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K to 12  Science Curriculum Guide
 

K to 12 Science Curriculum Guide

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K to 12 Science Curriculum Guide for Grades 3 to 10

K to 12 Science Curriculum Guide for Grades 3 to 10

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    K to 12  Science Curriculum Guide K to 12 Science Curriculum Guide Presentation Transcript

    • Republic of the PhilippinesDepartment of EducationDepEd Complex, Meralco AvenuePasig CityK to 12 Curriculum GuideSCIENCE(Grade 3 to Grade 10)January 31, 2012
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 2CONCEPTUAL FRAMEWORKScience education aims to develop scientific literacy among students that will prepare them to be informed and participative citizens who are able tomake 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 ofcompetencies 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 a critical problem solvers, responsible stewards ofnature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains oflearning science: understanding and applying scientific knowledge in local setting as well as global, context whenever possible, performing scientificprocesses and skills, and developing and demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the followingapproaches: multi/interdisciplinary approach, science–technology society approach, contextual learning, problem/issue-based learning, and inquiry-basedapproach. The approaches are based on sound educational pedagogy namely: constructivism, social cognition learning model, learning style theory, andGestalt psychology.Science content and science processes are intertwined in the K to 12 curriculum. Without the content, learners will have difficulty utilizing scienceprocess skills since these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arousestudents’ 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 toanother (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 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 3The Conceptual Framework of Science EducationDeveloping andDemonstrating ScientificAttitudes and Values
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 4CORE 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 tosolve 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’smanifestation 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 11-12At the end of Grade 3, thelearners should haveacquired healthful habitsand developed curiosityabout self and theirenvironment using basicprocess skills of observing,communicating, comparing,classifying, measuring,inferring and predicting.This curiosity will helplearners value science asan important tool in helpingthem continue to exploretheir natural and physicalenvironment.At the end of Grade 6, the learnersshould have developed the essentialskills of scientific inquiry – designingsimple investigations, usingappropriate procedure, materialsand tools to gather evidence,observing patterns, determiningrelationships,drawing conclusionsbased on evidence, andcommunicating ideas in varied waysto make meaning of theobservations and/or changes thatoccur in the environment. Thecontent and skills learned will beapplied to maintain good health,ensure the protection andimprovement of the environment,and practice safety measures.At the end of Grade 10, the learnershould have developed scientific,technological and environmental literacyso that they will not be isolated from thesociety where they live, will not beoverwhelmed by change, and can makerational choices on issues confrontingthem. Having been exposed to scientificinvestigations related to real-life, theyshould recognize that the central featureof an investigation is that if one variable ischanged (while controlling all others), theeffect of the change on another variable ismeasured. The context of theinvestigation can be problems at the localor national level to allow them tocommunicate with students in other partsof the Philippines or even from othercountries using appropriate technology.At the end of Grade 12, the learnershould have gained skills inobtaining scientific andtechnological information fromvaried sources about global issuesthat have impact on the country.They should have acquiredattitudes that will allow them toinnovate and/or create productsuseful to the community or country.They should be able to processinformation to get relevant data fora problem at hand. In addition,learners should have made plansrelated to their interests andexpertise, considering the needsof their community and the country— to pursue either employment,entrepreneurship, or highereducation.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 5Grade/Level Grade Level StandardsGrade 1At the end of Grade 1, learners will use their senses to locate and describe the parts of their body and tell the shape, color, texture, taste,and size of things around them. They will differentiate sounds produced by animals, vehicles cars, and musical instruments. They willillustrate how things move. They will describe similarities and differences, given two things. They will use appropriate terms or vocabularyto describe these features. They will collect, sort, count, draw, take things apart, or make something out of the things. They will practicehealth habits (e.g., washing hands properly, choosing nutritious food) and help clean or pack away their toys. They will ask questions.They will give simple answer/ descriptions to probing questions.(Note: These competencies are developed in the learning areas of Mother Tongue, English, Health and Mathematics.)Grade 2At the end of Grade 2, learners will use their senses to describe more than two objects and using more than two properties. They cansort things in different ways and give a reason for doing so. They will describe the kind of weather or certain events in the home or schooland express how these are affecting them. They will tell why some things around them are important. They will decide if what they do issafe or dangerous. They will give suggestions on how to prevent accidents at home (not playing with matches or sharp objects). They willswitch off light when not in use or conserve water when taking a bath or brushing teeth. They will help take care of pets or of plants. Theywill tell short stories about what they do, what they have seen, or what they feel.