Special Curricular Program in Science, Technology and Engineering

Grade 7

Environmental Science

Course Description:
The course is designed to introduce students to major environmental concepts and problems that affect the world in which we live in. It
provides students the opportunity to enhance their awareness of the interactions of people and their environment and to focus on the application of
concepts to real-life issues in order to promote understanding of practical everyday problems that affect their lives and their families.
Further, this course deals with the evaluation of the relative risks associated with environmental problems and the examinati on of
alternative solutions for resolving or preventing them based on the principle of conservation for sustainable development.

GENERAL STANDARD:
The learner demonstrates understanding of concepts and processes in Environmental Science to solve problems critically, think
innovatively/creatively and make informed decisions to enhance the integrity and wellness of the human person, protect the environment and
conserve resources in order to sustain quality life.

Product / Evidence at the Evidence at

Grade 7 STANDARD ESSENTIAL/ENDURING Performance Level of the Level of
Content Performance Understanding/ Question/s Task Understanding Performance
s
Quarter 1 The learner Learners in Understanding In what way Informed Learners should be Performance
demonstrates groups organize, the use of is the use of decision able to demonstrate assessment of
Introduction to understanding of the classify, analyze scientific scientific making on understanding by the learner’s
Environmental use of scientific and evaluate data information and information actions, covering the six (6) capability to
Science information and skills from the skills is valuable and skills learners need facets of make
to make informed environment. in making valuable in to organize, understanding.: decisions
decisions about informed relation to classify, Explanation based on the
themselves and the decisions in environment analyze and Synthesizing how following
environment in relation to ? evaluate data scientific knowledge criteria:
which they live. environment. from the is acquired and
environment. validated. 1, Informed
 Nature and Criteria: decision
Scope of a. Thorough
Environment (Explaining steps 2 .Actions
al Science used in scientific learners need
information and to organize,
 Ecological skills) classify,
Concepts b. Clear (Expressing analyze and
and with clarity the evaluate data

