and their environment
like estuaries and intertidal zones in estuaries and intertidal zones
(where land and water  evaluates the importance of
- Physical conditions of ecosystems overlap) protecting and conserving these
estuaries and intertidal zones ecosystems to a fishing
- Plants and animals living in community
these ecosystems
- Feeding relationships in these
ecosystems
- Protecting and conserving
estuaries
K to 12
K to 12 Science

Motion  demonstrates understanding of  practices time management in  describes the motion of an object
motion in terms of distance and road travels by tracing and measuring its
 Measuring time and distance time change in position (distance
using standard units travelled) over a period of time
 uses appropriate measuring tools
and expresses measurements
using correct standard units
 Light and Sound, Heat and  demonstrates understanding of  applies one’s knowledge on the  discusses why some materials are
Electricity the effects of heat and electricity, effects of heat, electricity, light good conductors of heat and
- Effects on People light and sound on people and and sound in daily life electricity
- Conductors of Heat and objects  infers how color of an object
Electricity affects its ability to absorb heat
- Preventing harm  relates the ability of the material to
block, absorb or transmit light to
its use
 investigates the effects of tension,
length and thickness of the string
on the pitch of the sound
produced by a stringed musical
instrument
 describes effects of noise and
harmonious sound on people
 Electricity and Magnetism

- Circuits  demonstrates understanding of a  assembles simple electrical  constructs a simple circuit to light
- Electromagnets simple DC circuit and the circuits with caution up a bulb
relationship between electricity  infers the conditions necessary to
and magnetism in electromagnets make a bulb light up
 investigates how changing the
number or type of components
like battery or bulbs, in a circuit
can make bulbs brighter or
dimmer
K to 12
K to 12 Science
 infers that electricity can be used

to produce magnets
 given a set of materials, designs
an experiment to determine the
factors that affect the strength of
the electromagnet

Processes that Shape Earth’s The Learner… The Learner… The Learner…
Surface
 demonstrates understanding of  make a simple map of the  describes how rocks turn into soil
 Weathering processes (weathering and soil community showing areas prone  investigates extent of soil erosion
 Soil Erosion erosion) that shape the Earth’s to soil erosion in the community and its effects
surface and their effects on living  participates in projects that reduce on living things and the
things and the environment soil erosion in the community environment
 communicates the data collected
in the investigation on soil erosion
 Weather Disturbances  demonstrates understanding of  makes an emergency plan using  observes the changes in the
- Types of weather weather disturbances and their weather forecasts and prepares weather before, during and after a
disturbances effects on the environment an emergency kit to be used in typhoon
- Effects of weather school and at home  describes the effects of a typhoon
disturbances on living things in the community
and the environment  explains the meaning of storm
warning signals
 The Moon  demonstrates understanding of  conducts a survey on the beliefs  infers the pattern in the changes in
- Phases of the Moon the phases of the Moon and the and practices of the community in the appearance of the Moon
- Beliefs and practices beliefs and practices associated relation to the phases of the moon  relates the cyclical pattern to the
with it length of a month
 The Stars  demonstrates recognition of the  identifies any two constellations  identifies star patterns that can be
- Patterns of stars constellations and the information and relates them to compass seen at particular times of the year
(constellation) derived from their location in the directions
sky
K to 12
K to 12 Science
Grade 6 – Matter
 Mixture and their  demonstrates understanding of  prepares beneficial and useful  investigates the characteristics
Characteristics the characteristics and mixtures such as drinks, food, and and classifications of mixtures
- Heterogeneous mixtures classifications of mixtures herbal medicines (homogeneous, heterogeneous
- Colloids (solutions, colloids and and suspension)
suspensions)  communicates the uses of
different mixtures
 explains the importance of
colloids in daily life
 Separating Mixtures  demonstrates understanding of  separates desired materials from  investigates ways of separating
different ways to separate common and local products mixtures into their individual
mixtures components
 reports on the benefits of
separating mixtures from local
and common products in daily
activities
 Human Body Systems  demonstrates understanding of  makes a chart showing healthful  explains how the parts of the
how the organs of the human habits that promote proper musculoskeletal, integumentary,
- Musculoskeletal body work together to form organ functioning of the digestive, circulatory, excretory,
- Integumentary System systems such as the musculoskeletal, integumentary, respiratory, and nervous systems
- Digestive System musculoskeletal, integumentary, digestive, circulatory, excretory, work together
- Respiratory System digestive, circulatory, excretory, respiratory, and nervous systems  reports on the importance of
- Circulatory System respiratory, and nervous systems maintaining proper body
- Nervous System functioning of these systems
 Animals  demonstrates understanding of  makes an inventory of  examines characteristics that

- Characteristics of vertebrates the characteristics, classifications, vertebrates and invertebrates distinguish one group of
and invertebrates importance, protection and that are commonly seen in the vertebrates from other groups
- Economic importance of conservation of animals community and which serve as a basis for
K to 12
K to 12 Science
vertebrates and invertebrates  practices ways of caring and their classification

in the community protecting animals  compares the structures that
- Rare animals in the vertebrates and invertebrates
community use to perform a certain function
- Protecting and caring for (e.g., vertebrates use their
animals musculoskeletal system -
coordinated by the nervous
system - to move; invertebrates
use an exoskeleton to perform
the same function)
 observes rare animals found in
the community and their
importance
 Plants  demonstrates understanding of  makes a multimedia presentation  compares parts of spore-bearing