(Note: These competencies are developed in the learning areas of Mother Tongue, English, Health and Mathematics.)Grade 3At the end of Grade 3, learners will 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 will also learn that things may be solid, liquid or gas while others maygive off light, heat and sound. They will also observe changes in the conditions of their surroundings. These will lead learners to becomemore curious about their surroundings, appreciate nature, and practice health and safety measures.Grade 4After investigating, learners will identify materials that do not decay and use this knowledge to help minimize waste at home, school, andin the community. They will also investigate changes in the properties of materials when these are subjected to different conditions.The learners will describe the internal parts of the body and their functions in order to practice ways to maintain good health. They willclassify plants and animals according to where they live and observe interactions among living things and their environment. They will inferthat plants and animals have traits that help them survive in their environment.Learners will investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They will learnabout what makes up weather and apply their knowledge of weather conditions in making decisions for the day. Learners will also infer theimportance of the Sun to life on Earth.Learners will investigate the effects of push or pull on the size, shape, and movement of an object
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 6Grade/Level Grade Level StandardsGrade 5After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that newmaterials may form when there are changes in properties.Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompanypuberty. They will compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination.They will also make decisions about the preservation of estuaries and intertidal zones.Learners will recognize that different materials react differently with heat, light, and sound. They will relate these abilities of materials totheir specific uses.Learners will describe the changes that earth materials undergo. They will learn about the effects of typhoons and make emergency planswith their families in preparation for typhoons. They will also observe patterns in the natural events by observing the appearance of theMoonGrade 6Learners will understand how the different organ systems work together. They will classify plants based on reproductive structures andanimals based on the presence or lack of backbone. They will design and conduct an investigation on plant propagation. They will alsolearn about larger ecosystems such as rainforests, coral reefs, and mangrove swamps.Learners will recognize that when mixed together, materials do not form new ones thus these materials may be recovered using differentseparation techniques. Learners will also prepare useful mixtures such as food, drinks and herbal medicines.Learners will describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur. They willinfer that the weather follows a pattern in the course of a year. They will learn about the solar system, with emphasis on the motions of theEarth as prerequisite to the study of seasons in another grade level.Learners will infer that friction and gravity affect how people and objects move. They will also discover that heat, light, sound, electricity,and motion studied earlier are forms of energy and these undergo transformation.Grade 7Learners will recognize the system of classification of matter through semi-guided investigations but emphasizing fair testing.Learners will describe what makes up the Philippines as a whole and the resources found in the archipelago. They will explain theoccurrence of breezes, monsoons, and ITCZ and how these weather systems affect people. Using concepts in the previous grade,learners will demonstrate why the seasons change and how eclipses occur.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 7Grade/Level Grade Level StandardsLearners will describe the motion of objects in terms of distance and speed and represent this in tables, graphs, charts, and equations.They will also investigate how various forms of energy travel through different media.After studying how organ systems work together in plants and animals in the lower grades, learners will now observe very small organismsand structures using a microscope. They will understand that living things are organized into different levels: cells, tissues, organs, organsystems, and organisms. These organisms comprise populations and communities which interact with nonliving things in ecosystems.Grade 8Learners will now recognize reproduction as a process of cell division resulting in growth of organisms. They will also deal deeper into theprocess of digestion studied in the lower grades giving emphasis on proper nutrition for overall wellness. This will lead them to participatein activities that will protect and conserve economically important species used for food.Learners will explain the behavior of matter in terms of the particles it is made of. They will also recognize that ingredients in food andmedical products are made up of these particles and are absorbed by the body in the form of ions.Learners will explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They will alsolearn about the other members of the solar system.Learners will investigate the effects of some factors on the motion of an object based on the Laws of Motion. They will also differentiatethe concept of work as used in science and in layman’s language. They will also learn about factors that affect the transfer of energy suchas the molecular structure of the medium and temperature difference.Grade 9After learning about the digestive system, learners will now expand their knowledge to a deeper understanding of the respiratory andcirculatory systems to promote overall health. They will also learn about some technologies that will introduce desired traits ineconomically important plants and animals.Learners will explain how new materials are formed when atoms are rearranged. They will also recognize that a wide variety of usefulcompounds may arise from such rearrangements.Learners will identify volcanoes in the community or region and distinguish between active and inactive ones. They will also explain howenergy from volcanoes may be tapped for human use. Learners will also learn about climatic phenomena that occur on a global scale.They will also explain why certain constellations can be seen only at certain times of the year.