CP - FORM 1
 Principles scientific thought in from the
oral or written form) environment.
c. Justifiable
 Biochemical (Providing depth
Cycles and breadth of
scientific reasoning)
 Flow of Interpretation
Energy Making sense of
the data gathered
environmental
 Species readings.
Diversity Criteria:
a. Meaningful
(Drawing inference
or making
justification on data
gathered)
b. Illustrative
(Discussing
accurately and
comprehensively the
details of
information)
Application
Proposing ways
on how
understanding of
environmental
education can be
used in life.
Criteria:
a. Practical
(Suggesting how
these ways or
approaches can be
done easily)
b. Effective
(Achieving the
desired result in
using the
understanding on
environmental
CP - FORM 2
education.
Perspective
Arguing on some
of the environmental
laws and policies.
Criteria:
a. Credible (Citing
authoritative
sources of
information while
arguing or defending
a point of view)
b. Insightful
(developing one’s
argument after
considering all
ideas)
Empathy
Imagining how will
you live without the
knowledge of
environmental
education.
Criteria:
a. Perceptive
(Recognizing
emotions? World
view of others
b. Sensitive/
Responsive
(Exhibiting other’s
feelings or
worldview and able
to reciprocate it)
Self-Knowledge
Self-assessing
how the
understanding of
environmental
education
shapes/influences
one’s beliefs and
CP - FORM 3
 values.
Criteria:
a. Reflective
(Becoming aware of
one’s beliefs and
values)
b. Responsive
(Reacting
positively/how one
must behave as a
result of changing
one’s beliefs and
values)
Quarter 2 The learner Learners working Understanding What does Conduct of an Learners should be Performance
demonstrates in groups, of the earth’s understandi innovative and able to demonstrate assessment of
Earth’s understanding of the contribute to resources helps ng of the creative understanding by an advocacy
Resources beneficial, costs and conservation and us realize the earth’s environmental covering the six (6) activity based
limitations of past, preservation of beneficial, costs resources activity facets of on the
present and resources through and limitations tell us? advocating the understanding following
projected use of the cooperative of past, present conservation Explanation criteria:
resources and conduct of an and projected and Proving the
explain the innovative/creativ use of resources preservation beneficial, costs and 1.innovative
consequences to the e environmental and explains the of earth’s limitations of past, and creative
environment. activity or project. consequences resources present and environmental
to the (clean up projected use of activity or
 Air and environment. drive, eco- resources and project.
Water parade ,tree explain the
Quality planting, eco- consequences to 2.promotes
Standards fun run, save the environment. conservation
for a cause Criteria: and
 Integrated movement, a. Thorough preservation of
Natural etc.) (Explaining all resources.
Resources needed steps of
Managemen scientific methods
t used until
conclusions are
reached to generate
 State of the scientific
Philippine knowledge).
Environment b. Justifiable
(Providing depth
and breadth of
CP - FORM 4
 scientific reasoning.)
 Environment Interpretation
al Evaluating how
Conservatio understanding of
n and earth’s resources
Preservation benefits humans.
Criteria:
a. Meaningful
(Giving brief and
substantial
discussion on the
importance of
earth’s resources)
b. Illustrative
(Using given data to
show relationships
or connections to
determine pattern or
trend)
Application
Designing how
earth’s resources
can be sustained.
Criteria:
a. Practical
(Discussing how
scientific methods
can be done easily
to solve a problem
in the community.)
b. Efficient
(Expounding how
time and resources
can be used
productively.)
Perspective
Arguing on
“thinking globally
and acting locally” to
protect earth’s
resources.
Criteria:
CP - FORM 5
a. Insightful
(Providing
similarities and
differences on the
approaches
or procedures after
considering all
situations/views.)
b. Credible (Using
authoritative
sources of
information while
expounding
similarities and
differences.)
Empathy
Assuming the
role of an
environmentalist
committed to protect
the earth.
Criteria:
a. Perceptive
(Recognizing
scientific attitudes
and values
developed by
scientists while
doing scientific
method/s.)
b. Receptive
(Accepting
readily/willingly that
these scientific
attitudes and values
must be developed
by scientists and
oneself.)
Self-Knowledge
Realizing one’s
contribution to
environmental
CP - FORM 6
 protection and
conservation of
resources.
Criteria:
a. Reflective
(Becoming aware of
one’s limitations in
applying scientific
methods, and of
how one’s thought is
influenced/shaped
by these).
b. Responsive
(Reacting positively
as a result of
change in one’s
view from using
scientific method)
Quarter 3 The learner Human L How does Conduct of an Learners should be Performance
demonstrates Learners interaction with human advocacy in able to demonstrate assessment of
Environmental understanding on working in their e interaction solving understanding by the conduct of
Problems and how interaction of environmenta can with their environmental covering the six (6) advocacy
groups
Other Related humans with their be beneficial
r or environment problems and facets of activity based
Issues environment can be describe harmful to n affects issues through understanding: on the
both beneficial and how human Earth’s e Earth’s a Explanation following
harmful to Earth’s interactions ecological r ecological cooperatively Describing how criteria:
entire ecological with their system, s system? planned, human interaction
system. relevant, with the 1.Clear
environme
i comprehensiv environment can be advocacy in
 Pollutants in nt affects n e, creative and beneficial or solving
the earth’s innovative harmful. environmental
Environment ecological g activity. Criteria problems and
(Air, Water system. r a. Accurate (Using issues.
and Land o correct science
Pollution) u concept/s behind 2.Beneficial to
p the cited event. Earth’s
 Natural s b. Clear ecological
Disasters (Expressing with System.
c clarity scientific
 Climate o thoughts in
Change n written/oral form)
d Interpretation
CP - FORM 7
 u Making sense of
 Energy c the connection
Exploration t involving recent
and environmental
Utilization a problems and
n issues.
Criteria:
a a. Meaningful
d (Seeing the
 v connections within
 E o the immediate
n c context of the
e a learner)
r c b. Illustrative
g y (Discussing in detail
y the connections
i involving recent
n environmental
problems and
s issues.
o Application
l Propose
v implementation of
i safety precautions
n during natural
g disasters.
Criteria
e a. Appropriate
n (Providing safety
v precautions during
i natural disasters
r and telling how such
o measures can be
n used, adapted and
m customized in
e different/several
n situations or
t contexts)
a b. Practical
l (Discussing how
safety measures
p can be done easily)
CP - FORM 8
r Perspective
o Analyze
b Government efforts
l in reducing
e damages during
m disasters.
s Criteria:
a. Insightful
a (Developing one’s
n view after
d considering all
government efforts
i in reducing
s damages caused by
s disasters.
u b. Credible (Citing
e authoritative/
s primary sources of
information while
t arguing for the
h responsibility of
r government efforts
o in reducing
u damages of natural
g disasters based on
h the cost
effectiveness
a analysis.
Empathy
c Imagining what
o other people feel
o and how they adjust
p while living in areas
e frequented by
r natural disasters.
a Criteria:
t a. Perceptive
i (Recognizing the
v effects on people
e living in areas
l frequented by
y natural disasters.
CP - FORM 9
 b. Sensitive
p (Exhibiting what
l these people feel
a and how they adjust
n as a result of
n experiencing effects
e of natural disasters.
d Self-Knowledge
, Self-assessing
how the
r understanding
e of reducing
l damages of natural
e disasters
v shapes/influences
a one’s beliefs and
n values on
t volunteerism.
, Criteria:
a. Reflective
c (Becoming aware of
o how one’s beliefs
m and values in
p volunteerism are
r influenced /shaped
e by understanding of
h reducing damages
e brought about by
n natural disasters.)
s b. Responsive
i (reacting
v positively/how one
e must behave as a
, result of changing
one’s beliefs and
c values on
r volunteerism).
e
a
t
i
v
CP - FORM 10
 e