- Parts of spore-bearing and the parts of spore-bearing and on how parts of the reproductive plants with cone-bearing plants
cone-bearing plants cone-bearing plants and the life system of spore-bearing and  describes the life cycles of ferns
- Life cycles of ferns and cycles of ferns and mosses cone-bearing plants ensure their and mosses
mosses  demonstrates understanding that survival  communicates propagation
- Vegetative plant propagation new plants may be grown from  makes a flyer on how plants can techniques that can be used for
other plant parts or new be propagated vegetatively growing plants
techniques
Ecosystems
Interactions Among Living Things

in Tropical Rainforests, Coral
Reefs, and Mangrove Swamps
 Physical conditions of tropical  demonstrates understanding of  forms discussion groups to tackle  describes the physical conditions
rainforests, coral reefs and interactions among components issues involving protection and of tropical forests, coral reefs, and
mangrove swamps of habitats with the highest conservation of ecosystems that mangrove swamps
 Plants and animals living in species diversity such as tropical serve as nurseries, breeding  communicates the importance of
these ecosystems rainforests, coral reefs, and places, and habitats for feeding relationships among living
 Feeding relationships in these mangrove swamps economically important plants things in the ecosystem
ecosystems and animals
 Protecting and conserving
tropical forest ecosystems
K to 12
K to 12 Science
Grade 6 – Force, Motion and Energy

Gravitation and Frictional Forces The Learner… The Learner… The Learner…
-Observable effects of  demonstrates understanding of  devices ways on how to overcome  infers that friction and gravity affect
gravitational and frictional the observable effects of the effects of friction and gravity in how people and objects move
force gravitational and frictional forces performing tasks / daily activities
- Overcoming gravity and on people and objects
friction
 Energy  demonstrates understanding of  manipulates simple machines to  infers that energy like sound, heat,
- Energy forms and energy forms and transformations, do certain tasks in daily life light and electricity can be
transformation kinds of simple machines and activities transformed from one form to
- Simple machines their importance in daily life  practices safety in handling tools another
activities or simple machines found in  manipulates simple machines to
school, at home and in the describe their characteristics and
community uses
 demonstrates practical and safe
use of simple machines
 identifies electrical devices at
home and school that converts
electrical energy to light, heat,
sound and motion

Earthquakes and Volcanic The Learner… The Learner… The Learner…
Eruptions
 demonstrates understanding of  makes an emergency plan and  describes the changes in the
 Changes on Earth’s surface as natural disasters and knowledge prepares an emergency kit for use Earth’s surface as a result of
a result of earthquakes and/or of emergency preparedness at home and in school earthquakes and volcanic
volcanic eruptions during these disasters eruptions
 Warning signs  describes warning signs that a
 Disaster preparedness volcano is about to erupt
 makes informed decisions on
what to do during and after
earthquakes and volcanic
eruptions
K to 12
K to 12 Science
 Weather Patterns in the  demonstrates understanding of  chooses activities appropriate to  collects, reports and interprets
Philippines weather patterns, seasons and the changing seasons and find data on the weather in a span of a
- Weather patterns effects of seasons on livelihood ways to reduce risks school year
- Seasons and health of people in the  describes the seasons in the
- Effects of seasons on community Philippines and their effects on
livelihood and health of livelihood and health of the people
people in the community in the community
 Motions of the Earth  demonstrates understanding of  uses models to demonstrate  relates the rotation and revolution
- Rotation the motions of the Earth and its rotation and revolution of the of Earth to the occurrence of day
- Revolution effects Earth to explain natural and night, apparent movement of
- Effects of Earth’s motions phenomena Sun, Moon and stars, and the
lengths of a day and a year
 The Solar System  demonstrates understanding of  discusses the characteristics of  compares the eight planets of our
- Planets (e.g., surface the physical characteristics of Earth that support life solar system
features, size and relative planets in the solar system  constructs models of the solar
distance from the Sun) system that show the relative
- Model of the solar system sizes of each planet and the
relative distances between the
planets
Grade 7 – Matter
Doing Scientific Investigations The Learner… The Learner… The Learner…
 Ways of acquiring knowledge and  demonstrates understanding of  conducts simple investigations  describes what is meant by
solving problems scientific ways of acquiring through the inquiry approach fair test
knowledge and solving using local available materials
 describes the components of
problems an investigation such as
research problem, hypothesis,
method for testing hypothesis
and conclusions based on
evidence
K to 12
K to 12 Science
 Diversity of Materials in the

Environment
- Solutions  demonstrates understanding of  prepares different  investigates properties of
some important properties of concentrations of mixtures unsaturated or saturated
solutions according to uses and solutions
availability of materials  investigates how fast solids
dissolve in water
- Substances and Mixtures  demonstrates understanding of  investigates the properties of  recognizes that a substance has
the properties of substances mixtures of varying a unique set of properties
which distinguish them from concentrations using available
mixtures materials in the community for
specific purposes
- Elements and Compounds  demonstrates understanding of  makes a chart, poster, or  recognizes that substances are
classifying substances as multimedia presentation of classified into elements and
elements or compounds common elements showing compounds
their names, symbols and uses
- Acids and Bases  demonstrates understanding of  interprets properly product  investigates properties of acidic
common properties of acidic labels of acidic and basic and basic mixtures using natural
and basic mixtures mixture and practices safe ways indicators
of handling acids and bases
using protective clothing and
safety gears
- Metals and Non-metals  demonstrates understanding  makes a chart, poster, or  describes some properties of
properties of metals and multimedia presentation of metals and nonmetals such as
nonmetals metals and nonmetals luster, malleability, ductility, and
commonly used at home and conductivity
industry
 Levels of Organization  demonstrates understanding of  employs appropriate  differentiates organ systems,