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 8Grade/Level Grade Level StandardsLearners will predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum.Grade 10Learners will now complete the study of the entire organism with their deeper study of the excretory and reproductive systems. They willalso explain in greater detail how genetic information is passed from parents to offspring and how diversity of species increases theprobability of adaptation and survival in changing environments.Learners will recognize the importance of controlling the conditions under which a phenomenon or reaction occurs. They will alsorecognize that cells and tissues of the human body are made up of water, a few kinds of ions, and biomolecules. These biomolecules mayalso be found in the food they eat.Learners will show that volcanoes and earthquakes occur in the same places in the world and that these are related to plate boundaries.Learners will also demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions.Learners will investigate factors that affect the balance and stability of an object to enable them to practice appropriate positions andmovements to achieve efficiency and safety such as in sports and dancing. They will also analyze situations where energy is harnessedfor human use whereby heat is released affecting the physical and biological components of the environment.GRADE 3GRADE 3 - Living Things and Their EnvironmentFIRST QUARTER/FIRST GRADING PERIODContent Content Standards Performance Standards Learning Competencies
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 9Characteristics of LivingThingsParts and Functions ofLiving Things HumansThe learner… demonstrates understandingthat living things breathe, eat,grow, move, reproduce, andreact to light, touch, andtemperature. Thesecharacteristics distinguish themfrom nonliving thing demonstrates understanding ofthe external parts of the body,their functions, and healthfulpractices to take care of thehuman bodyThe learner… tell whether a thing is living ornonliving given different samples. practices healthful habits andproper care of the sense organsand other external parts of thebodyThe learner… compares characteristics of a living and anonliving thing labels the external parts of the humanbody describes the parts of the human bodyand their functions identifies the sense organs: parts andfunctions describes how the sense organs work communicates proper ways and healthfulpractices to protect the sense organsand other external parts of the body makes a chart on proper ways ofprotecting these external partsContent Content Standards Performance Standards Learning Competencies Animals The learner… demonstrates understanding ofThe learner… demonstrates proper ways ofThe learner… describes/draws animals found in the
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 10 Plantsthe external parts andfunction, uses of animals, andthe proper ways of caring forpets and farm animals demonstrates understanding ofthe external parts of plants andthe functions of these parts- leaves- stems- flowers- roots- fruitscaring for animals chosen ashouse pets and as farm animals demonstrates proper care ofplants used as food and assources of materialsimmediate environment labels the external parts of animals observes and asks questions about thefunctions of the external parts of animals classifies the animals according to thepresence/absence/number of certain parts states how animals are useful to humans communicates clearly the uses and theproper ways of caring for the animalsfunctions, their uses to humans, andproper ways of caring for and choosinganimals for house pets, farming andlivelihood. labels the external parts of plants observes and ask questions about thefunctions of the external parts of plants describes special body parts of plants classifies plants according to stemcharacteristics (tree, shrub, vine, herb) compares and contrasts the structuresand habitat of plants predicts the needs of plants communicates clearly the uses and theproper ways of caring for plantsContent Content Standards Performance Standards Learning Competencies
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 11Traits Passed on FromParents Humans Animals PlantsThe learner…demonstrates understanding that living things reproduce andchildren look like parents some animals give birth to liveyoung while some animals layeggs some groups of plants reproducethrough seedsThe learner… predicts what children will looklike based on traits of parentsThe learner… infers which characteristics of childrencome from each of the parents gives examples of animals that give birthto live young and that lay eggs describe the structure of a seed classify kinds of seeds infer different ways of seed dispersal conduct an investigation on the factors inthe surroundings that affect seedgermination describe the changes observed in agerminating seed measure changes in height of the growingplant construct a graph showing data gatheredwhile observing a growing plant gives examples of plants that can growfrom stem cuttingsInteractions of LivingThings with theEnvironment Basic needs Feedingrelationshipsdemonstrates understanding that plants, animals, and humanshave basic needs that comefrom the environment. to meet these basic needs,livingthings interact with each otherand with the nonlivingcomponents of the environment. engages in activities thatpromote protection andconservation of the environmentthat provides for the needs ofhumans, plants, and animals describes the need of humans for air,food, water, and shelter concludes that these needs come fromthe environment compare needs of animals with those ofpeople observes and asks questions about whatanimals eatContent Content Standards Performance Standards Learning Competencies
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 12The learner… The learner… The learner… concludes that animals eat either plants,animals or both observes and asks questions about whereanimals live describes the needs of plants compare needs of plants with those ofanimals and people observes and asks questions about foodof plantsGRADE 3 - MatterSECOND QUARTER/SECOND GRADING PERIODProperties and Structure Characteristics ofsolids, liquids &gases demonstrates ways of sortingmaterials and describing themas solid, liquid or gas based onproperties such as havingdefinite shape and volume, andease of flow devises ways of changing the formof a solid object to fit a desiredpurpose recognizes that objects can exist as solid(S), liquid (L) or gas (G). classifies objects as S, L, G. demonstrates that solids, liquids, andgases have weight. demonstrates that solids, liquids andgases occupy space. differentiates the properties of solids,liquids and gases. recognizes that solids are made ofdifferent kinds of materials. recognizes that liquids also consist ofdifferent kinds of materials. investigates how different liquids flowContent Content Standards Performance Standards Learning Competencies
