Science Curriculum Guide

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Science Curriculum Guide

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Science Curriculum Guide

  1. 1. SECONDARY EDUCATION CURRICULUM (SCIENCE)Program Standard: The learner demonstrates understanding of basic Science concepts and processes in an integrative way to solveproblems critically, think innovatively/creatively and make informed decisions in order to protect the environment, conserve resources andsustain quality life. General Standard General Standard General Standard General Standard First Year Second Year Third Year Fourth Year Integrated Science Integrative Biology Integrative Chemistry Integrative PhysicsThe learner demonstrates The learner demonstrates The learner demonstrates The learner demonstratesunderstanding of fundamental understanding of basic concepts understanding of basic understanding of basic conceptsconcepts and processes in, and processes in Biology concepts and processes in and processes in PhysicsChemistry, Physics, Space deepened by other disciplines to Chemistry deepened by other deepened by other disciplines toScience and Ecology in an analyze/solve problems critically, disciplines to analyze/solve analyze/solve problems critically,integrative way to analyze/solve think innovatively/creatively, and problems critically, think think innovatively/creatively, andproblems critically, think make informed decisions in innovatively/creatively, and make informed decisions in orderinnovatively/creatively, and order to protect the environment, make informed decisions in to protect the environment,make informed decisions in conserve resources and sustain order to protect the conserve resources and sustainorder to protect the quality life. environment, conserve quality life.environment, conserve resources and sustain qualityresources and sustain quality life.life. 1
  2. 2. General Standard: The learner demonstrates understanding of fundamental concepts and processes in Chemistry, Physics, Space Science and Ecology in an integrative way toanalyze/solve problems critically, think innovatively/creatively, and make informed decisions in order to protect the environment, conserve resources and sustain quality life. Quarter 1 A – The Scientific Method Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level of Content Performance Understanding Question Performance Performance The learner demonstrates Learners perform in Scientific methods When do scientific Conduct of a EXPLANATION Performance understanding of the value groups at least one are valuable when methods become teacher-guided assessment of the of scientific methods when teacher-guided internalized as a valuable? community-based Synthesize how scientific knowledge is conduct of a teacher- internalized as a process. community-based process to: a) solve science investigation acquired and validated. guided science investigation using problems in life; b) using scientific investigation based I. Formulating Research Criteria scientific explain natural method(s) on the following Problem method(s). phenomena, and c) a. Thorough (explaining all needed criteria: 1. Definition and sources of develop/invent useful steps of scientific methods used until research problem/ topic products. • Community- conclusions are reached to generate based scientific knowledge; and explaining 2. Selection of community- how results of science investigations based research problem/ topic • Application of are subjected to review and testing of scientific method(s) 3.Main and sub-objectives of other scientists) research problem/ topic b. Clear (expressing with clarity the 4. Significance of the research scientific thought in oral or written problem/ topic form) 5. Scope and limitations c. Justifiable ( providing depth and 6. Variables breadth of scientific reasoning) II. Formulating Hypothesis INTERPRETATION III. Planning the Investigation/ Make sense of the importance of Research Design translating the data collected through tables and graphs while using scientific 1.Research as a process methods. 2.Applied and basic research Criteria 2
  3. 3. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance3. Experimental/Investigation a. Meaningful ( giving brief yetdesign substantial discussion on the importance of graphing/ tabulating data4. Time Table while using scientific methods)5. Materials and methods b.Illustrative (using given graphed orIV. Conducting Actual tabulated data to show relationships orExperiment/ Investigation connections between organizing or transforming raw data and the1.Use of provision of a more compact andlaboratory apparatus organized way based on specific purposes; how relationships or2.Precision and accuracy connections can be used in determining pattern and trend)3.Proper handling and disposalprocedures APPLICATION4.Notetaking and data Use scientific methods in solvingcollection (using qualitative problem at home/community (eg.and quantitative observations) increase of insect pests) consideringV. Detecting Patterns and either economic, social, cultural orTrends other factors.1. Classification of data Criteria2.Use of graphs and tables a. Appropriate (illustrating how scientific method(s) can be used/3.Describing data adapted/ customized in solving problems at home or community)4. Testing of hypothesis b.Practical (discussing how scientificVI. Making Conclusions and methods can be done easily to solve aRecommendations problem at home or in the community) c.Efficient (expounding how time and 3