 Microscopy the different levels of techniques using standard tools organs, tissues, cells from each
 Animal and plant cells organization in an organism or equipment to gather data other
 demonstrates understanding about very small objects  identifies common diseases
K to 12
K to 12 Science
 Fungi, protists, and bacteria that aside from plants and  makes a multimedia that affect the major organs of
animals, there are other much presentation showing how the body and their treatment
smaller organisms that can only organ systems interact with  identifies parts of the
be seen through the each other to carry out microscope and their functions
microscope many of which essential processes of the body  differentiates plant and animal
consist of only one cell cells according to presence or
 demonstrates understanding of absence of certain organelles
the levels of organization  describes the structures of
beyond the organism such as microorganisms using a
populations, communities, and microscope
ecosystems  identifies beneficial and harmful
microorganisms
 explains why the cell is
considered the basic structural
and functional unit of all
organisms
Heredity: Inheritance and Variation
 Asexual reproduction  demonstrates understanding  conducts an interview with  compares asexual and sexual
- Offspring that result from asexual that reproduction can be farmers on the kinds of plants reproduction
reproduction are genetically identical asexual or sexual that are best propagated  describes the process of
to the parents asexually fertilization
 Sexual reproduction  differentiates offspring resulting
- Union of egg cell and sperm cell from asexual reproduction with
during fertilization that from sexual reproduction
- Offspring that result from sexual in terms of similarities to
reproduction are similar to the parents
parents but not identical
Ecosystems
 Components of an ecosystem: biotic and  demonstrates understanding  initiates and/or participates in  identifies which of the things
abiotic that organisms interact with activities that protect and found in the environment are
 Ecological relationships each other and with their preserve ecosystems in the biotic or abiotic
environment to survive locality  describes the different
- Producers and consumers ecological relationships found in
- Symbiotic relationships: parasitism, an ecosystem
mutualism  describes how energy is
K to 12
K to 12 Science
- Non-symbiotic relationships: transformed through the

competition, predation feeding relationships
- Transfer of energy through trophic  predicts the effect of changes in
levels one population on other
populations in the ecosystem
 predicts the effect of changes in
abiotic factors on the
ecosystem
individual and collective actions
on protecting and preserving
ecosystems
Motion in One Dimension The Learner… The Learner… The Learner…
 Motions of Objects in terms of  demonstrates understanding  advocates road safety focusing  describes the motion of an
displacement, speed or velocity and of motion in one- dimension on the dangers of object in terms of distance or
acceleration overspeeding, sudden stopping displacement, speed or
 Motion Detectors and tailgating velocity, and acceleration
 differentiates quantities (in
 discusses how motion terms of magnitude and
detectors are used in detecting direction) using the concepts of
overspeeding vehicles distance vs displacement and
speed vs velocity
 creates and interprets visual
representation of the motion of
objects such as tape charts and
motion graphs
 Waves  infers that energy, like light

- Transverse vs. Longitudinal Waves  demonstrates understanding  develop awareness of the and sound, travels in the form
- Mechanical vs. electromagnetic of waves as a carriers of potential risks brought about by of waves
waves energy big waves like tsunamis  explains how waves carry
- Characteristics of waves energy from one place to
another
 distinguishes between
transverse and longitudinal
K to 12
K to 12 Science
waves and mechanical and

electromagnetic waves
 use a model to demonstrate
the relationship among
frequency, amplitude,
wavelength, and wave velocity
 Sound
- Characteristics of sound  demonstrates understanding  creates harmonious music  uses the concepts of
of the characteristics of sound using indigenous products wavelength, velocity, and
such as pitch and loudness amplitude to describe
characteristics of sound such
as pitch, loudness and quality
 demonstrates changes in pitch
and loudness using real or
improvised musical instrument
through fair testing
 explains sound production in
the human voice box and how
pitch, loudness and quality of
sound vary from one person to
another
 describes how organisms
produce, transmit and receive
sound of various frequencies
(infrasonic, audible and
ultrasonic sound)
 Light  demonstrates understanding  chooses proper lighting in  relates characteristics of light

- Characteristics of Light of the characteristics of light: doing various activities like such as color and intensity to
intensity or brightness and reading and road travel frequency and wavelength
color  designs and implements an
experiment that shows that
light travels in a straight line
 investigates the relationship
between light intensity and the
distance from a light source
K to 12
K to 12 Science
 Heat  demonstrates understanding  chooses right materials for a  infers the conditions necessary
- Heat Transfer of the different modes of heat particular purpose for cooking, for heat transfer to occur
transfer: conduction, food storage, and building  explains different modes of
convection, radiation homes heat transfer in terms of the
movement of particles
 identifies good and poor
conductors of heat and
describe their specific uses
 Electricity  demonstrates understanding  protects oneself during  differentiates the three types of
- Charges of charges and the different thunderstorm charges
- Charging processes charging processes  demonstrates the different
types of charging processes
earthing or grounding
 describes how a lightning rod
works

The Philippine Environment The Learner… The Learner… The Learner…
 Location of the Philippines using a  demonstrates understanding of  practices conservation and  demonstrates how places on
coordinate system the characteristics of the protection of resources (soil, Earth may be located using a
 Location of the Philippines with Philippine environment and its water, rocks and minerals, coordinate system
respect to landmasses and bodies of natural resources, including the fossil fuels) in the community  describes the location of the
water ways by which these resources Philippines with respect to the
 Protection and conservation of are conserved and protected continents and oceans of the
natural resources world
 recognizes that soil, water,
rocks, coal, and other fossil
fuels are Earth materials
 recognizes that Earth materials
provide many of our resources
 describes ways of using Earth's
resources wisely
K to 12
K to 12 Science
 Interactions in the Atmosphere  demonstrates understanding  plans for extreme weather  describes the different layers
- Greenhouse effect/global warming of the different phenomena conditions such as torrential of the atmosphere
- Land and sea breezes that rains during monsoons  illustrates how some human
- Monsoons occur in the atmosphere and  participate in projects that will activities affect the
- Intertropical convergence zone how they affect human reduce buildup of greenhouses atmosphere
activities gases  explains how energy from the
sun enters the atmosphere
 accounts for the occurrence of
land and sea breezes, and
monsoons
 explains the occurrence of the
intertropical convergence zone
(ITCZ)
 describes the effects of certain
weather systems in the
Philippines
 Seasons in the Philippines  demonstrates understanding  plans activities appropriate to  using models, relates:
- Relation of seasons to the position of of the relationship of the the seasons in the Philippines - the tilt of the Earth to the
the Sun in the sky seasons and the position of length of daytime
- Causes of seasons in the Philippines the Sun in the sky - the length of daytime to the
amount of energy received
- the position of the Earth in its
orbit to the height of the Sun
in the sky
- the height of the Sun in the
sky to the amount of energy
received
- the latitude of an area to the
amount of energy the area
receives
 shows what causes the
seasons in the Philippines to
change using models
 Eclipses  demonstrates understanding  discusses whether or not  communicates how solar and
- Solar eclipse of the occurrence of eclipses beliefs and practices about lunar eclipses occur
- Lunar Eclipse eclipses have scientific basis  collects, records and reports
data on the beliefs and
practices of the community in
relation to eclipses
K to 12
K to 12 Science