a
n
d

i
n
n
o
v
a
t
i
v
e

a
c
t
i
v
i
t
y
.
Quarter 4 The learner Learners in Understanding How does Conduct of an Learners should be Performance
demonstrates groups identify of the understandi innovative and able to demonstrate assessment of
Towards a understanding of the different roles and relationships ng creative understanding by an innovative
Sustainable relationships responsibilities for between of the activity to covering the six (6) and creative
Future between economic implementing economic relationships identify the facets of activity based
growth, ecosystem environmental growth, between different roles understanding on the
services and human management ecosystem economic and Explanation following
flourishing in the plans towards services and growth, responsibilities Describing the criteria:
definition and pursuit sustainability. human ecosystem for importance of
of sustainable flourishing is services and implementing sustaining the 1.identify roles
development. important in the human environmental resources for future and
definition and flourishing management use. responsibilities
pursuit of become plans towards Criteria: for
 Science for sustainable beneficial? sustainability . a. Thorough implementing
Sustainable development. (Explaining environmental
Developmen completely the management
CP - FORM 11
 t significance of plans.
sustaining earth’s
resources.) 2.pursuit
 Environment b. Clear (Expressing towards
al with clarity the sustainability.
Managemen scientific thought in
t, oral or written form)
Planning Interpretation
and Evaluating the
Monitoring planning and
monitoring of
environmental
resources.
 Environment Criteria
al Laws and a. Meaningful
Policies (Giving substantial
insights about
 New sustainable future)
Environment b. Illustrative
al (Discussing in detail
Education these insights using
Law varied examples)
(RA 9512) Application
Using practically
the information
gained from
environmental
management.
Criteria:
a. Appropriate
(Discussing how the
information gained
from environmental
management can be
used, adapted and
customized daily in
one’s context.)
b. Practical
(Illustrating how the
use, adaptation and
customization of
these information
CP - FORM 12
can be done easily.)
Perspective
Inferring on the
risks and cost
effectiveness of
efforts done in
environmental
management.
Criteria:
a. Insightful
(Developing one’s
view after
considering all
efforts in
environmental
management.
b. Credible
(Citing authoritative
or
primary sources of
information while
arguing for the
reasonability of
efforts in
environmental
management.
Empathy
Assuming the role
of an
environmentalist in
pursuit of
sustainable
development
Criteria.
a. Perceptive
(Recognizing
problems faced by
environmentalist in
pursuit of
sustainable
development.)
b. Receptive
CP - FORM 13
(Accepting readily
that these problems
in pursuit of
sustainable
development must
be developed by
oneself.)
Self-Knowledge
Realizing one’s
contribution in
pursuit of
sustainable
development.
Criteria:
a. Reflective
(Becoming aware of
one’s limitations in
applying scientific
method, and of how
one’s thought is
influenced/
shaped by these.)
b. Responsive
(Reacting positively
as a result of
change in one’s
view from using
scientific method)

CP - FORM 14