  4. 4. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance PerformanceVII. Abstract Writing resources can be used productively, how safety measures can be doneVIII. Peer Review throughout the investigation, and how data can be recorded objectively or honestly) d.Effective (discussing how the desired/ expected results/outputs can be achieved after using scientific method/s) PERSPECTIVE Analyze how approaches/ procedures of investigations done by some scientists differ from or similar to those of others. Criteria a. Insightful (providing similarities and differences on the approaches/ procedures after considering all situations/ views) b.Credible (using authoritative sources of information while expounding similarities and differences) c.Reflective of critical thinking (combining research, understanding of historical context, and balanced judgment to prove similarities and differences; becoming skeptical of another view point based on very small 4
  5. 5. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance sample of data; distinguishing between irrelevant and relevant or inaccurate and accurate information, and appropriate and inappropriate analogies) EMPATHY Assume the role of a scientist. Be open to emulate scientists the way they develop their attitudes and values while using scientific method/s. 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) c. Responsive (exhibiting how scientists develop scientific attitudes and values while using scientific methods) 5
  6. 6. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance SELF-KNOWLEDGE Recognize one’s best contribution to community using scientific method. 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/s; reacting positively showing how the learner can use scientific methods beneficial to the community) 6
  7. 7. Quarter IB - Matter Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance PerformanceThe learner demonstrates Learners, working in Understanding of How does Manifestation of EXPLANATION Performanceunderstanding of changes in groups, manifest changes in properties understanding of understanding of assessment of theproperties of matter and their understanding of changes of matter is important changes in changes in Prove that matter undergoes physical manifestation ofbenefits to one’s health and in properties of matter and when manifested in properties of properties of matter or chemical change or both. understanding ofthe environment. their benefits to one’s health creating products that matter become through creation of changes in properties Criteria: and the environment are significantly beneficial? innovative, of matter throughI .Properties and Phases of through creating innovative, beneficial to one’s marketable, creation of product(s)Matter a. Thorough ( discussing completely marketable, replicable and health and the replicable and cost- why matter undergoes physical or based on the1.Properties of matter (physical: cost-effective products. environment. effective products chemical change or both) following criteria:extensive or intensive; that are beneficialchemical) to one’s health and b.Justifiable ( providing depth and • Innovativeness/ the environment. breadth of scientific reasoning) creativity2. Phases of matter (solid, - originalityliquid, gas and plasma) c.Clear (expressing with clarity - critical thinking in scientific thoughts in written or oralII. Classification of Matter finding ways/means form) to produce theI. Substances (elements : INTERPRETATION productmetals, non-metals andmetalloids; compounds: Make sense of the data gathered from • Marketabilityinorganic & organic, acids, investigations that indicate changes in - qualitybases and salts) properties of matter. - aesthetic value2. Mixtures (homogeneous/heterogeneous; types of Criteria: - usabilitymixtures (solutions,suspensions and colloids), their a. Meaningful (drawing inference or making justification on the data • Replicability of thecharacteristics and uses) presented) productionIII. Beneficial effects of Physical processes b. Illustrative (discussing accurately - easy/simpleand Chemical Changes onHealth and the Environment and comprehensively the details of production process 7
  8. 8. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance information) - availability of materials APPLICATION • Cost- effectiveness Propose ways on how understanding - quality product at of changes in properties of matter can low cost be used in life. - availability of Criteria materials a. Appropriate (proposing ways or • Manifestation of approaches in regard to how the changes in understanding of changes in properties of matter can be used/adapted/ properties of customized in relation to one’s life) matter b.Practical (suggesting how these • Benefits to one’s ways or approaches can be done health and the easily) environment c.Efficient (expounding how the - usability proposed ways or approaches will employ the productive use of time and - practicality resources) - safety in using the d.Effective (achieving the desired product result in using the understanding of changes in properties of matter) PERSPECTIVE Argue on the use of some commercially available products (fertilizers, detergents, instant noodles, toothpaste, shampoos, automobiles, toys with high content of lead, milk and 8