 Laws of Motion  Demonstrates understanding  develops a written plan and  investigates the relationship of
- Law of Inertia of the Newton’s three laws of implement a ―Newton’s the amount of force applied
- Law of Acceleration motion and uniform circular Olympics and the mass of the object to
- Law of Interaction motion the amount of change in the
object’s motion
 infers that when a body exerts
a force on another an equal
amount of force is exerted
back on it
 demonstrates how a body
responds to changes in motion
 relates the laws of motion to
bodies in uniform circular
motion
 infers that circular motion
requires the application of
constant force directed toward
the center of the circle
 Work Power and Energy  demonstrates understanding  proposes ways to increase the  differentiates layman’s
- Layman’s definition of work vs. of work using constant force, amount of work done in a definition of work from
mechanical work power, gravitational potential certain period mechanical work
- Situations where work is done and energy, kinetic energy, and  describes how work is related
where work is not done elastic potential energy to power and energy
 differentiates potential and
kinetic energy
 relates speed and position of
object to the amount of energy
possessed by a body
K to 12
K to 12 Science
 Sound  demonstrates understanding  discusses technologies that  compares the speed of sound
of the propagation of sound make use of sound waves through solids, liquids and
through solid, liquid, and gas (e.g. sonar) gases
 infers how the movement of
particles of an object affects
the speed of sound through it
 investigates the effect of
temperature to speed of sound
 Light  demonstrates understanding  discusses about phenomena  demonstrates the existence of

of some properties and such as blue sky, rainbow, red the color components of visible
characteristics of visible light sunset using the concept of light using a prism or
wavelength and frequency of diffraction grating
visible light  explains the hierarchy of
colors in relation to energy
 explains that red is bent the
least and violet is bent the
most according to their
wavelengths or frequencies
 Heat  demonstrates understanding  constructs a model to  differentiates between heat
of heat and temperature and demonstrate the high heat and temperature at the
the effects of heat to a body capacity of water ( e.g. molecular level
balloons filled with water do  cites examples in real life and
not burn easily when placed industries that apply expansion
over the flame) of materials (e.g. expansion
 discusses the importance of slots of bridges)
water as a cooling agent  investigates the relationship of
because of its high specific the amount of heat transferred
heat capacity between bodies of varying
temperature to temperature
difference, heat capacity and
mass using fair testing
 Electricity  demonstrates understanding  practices safety in handling  infers the relationship between
of current- voltage-resistance electrical devices current and charge
relationship, electric power,  creates models or cites
electric energy, and home analogies for electrical charge,
circuitry current, voltage, power and
resistance
K to 12
K to 12 Science
 investigates the effect of using

one or two batteries to various
ways of connecting two light
bulbs (series and parallel
connections)
 explains the advantage of
parallel wiring in homes
 differentiates electrical power
and electrical energy
 compares power rating and
energy consumption of various
electrical appliances
 explains the functions of circuit
breakers, fuses, earthing,
double insulation and other
safety devices in the home
SECOND QUARTER/ SECOND GRADING PERIOD
 Earthquakes and Faults  demonstrates understanding of  participates in making decisions  describes what a fault is
- Active and inactive faults the relationship between faults on where to build structures  using models or illustrations,
- How movements along faults and earthquakes based on knowledge of the explains how movements along
generate earthquakes location of active faults in the faults generate earthquakes
- How earthquakes generate tsunamis community  differentiates the epicenter of
- Earthquake focus and epicenter  makes an emergency plan and an earthquake from its focus
- Earthquake intensity and magnitude prepares an emergency kit for  differentiates the intensity of an
- Earthquake preparedness use at home and in school earthquake from its magnitude
- How earthquake waves provide  identifies faults in the
information about the interior of the community
Earth  differentiates between active
and inactive faults
 demonstrates how underwater
earthquakes generate tsunamis
 explains how earthquake
waves provide information
about the interior of the earth
K to 12
K to 12 Science
 Understanding Typhoons  demonstrates understanding of  demonstrates precautionary  explains how typhoons develop
- How typhoons develop formation of typhoons and their measures before, during, and  infers why the Philippines is
- Why the Philippines is prone to movement within the Philippine after a typhoon, including prone to typhoons
typhoons Area of Responsibility following advisories, storm  explains how landforms and
- How landforms and bodies of water signals, and calls for bodies of water affect typhoons
affect typhoons evacuation given by  traces the path of typhoons that
- Philippine Area of Responsibility responsible government enter the Philippine Area of
agencies Responsibility (PAR) using a
 participates in activities that map and tracking data
lessen the risks brought by
typhoons
 Other members of the Solar System  demonstrates understanding  discusses whether or not  compares and contrasts
- Comets of the characteristics of beliefs and practices about comets, meteors, and asteroids
- Meteors comets, meteors and asteroids comets and meteors have  predicts the appearance of
- Asteroids scientific basis comets based on recorded data
of previous appearances
 explains the regular occurrence
of meteor showers
Grade 8 – Matter
 Particle Nature of Matter  demonstrates understanding  makes a chart, poster, or  explains the properties of
of the particle nature of matter multimedia presentation of solids, liquids and gases
- Elements, Compounds and Mixtures as basis for explaining elements and compounds that based on the particle nature of
- Atoms and Molecules properties, physical changes, are essential to living matter
and structure of substances organisms  explains physical changes in
and mixtures  traces how water behaves in terms of the arrangement and
its different states based on motion of atoms and
the arrangement of its particles molecules
 Atomic Structure
 demonstrates understanding  makes a chart, timeline, or  determines the number of
- Protons of the identity of a substance multimedia presentation of protons, neutrons and
- Neutrons according to its atomic how the different models have electrons in a particular atom
- Electrons structure evolved
K to 12
K to 12 Science
 Periodic Table (PT) of Elements  demonstrates understanding  creates a poster on the  traces the development of the
of the periodic table of element essential elements needed by periodic table from observations
- Development of the PT as an organizing tool to the human body indicating based on similarities in
- Arrangement of elements determine the chemical their sources, roles and properties of elements
- Reactive and non-reactive metals properties of elements functions, required levels on a  uses the periodic table to
daily basis, and the effects predict the chemical behavior of
when taken in excess an element
FOURTH QUARTER/ FOURTH GRADING PERIOD
Structures and Functions: Focus on the The Learner… The Learner… The Learner…
Digestive System
 demonstrates understanding  conducts an interview with the  describes the coordinated
 Organs of the digestive system and their of the organs of the digestive school nurse or the local functions of the organs of the
interaction with organs of the respiratory system and their functions in health workers on practices digestive system
and circulatory systems ingestion, absorption, that promote proper care for  traces the path of food as it is
 Changes in food as it undergoes physical assimilation, and excretion the organs of the digestive being digested
and chemical digestion  demonstrates understanding system  explains how enzymes help in
 Diseases resulting from nutrient deficiency
of the interaction among digesting food
and ingestion of harmful substances
 Prevention, detection, and treatment of organs of the digestive,  explains how digested food is
diseases of the digestive system circulatory, and respiratory absorbed through the villi and is
 Contemporary health issues that promote systems in providing the body carried through the bloodstream
proper nutrition and overall wellness with nutrients for energy to the liver
 demonstrates understanding  explains how dissolved wastes
of how dissolved wastes and and solid wastes are eliminated
solid wastes are eliminated through the excretory system
through the excretory system  illustrates how diseases of the
 demonstrates understanding digestive system are detected,
of diseases that result from prevented, or treated
nutrient deficiency and  identifies healthful practices that
ingestion of harmful affect the digestive system
substances and their  discusses contemporary health
prevention and treatment issues that promote proper
nutrition and overall wellness
K to 12
K to 12 Science
 identifies organelles that are

Heredity: Inheritance and Variation of  demonstrates understanding  reports on the importance of involved in cell division
Traits that cells divide to produce variation in plant and animal  describes and compares the
new cells breeding processes of mitosis and
 Organelles of the cell involved in cell  demonstrates understanding meiosis, and their role in the
division that Mendel’s laws can be cell division cycle
 Stages of mitosis used in explaining the role of  compares the number of
 Stages of meiosis meiosis in producing genetic chromosomes of the daughter
 Mendelian Genetics variation cells resulting from mitosis
and meiosis
 differentiates oogenesis and
spermatogenesis
 explains the significance of
meiosis in maintaining the
chromosome number
 describes how the union of
egg and sperm cells results in
variation
 identifies phenotypes as the
expression of inherited
characteristics
Biodiversity  demonstrates understanding  reports (e.g., through a  explains the concept of

 Species diversity of the concept of a species as travelogue) on the activities species as a reproductively
 Hierarchical taxonomic system of a reproductively distinct group that communities engage in to distinct group of organisms
species of organisms protect and conserve  classifies organisms using the
 Protection and conservation of  demonstrates understanding endangered and economically hierarchical taxonomic system
endangered and economically that species are further important species (domain, kingdom, phylum,
important species classified into a hierarchical class, order, family, genus,
taxonomic system (domain, species) based on structure
kingdom, phylum, class, order, and function
family, genus, species)  explains the advantage of
high biodiversity over low
biodiversity in maintaining the
stability of an ecosystem
K to 12
K to 12 Science
Ecosystems  demonstrates understanding  makes a poster comparing food

of the one way flow of energy choices based on the trophic  describes the transfer of
 Transfer of Energy in Trophic Levels and the cycling of materials in levels energy through the trophic
 Cycling of materials in the ecosystem an ecosystem levels
 analyzes the roles of
- Water cycle organisms in the cycling of
- Oxygen-carbon cycle materials
- Nitrogen cycle  explains how materials cycle
in an ecosystem
 Impact of human activities in an  suggests ways to minimize
ecosystem human impact on the
environment
 describe changes caused by
organisms in their
environment