  9. 9. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance other dairy products with melamine content, refrigerators , etc..) showing changes in properties of matter that affect health and the environment. Criteria a. Insightful (developing one’s argument after considering all effects of some commercially-available products on health and the environment) b.Credible (citing authoritative sources of information while arguing or defending a point of view) c.Reflective of critical thinking (combining research, understanding of historical context, and balanced judgment to choose the most reasonable view based on objectivity and discretion to disregard personal biases/ prejudices) EMPATHY Role play a worker’s feeling (that of a farmer, fisherman, etc – depending on the context of learner’s community) when there is less production due to some changes in properties of matter that evolved in long term conduct of activities (use of pesticides, rampant 9
  10. 10. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance use of illegal fishing activities, etc). Criteria a. Perceptive (recognizing the problem a worker faces) b. Receptive (accepting readily/ willingly a worker’s feeling about the less yield of products due to some changes (changes in properties of the soil, long term use of pesticides, rampant use of illegal fishing activities, etc…) c.Sensitive (demonstrating how a worker reacts to this situation) SELF-KNOWLEDGE Realize how understanding of changes in properties of matter affects one’s view on health and the environment. Criteria a. Reflective (becoming aware how one’s view on health and the environment is affected by the understanding of changes in properties of matter) b.Responsive (reacting positively as a result of redirecting/ changing one’s thought or view) 10
  11. 11. Quarter 2A – The Laws of Motion Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance PerformanceThe learner demonstrates Learners, working The laws of motion In what ways are Integration of the EXPLANATION Performanceunderstanding of the laws of in pairs, integrate are valuable when the laws of motion laws of motion in a assessment ofmotion in relation to their understanding integrated in important? clear, practical/ Predict when an accident is bound to integration of the lawsobservance of safety of the laws of observing safety applicable and happen for not considering the laws of of motion in a guidemeasures. motion in a clear, measures. comprehensive motion. on safety and practical/ applicable guide on safety protection based onI. Description of Motion Criteria and comprehensive and protection the following criteria:1.Distance and displacement guide on safety a. Accurate (using correct science and protection. concept/s behind the cited event) • Clarity2. Speed and velocity b.Clear (expressing with clarity3.Uniform velocity & uniform scientific thoughts in written / oral form)acceleration • Practicality/4.Free fall, projectile and Applicabilitycircular motion INTERPRETATION in varied contextsII. Cause of Motion Illustrate the laws of motion as applied in real life situations.1. Newton’s laws of motion Criteria • Comprehensia. Force and Inertia: the first law veness a. Accurate (presenting true and correctb. Force, mass, and illustrations)acceleration: the second lawc. Action and reaction: the third b.Comprehensive (presenting possible • Accuracylaw motion examples existing in real life) (accurate APPLICATION integration of2. Momentum and the laws of the laws ofmotion Propose ways on how the laws of motion) 11
  12. 12. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance3. Law of universal gravitation motion can be used in life.III. Forces and the Laws of CriteriaMotion a. Appropriate (citing the laws of motion1. Mass, weight and gravity that fits the situation / event)2. Friction b. Effective (achieving the desired result)3.EquilibriumIV. Implications of the Laws of PERSPECTIVEMotion on safety and protection Analyze the significance of the laws of motion in designing safety gadgets or protective devices/ gears Criteria a. Credible (citing authoritative source/s of information while arguing for or against a point of view) b.Insightful (creating one’s own view after considering all the situations) EMPATHY Assume the role of a victim of an accident due to inability to apply the laws of motion. Criteria a. Receptive (becoming ready / willing to accept that humans fail to remember to 12
  13. 13. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance take precautions either due to negligence or lack of knowledge) b.Perceptive ( recognizing emotions of others) c.Responsive (exhibiting other’s feelings and reciprocate it in some ways) SELF-KNOWLEDGE Self-assess how the laws of motion help one become safety conscious Criteria a. Reflective (becoming aware of how one’s thoughts are influenced by certain factors like accidents which happen because some people neglect to consider the laws of motions) b.Responsive (reacting positively from one’s understanding of the laws of motion) 13
  14. 14. Quarter 2B – Efficient Energy Transfer Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance PerformanceThe learner demonstrates Learners, working Advocating efficient Why should we Conduct of EXPLANATION Performanceunderstanding of the in groups, advocate energy transfer is a advocate for advocacy for assessment of theimportance of advocating efficient use of means of using efficient energy efficient use of Describe how energy is transferred conduct of advocacyefficient energy transfer. energy and its energy resources transfer? energy and its efficiently in the homes, school and activity for wise use alternative sources wisely and its alternative sources workplace of energy and itsI. Energy Transfer in the community alternative sources in through a alternative sources in Criteria through a the community. cooperatively the community based1. Energy – operational cooperatively planned, relevant, a. Accurate (giving correct data / on the followingdefinition, spontaneous and planned, relevant, comprehensive, information) criteria:non-spontaneous/ deliberate comprehensive, and creative orenergy transfer b.Clear (expressing with clarity the I. Cooperation accurate and innovative activity creative or scientific thought)2. Law of conservation of • Teamworkenergy innovative activity. c.Thorough (giving complete (members work . explanation in terms of how energy is together; each3. Kinetic and potential transferred efficiently in two or more member performs aenergy ways) specific task)4. Heat transfer – d.Justifiable (providing depth and • Communicationconduction, convection and breadth of scientific reasoning) (membersradiation communicate thought processes and5. Work INTERPRETATION strategies by asking Evaluate why there are different power questions, discussing6. Power ratings of electrical appliances and ideas, offering7. Efficiency of machines relate these to the efficient use of constructive energy criticisms, and8. Power rating of electrical summarizingappliances Criteria discoveries as a 14
  15. 15. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance9. Energy use and sources in a. Illustrative (discussing in details how result of the group’sthe community, country and power ratings vary) effort to come up withthe world an advocacy) b.Meaningful (showing the importanceII. Human Activities that of having different power ratings by 2. Relevance/ relating these to conserving energy)Impact on the Thermal suitability in theEnvironment c.Accuracy (computing energy use of context of one’s appliance/s of different power ratings) community APPLICATION 3.III. Conserving Energy and ComprehensivenessEnergy Resources (energy Propose ways to efficiently use energyuse and sources) and its alternative sources. 4. Innovativeness/ Creativity in the Criteria design and/or implementation of the a. Appropriate (expressing varied ways activity how energy consumption can be minimized within one’s context or 5. With a focus on the experience) wise use of energy and its alternative b.Practical (illustrating how such ways can be done easily) sources in the community c.Efficient (expounding how these proposed ways can be done using time and resources productively) d.Effective (presenting documents showing that desired results are achieved) PERSPECTIVE Infer how proposed ways to minimize 15
  16. 16. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance energy consumption contribute to global campaign on the efficient use of energy. Criteria a. Credible(citing authoritative source of information / data while arguing for/against a view) b. Reflective of critical thinking (reaching the view impartially and without bias by combining research, understanding of historical context, and having a balanced judgment) c.Insightful ( creating one’s own view after considering all the situations / views) EMPATHY Assume the role of a policy maker who develops measures for the efficient use of alternative sources and standard energy-compliant appliances/vehicles Criteria a. Perceptive (recognizing emotions / world view of others) b. Responsive (exhibiting other’s feelings or worldview and able to reciprocate it) 16
  17. 17. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance SELF-KNOWLEDGE Identify one’s habits which do not contribute towards efficient energy transfer and be able to do concrete steps to correct these. Criteria a. Reflective (becoming aware of how one’s habits) b. Responsive (reacting positively from one’s understanding of efficient energy transfer) 17
  18. 18. Quarter 2C – Plate Tectonics Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance PerformanceThe learner demonstrates Learners, working in Understanding of What does Informed decision Explanation Performanceunderstanding of managing pairs, manage the plate tectonics helps understanding of making on actions assessment of theeffects of events associated effects on human us realize that we plate tectonics tell learners need to Describe how plate tectonics cause learner’s capability towith plate tectonics. lives and the share the same us? take to manage the earthquakes and formation of make decisions environment of planet in which there effects on human mountains and volcanoes. based on theI. Evidence of Plate Tectonics events associated are many events lives and the following criteria: Criteria1.Lithosphere and with plate tectonics whose effects environment of through informed should be managed events associated 1.informed decisionasthenosphere a. Thorough (explaining the science decision making. because they with plate tectonics concepts how earthquakes and 2. Actions learners2.Continental drift theory inevitably affect formation of mountains and volcanoes need to take to human lives and the are caused by plate tectonics)3.Seafloor spreading manage the effects environment. on human lives and4.Relationship of laws of b.Clear (expressing with clarity the the environment ofmotion & energy transfer to scientific thought in oral or written form) events associatedplate tectonics c.Justifiable ( providing depth and with plate tectonics.II. Managing Effects of Natural breadth of scientific reasoning)Phenomena associated withPlate Tectonics d. Accurate (providing correct science concepts in explaining how1.Earthquake earthquakes, and formation ofa. Causes of earthquake mountains and volcanoes are caused by plate tectonics)b. Damages caused byearthquake on human lives INTERPRETATIONand the environment. Make sense of the connectionsc. Earthquake and tsunami involving recent occurrences of volcanic eruptions, earthquakes and tsunamisd. Management of damages that affected countries around thecaused by earthquake 18