FIRST QUARTER/ FIRST GRADING PERIOD
Respiratory and Circulatory Systems The Learner… The Learner… The Learner…
Working with the other Organ Systems
 demonstrates understanding of  conducts an interview with the  describes the parts and
how the different structures of school nurse or the local health functions of the circulatory
the circulatory and respiratory workers on practices that system
systems work together to promote proper care for the  explains the mechanism on how
transport oxygen-rich blood and organs of the circulatory and the circulatory system
nutrients to the different parts of respiratory systems transports nutrients, gases, and
the body other molecules to and from the
 demonstrates understanding of different parts of the body
the prevention, detection, and  explains how harmful
treatment of diseases affecting substances affect the
the circulatory and respiratory respiratory and circulatory
systems systems
 explains how lifestyle (e.g.,
regular exercise, smoking)
affects the functioning of the
circulatory system
K to 12
K to 12 Science
 makes a chart of diseases

affecting the circulatory system
and their prevention, detection,
and treatment
Heredity: Inheritance and Variation  demonstrates understanding that  illustrates how traits of  explains how fertilization
 Haploid number of chromosomes in genetic information is organized economically important plants produces a diploid zygote out of
gametes in genes on chromosomes and animals are improved haploid gametes
 Location of genes in chromosomes  demonstrates understanding that through breeding  describes the location of genes in
 Restoration of the diploid number traits of an organism are chromosomes
of chromosomes in the offspring transmitted to the offspring  explains how genes are
through fertilization through the genes found in responsible for specific traits
chromosomes
Biodiversity and Evolution
 causes of species extinction
- natural  demonstrates understanding that  makes a multimedia  identifies causes of species
- anthropogenic most species that have once presentation of a timeline of extinction
existed are now extinct extinction of representative  relates species extinction to the
 demonstrates understanding that microorganisms, plants, and failure of populations of
species become extinct when animals organisms to adapt to abrupt
the environment changes and changes in the environment
they fail to adapt
Ecosystems
Flow of Energy and Matter in
Ecosystems
 Photosynthesis
- Structure and function of plant  demonstrates understanding of  shows through a poster how  describes how specific cell
parts and organelles involved in photosynthesis and respiration photosynthesis and respiration structures carry out
photosynthesis as life energy processes are related to each other in photosynthesis and respiration
terms of the feeding  provides evidence that plants
 Respiration relationships and the transfer of can manufacture their own food
- Structure and function of energy through trophic levels  differentiates basic features of
mitochondrion as the main  reports on farming practices that photosynthesis and respiration
organelle involved in cellular relate knowledge of  explains the importance of
respiration photosynthesis that may result photosynthesis to other
to increased yield organisms
K to 12
K to 12 Science
Grade 9 – Matter
 Chemical Bonding  demonstrates understanding of  conducts a survey of organic  explains properties of metals in
- Metallic Bonding the forces that hold metals and inorganic compounds found terms of their structure
together as natural resources in the  recognizes different types of
Philippines compounds (ionic or covalent)
 demonstrates understanding of  presents data in poster, chart or based on their properties such
- Ionic and Covalent Bonding how atoms form bonds with other multimedia the uses of as melting point, hardness,
atoms by transfer or sharing compounds based on their polarity, and electrical and
electrons properties thermal conductivity
 explains how ions are formed
 recognizes the importance of
ions when humans obtain
nutrients from food
 explains the formation of ionic
and covalent bonds
 explains chemical changes in
terms of the breaking of bonds
and the rearrangement of atoms
to form new substances
 The Variety of Carbon Compounds  demonstrates understanding of  creates a database of the  explains how the structure of
- Carbon Atoms the type of bond that carbon organic compounds surveyed, carbon atom affects the type of
- Organic Compounds forms resulting to the diversity of indicating their structure, bonds it forms
carbon compounds properties and uses  recognizes the general classes
of organic compounds and their
uses
 Mole Concept  demonstrates understanding that  designs an educational game  uses the mole concept to
matter consists of an extremely involving mole concepts express mass of substances
- Mass large number of very small  determines the percentage
- Moles particles which can be composition of a compound
- Percentage Composition of a quantitatively measured by the given its chemical formula and
Compound unit, mole vice versa
K to 12
K to 12 Science

 Volcanoes and the Interior of the  demonstrates understanding of  participates in making informed  identifies the volcanoes in the
Earth the interior of the Earth using decisions based on identified community or region
- Active and inactive volcanoes information from volcanoes permanent danger zones  differentiates between active
- Different types of volcanoes around active volcanoes and inactive volcanoes
- What happens when volcanoes  shows emergency  describes the different types of
erupt preparedness before, during volcanoes
- Energy from volcanoes and after a volcanic eruption  using models or illustrations,
- How volcanoes provide information including following advisories explains what happens when
about the interior of the Earth regarding alert levels and calls volcanoes erupt
for evacuation given by  using diagrams, illustrates how
responsible government energy from volcanoes may be
agencies tapped for human use
 explains how volcanoes
provide information about the
interior of the Earth
 Climate  demonstrates understanding of  participates in activities that  explains how different factors
- Factors that affect climate the factors that affect climate, reduce risks and lessen effects affect the climate of an area
- Global climate phenomenon the effects of changing climate, of climate change  describes certain climatic
and how to adapt to them phenomena that occur on a
global level
 Constellations  demonstrates understanding of  discusses whether or not beliefs  infers the characteristics of stars
- Characteristics of stars the relationship between the and practices about based on the characteristics of
- Arrangement of stars in a group visible constellations in the sky constellations and astrology the Sun
- Changing position of constellations and Earth’s position along its have scientific basis  infers that the arrangement of
during the night and at different orbit stars in a group (constellation)
times of the year does not change
- Beliefs and practices about  observes that the position of a
constellations and astrology constellation changes in the
course of a night
 using models, shows which
constellations may be observed
at different times of the year
K to 12
K to 12 Science

 Motion in Two Dimensions  demonstrates understanding of  advocates road safety through  describes the horizontal and
projectile motion, impulse and various media focusing on vertical motions of a projectile
- Projectile Motion momentum, and conservation vehicular collisions  investigates the relationship
of linear momentum between the angle of release
 proposes ways to enhance and the height and range of the
 Conservation of Linear Momentum sports related to projectile projectile
motion  relates impulse and momentum
to collisions of objects (e.g.
vehicular collision)
 infers that the total momentum
before and after collision is
equal
 examines effects and predict
causes of collision-related
damages/injuries
 Work Power and Energy  demonstrates understanding of  practices safety in amusement  explains energy transformation
conservation of mechanical rides in various activities/events (e.g.
- Changes in form of mechanical energy waterfalls, archery, amusement
energy rides)
- Conservation of energy  perform activities to
demonstrate conservation of
mechanical energy
 infer that the total mechanical
energy remains the same
during any process
 Heat, Work, and Efficiency  demonstrates understanding of  practices wise choice of  constructs a model to
the relationship among heat, electrical appliances based on demonstrate that heat can do
work, and efficiency its energy efficiency work
 infers that heat transfer can be
used to do work and that work
involves the release of heat
K to 12
K to 12 Science
 explains why machines are

never 100% efficient
 explains how heat transfer and
energy transformation make
heat engines like geothermal
plants work
 Electricity and magnetism  demonstrates understanding of  communicates how electricity  explains generation and
- Power generation and energy power generation, from powerplants reaches transmission of electricity
losses transmission, and distribution one’s home through power stations
- Transmission and distribution of  explains the importance of a
electrical energy from power national grid system
plants to homes  enumerates various ways of
generating electricity in the
Philippines and state the
transformation of energy for
each (e.g. hydroelectric,
geothermal or wind power plant)
 describes energy loss in
transmission cables and explain
how these can be prevented

 Plate Tectonics  demonstrates understanding of  demonstrates ways to ensure  explains the presence of active
- Volcanoes, earthquake the relationship among the disaster preparedness during volcanoes, earthquake epicenters
epicenters and mountain locations of volcanoes, earthquakes, tsunamis and and mountain ranges along plate
ranges earthquake epicenters and volcanic eruptions boundaries
- Their relationship to the plate mountain ranges  suggests ways by which he/she
boundaries can contribute to government
efforts in reducing damage due to
earthquakes, tsunamis, and
volcanic eruptions
K to 12
K to 12 Science

Balance and Stability
Center of Mass and Equilibrium  demonstrates understanding of  practices appropriate positions or  applies Newton’s laws of motion
balance and stability movements to achieve efficiency to discuss translational
Characteristics of Fluids and  demonstrates understanding of and safety in performing sports equilibrium
Solids the differences between fluids activities such as basketball,  relates center of mass with
and solids in terms of its soccer, tennis, and swimming balance and stability
molecular structure,  differentiates fluids from solids in
compressibility and density terms of molecular structure,
compressibility and density
 use Pascal’s principle to explain
the principle behind hydraulic
systems and pressure
 explains the relationship
between fluid pressure and depth
and cite real life examples
 Electromagnetic Waves  demonstrates understanding of  protects oneself from the dangers  compares the relative
the different regions of the brought about by different wavelengths of different forms of
electromagnetic waves regions/forms of electromagnetic electromagnetic waves
radiation  cites examples that show practical
applications of the different
regions of EM waves such as the
use of radio waves in
telecommunications
 explains the effects of EM
radiation to living things and the
environment
 Light  demonstrates understanding of  makes informed choices on  predicts the qualitative

the images formed by the selecting the right type of mirrors characteristics (orientation, type
different types of mirrors and or lenses for specific purposes and magnification) of
lenses images formed by plane and
curved mirrors
 applies ray diagramming
K to 12
K to 12 Science
techniques in describing the

characteristics and positions of
images formed by lenses
 identifies ways in which the
properties of mirrors and lenses
determine their use in optical
instruments (e.g. camera,
binoculars)
 Electricity and Magnetism  demonstrates understanding of  demonstrates the generation of

the relationship between  troubleshoots problems related electricity by movement of a
- Electromagnetic effects electricity and magnetism in to electrical devices involving magnet through a coil
electric motors and generators motors like electric fan  makes a model on how a
magnetic field exerts a force on a
wire
 explains the operation of a
simple electric motor and
generator
Coordinated Functions of the
Reproductive, Endocrine and  demonstrates understanding that  conducts an interview with the  describes the parts of the
Nervous Systems organisms have feedback school nurse or the local health reproductive system and their
mechanisms which are workers on practices that functions
coordinated by the nervous and promote proper care for the  explains the roles of hormones
endocrine systems organs of the reproductive, involved in the female and male
 demonstrates understanding that endocrine, and nervous systems reproductive systems
these feedback mechanisms help  describes the feedback
the organism maintain mechanisms involved in
homeostasis to reproduce and regulating processes in the
survive female reproductive system (e.g.,
menstrual cycle)
 explains the process of
fertilization and the development
of the embryo
 summarizes the process of
reproduction using a concept map
K to 12
K to 12 Science
 describes how the nervous