  19. 19. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance world.2.Mountain formation Criteriaa. Plate tectonics and a. Meaningful (seeing the connectionsformation of types of mountain within the immediate context of the learner)3.Volcanoes b.Illustrative (discussing in detail thea. Types of volcanoes connections involving recentb.Volcanic activities occurrences of volcanic eruptions, earthquakes and tsunamis amongc.Effects of volcanic eruptions countries)on humans and theenvironment APPLICATIONd.Making predictions for the Propose implementation of safetycountry in regard to volcanic measures before, during, and after theactivities occurrence of earthquakes, tsunamise.Monitoring and safeguards and volcanic eruptions.for volcanic activities Criteria a. Appropriate (providing safety measures before, during, and after the occurrence/s of these natural phenomena and telling how such measures can be used, adapted and customized in different/several situations or contexts) b.Practical (discussing how safety measures can be done easily) c.Efficient (expounding how time and resources can be used productively 19
  20. 20. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance while using, adapting and customizing such safety measures ) d.Effective(discussing how the desired/ expected results can be achieved after using safety measures) PERSPECTIVE Analyze government efforts (international, national and local) in reducing damages of earthquakes, tsunamis and volcanic eruptions reasonable based on cost effectiveness. Criteria a. Insightful (developing one’s view after considering all government efforts in reducing damages of earthquakes and volcanic eruptions) b.Credible (citing authoritative/primary sources of information while arguing for the reasonability of government efforts in reducing damages of earthquakes and volcanic eruptions based on the cost effectiveness analysis) c.Reflective of critical thinking (combining research, understanding of historical context, and balanced judgment to prove the reasonable or unreasonable government efforts in 20
  21. 21. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance reducing damages of earthquakes and volcanic eruptions based on cost effectiveness analysis) EMPATHY Imagine what other people feel and how they adjust while living in areas frequented by earthquakes, tsunamis or volcanic eruptions. Criteria a. Perceptive (recognizing the effects on people living in areas frequented by earthquakes and volcanic eruptions) c.Sensitive (exhibiting what these people feel and how they adjust as a result of experiencing effects of these natural phenomena) SELF-KNOWLEDGE Self-assesses how the understanding of reducing damages of earthquakes, tsunamis and volcanic eruptions shapes/influences one’s beliefs and values on volunteerism. a. Reflective (becoming aware of how one’s beliefs and values on volunteerism are influenced/ shaped by understanding of reducing damages brought about by earthquakes and 21
  22. 22. Stage 1: Results/Outcomes Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance Performance volcanic eruptions) b.Responsive (reacting positively/how one must behave as a result of changing one’s beliefs and values on volunteerism) 22
  23. 23. Quarter 3A – Sun-Moon-Earth System Stage 1: Results/Outcomes 1Stage 2: Assessment Standard Essential Product / Level of Understanding Level ofContent Performance Understanding Question Performance PerformanceThe learner demonstrates Learners, working Understanding of In what way is the Informed decision EXPLANATION Performanceunderstanding of effects of individually or in the Sun-Moon-Earth understanding of making on actions assessment of theSun-Moon-Earth System groups, make System is valuable the Sun-Moon- learners need to Demonstrate how the Sun-Moon-Earth learner’s capability toand how these are informed decision to when used making Earth System take to manage the System causes different natural make decisionsmanaged. manage the effects informed decision to valuable? effects of the Sun- phenomena. based on the of the Sun-Moon- manage its effects Moon-Earth following criteria:I. Day and Night Cycle Criteria Earth System on on activities System on activities related to involving livelihood, activities related to 1.informed decision1.Causes of day and night a. Thorough (explaining sciencecycle livelihood, health health and livelihood, health concepts behind each natural 2. Actions learners and transportation. transportation. and transportation. phenomenon caused by Sun-Moon- need to take to2. Human practices/ Earth System) manage the effectssuperstitious beliefs commonin the community related to the of the Sun-Moon- b.Clear (expressing with clarity thephenomenon Earth System on scientific thought in oral or written form) activities related to3.Managing effects of day and livelihood, health and c.Justifiable ( providing depth andnight cycle on human activities breadth of scientific reasoning) transportation.related to health, livelihoodand transportation d. Accurate (providing correct science concepts in explaining how each phenomenon is caused by Sun-Moon-II. Seasonal Patterns Earth System)1.Causes of seasonal patterns INTERPRETATION2. Human practices/ Illustrate through graphs thesuperstitious beliefs commonin the community related to the phenomena caused by the Sun-Moon-phenomenon Earth System3. Managing effects ofseasonal patterns on human 23

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