system coordinates and regulates
these feedback mechanisms to
maintain homeostasis
Heredity: Inheritance and Variation  demonstrates understanding that  makes a concept map  describes the structure of the
the information passed from summarizing how heritable DNA molecule
parents to offspring is coded in characteristics can be observed in  explains the process of DNA
DNA molecules an organism’s phenotype replication
 demonstrates understanding of (molecular or organism level)  explains the process of protein
the process of DNA replication synthesis
 demonstrates understanding that  explains how mutations may
genetic information stored in DNA cause changes to the structure
is used to direct the synthesis of and function of a protein
proteins
 demonstrates understanding of
the process of protein synthesis
 demonstrates understanding how
mutations in a gene influence the
structure or functions of proteins
 demonstrates understanding that
mutations that occur in sex cells
can be passed on to the offspring
Biodiversity and Evolution  demonstrates understanding that  writes an essay on the  explains the theory of natural
evolution explains diversity of importance of adaptation as a selection
species and their descent from a mechanism for the survival of a  explains how natural selection
common ancestor species can result in speciation and
 demonstrates understanding of extinction
the Theory of Natural Selection  explains how fossil records,
 demonstrates understanding of comparative anatomy and genetic
the scientific evidence of natural information provide evidence for
selection evolution
Ecosystems
Flow of Energy and Matter in
Ecosystems  demonstrates understanding that  designs and conduct an  suggests ways to minimize
an ecosystem can only support a experiment using yeast or other human impact on the environment
K to 12
K to 12 Science
 Biological Diversity, limited number of organisms suitable organisms to evaluate  describes changes caused by
Adaptation, and Survival  demonstrates understanding that the relationship between organisms in their environment
 Population Growth and biodiversity influences the stability population growth and carrying  explains how species diversity
Carrying Capacity of ecosystems capacity increases the probability of
adaptation and survival of
organisms in changing
environments
Grade 10 – Matter
 Gas Laws  demonstrates understanding of  applies the kinetic molecular  investigates the relationship
- Kinetic Molecular Theory how gases behave based on the theory in explaining everyday between:
- Volume, pressure and motion and relative distances situations involving gases - volume and pressure at
temperature relationship between gas particles constant temperature of a
- Ideal gas law  demonstrates understanding of gas
the relationships between - volume and temperature at
volume, temperature and constant pressure of a gas
pressure based on the kinetic - explains these relationships
molecular theory using the kinetic molecular
theory
 solve problems using the

different gas laws
 Biomolecules  demonstrates understanding of  interprets food labels in terms of  recognizes the major categories
- Elements present in the structure of biomolecules, percentage composition in of biomolecules such as
biomolecules which are made mostly of a relation to the required daily carbohydrates, lipids, proteins,
- Carbohydrates, lipids, limited number of elements, such intake of carbohydrates/sugars, and nucleic acids
proteins, and nucleic acids as carbon, hydrogen, oxygen proteins, and fats
o Food Labels and nitrogen
 Chemical reactions  demonstrates understanding of  using any form of media,  applies the principles of
chemical reactions associated presents the effects of chemical conservation of mass to chemical
with biological and industrial reactions on biological and reactions
processes affecting life and the industrial processes affecting life  balances equations, given the
environment and the environment formulas for reactants and
products
K to 12
K to 12 Science
 recognizes that all chemical

reactions are accompanied by
energy change
 describes chemical reactions
involved in plant growth, food
digestion and spoilage, and
processes affecting life and the
environment
 enumerates and explains the
factors affecting rates of
chemical reactions
 explains how the factors affecting
rates of chemical reactions are
applied in food preservation and
materials production, control of
fire, pollution, and corrosion
 recognizes the importance of
controlling rates of reactions in
technology
K to 12

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K To 12 Curriculum Guide SCIENCE Kinderg PDF

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K to 12 Science

Republic of the Philippines

April 25, 2013

The Conceptual Framework of Science Education

CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)

K–3 4–6 7 – 10 11-12

Grade/Level Grade Level Standards

Grade 1 To be finalized by the designated TWG for Grades 1 and 2

Grade 2 To be finalized by the designated TWG for Grades 1 and 2

Grade/Level Grade Level Standards

Grade/Level Grade Level Standards

Grade/Level Grade Level Standards

Grade 11 To be finalized by the designated TWG for Grades 11 and 12

Grade 12 To be finalized by the designated TWG for Grades 11 and 12

PROPOSED Sequence of Domain/Strands per Quarter

Spiraling of Concepts about Matter Grade 3 – Grade 6

Spiraling of Concepts about Matter Grade 7 - Grade 10

BIODIVERSITY AND EVOLUTION

HEREDITY:INHERITANCE AND VARIATION

BIODIVERSITY AND EVOLUTION

Spiraling of Concepts about Force, Motion, and Energy Grade 3 - Grade 6

Spiraling of Concepts about Force, Motion, and Energy Grade 7 - Grade 10

Spiraling of Concepts about Earth and Space Grade 3 - Grade 6

Spiraling of Concepts about Earth and Space Grade 7 - Grade 10

Grade 3 – Living Things and Their Environment

according to body parts and

Grade 3 – Force and Motion

 describes the properties of water

Grade 4 – Living Things and Their Environment

Grade 4 – Force and Motion

Grade 4 – Earth and Space

Grade 5 – Living Things and Their Environment

- Modes of reproduction animals such as few offspring posters

Grade 5 – Force and Motion

 Electricity and Magnetism

 infers that electricity can be used

Grade 5 – Earth and Space

 Animals  demonstrates understanding of  makes an inventory of  examines characteristics that

vertebrates and invertebrates  practices ways of caring and their classification

 Plants  demonstrates understanding of  makes a multimedia presentation  compares parts of spore-bearing

Interactions Among Living Things

Grade 6 – Force, Motion and Energy

Grade 6 – Earth and Space

 Diversity of Materials in the

Parts and Functions The Learner… The Learner… The Learner…

 Levels of Organization  demonstrates understanding of  employs appropriate  differentiates organ systems,

Heredity: Inheritance and Variation

- Non-symbiotic relationships: transformed through the

 Waves  infers that energy, like light

waves and mechanical and

 Light  demonstrates understanding  chooses proper lighting in  relates characteristics of light

Grade 7 – Earth and Space

Grade 8 – Force, Motion and Energy

 Light  demonstrates understanding  discusses about phenomena  demonstrates the existence of

 investigates the effect of using

 identifies organelles that are

Biodiversity  demonstrates understanding  reports (e.g., through a  explains the concept of

Ecosystems  demonstrates understanding  makes a poster comparing food

Grade 9 – Living Things and Their Environment

 makes a chart of diseases

Grade 9 – Earth and Space

Grade 9 – Force, Motion and Energy

The Learner… The Learner… The Learner…