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 13Changes in Solids,Liquids and GasesThe learner… demonstrates understanding ofthe effect of temperature onsolids and liquids.The learner… suggests ways of controllingtemperature that will prevent/allowobjects to change from solid toliquid or vice versa.The learner… investigates some materials that can existas a solid or a liquid depending on thetemperature.GRADE 3 - Force and MotionTHIRD QUARTER/ THIRD GRADING PERIODMoving Objects Reference point Indicators of motion demonstrates understanding ofposition of people and objects aswell as the factor that may causechange in their position, provides accurate description ofone’s position/location with respectto a reference points constructs a toy that can bemoved by winds, humans, water,or magnets (example: pinwheel,paper boat, toy car) describes the position of a person or anobject in relation to a reference point (e.g.,chair, door, another person) infers occurrence of movement due to achange in position compares and contrasts the movementsof objectsSources and Uses ofLight, Heat, Sound, andElectricitydemonstrates understanding that Light, heat and sound come fromdifferent sources Some objects produce their ownlight while others reflect lightfrom other sources practices safe and wise use oflight, heat, sound, and electricity indaily life observes and asks questions aboutsources of light, heat, sound, andelectricity identifies various sources of light/heatbased on pictures or actual sample ofobjects identifies examples of natural andartificial sources of light/heatContent Content Standards Performance Standards Learning Competencies
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 14The learner… Some objects (e.g., toys,appliances) need electricity toworkThe learner… distinguishes between objects thatproduce their own light and those thatreflect light from another source produces various sounds using availablematerials improvises musical instruments (e.g.,tambourine, musical bottles) usingindigenous materials identifies the sources by the quality ofsounds produced constructs a peephole to demonstrate thatlight is needed to see objects identifies toys that are run by electricity orbattery identifies various uses of light, heat,sound, electricity, and magnets (e.g., lightis needed to see objects, sound is neededfor communication) identifies things or appliances at homeand in school that needed electricity towork practices safety procedures whenhandling electrical appliances constructs toys that make use of magnets gives examples on the uses of magnets indaily-life activities discusses safety precautions related tothe use of light/heat/sound/electricity/magnetsGRADE 3 - Earth and SpaceFOURTH QUARTER/FOURTH GRADING PERIOD
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 15Content Content Standards Performance Standards Learning CompetenciesThe Surroundings People Animals Plants Lakes, rivers,streams, hills andmountainsThe learner... demonstrates understanding ofthe importance of things found inthe surroundings.The learner... gets involved in taking care ofhis/her surroundingsThe learner... observes and asks questions about thesurroundings at home, in school, in thecommunity, in the locality (town,city,province) describes the landforms and bodies ofwater in the community recognizes the importance of people,animals, plants, lakes, rivers, the sea,hills, and mountains in the surroundings.Weather Types of weather Changes in weather Effects of weatherchanges on activitiesin the community Safety measuresduring different typesof weather demonstrates understanding ofthe types of weather,characteristics of weatherchanges and how these relate todaily activities, health andsafety. decides what to wear and what todo during different types ofweather to protect and care foroneself. describes the weather for the day describes the changes in the weather overa week communicates how different types ofweather affect activities in the community demonstrates safety measures duringcertain types of weatherNatural Objects Seen inthe Sky During daytime During nighttime demonstrates understanding ofnatural objects seen in the skyduring day time and night timeand how these affect theactivities of people and thecommunity plans activities that he/she can doduring day and night that makehim/her healthy and useful tohis/her family and/or community demonstrates ways to protecthimself/herself in doing theseactivities. describes the natural objects that arefound in the sky during daytime andnighttime. communicates how the natural objects inthe sky affect daily activities. practices precautionary measures to avoidthe harmful effects of the Suns heat andlight.GRADE 4
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 16GRADE 4 - MatterFIRST QUARTER/FIRST GRADING PERIODContent Content Standards Performance Standards Learning CompetenciesProperties and Structure Properties used togroup and storematerialsThe learner… demonstrates methods ofgrouping different materialsbased on:- ability to absorb water- ability to float or sink;- whether decaying or non-decaying demonstrates understanding onproper handling of wastematerial, and proper storageand safekeeping ofuseful/harmful materials demonstrates methods ofgrouping different materials thatcan be recycled, reduced,reused, recovered and repaired.The learner… safely stores properly-labeledmaterials based on theirproperties segregates materials which maybe used/changed to make newproducts.The learner… groups materials to find out if these- absorb water or not- float or sink- decay or not decay investigates the causes and effects ofdecaying materials to health and safety.- observes precautionary measures inconducting the investigation.- communicates the results of theinvestigations. identifies unused, spare, unwanted,leftover, trash materials at home, inschool and in the community. communicates the importance or benefitsof proper handling of waste materials.Changes that MaterialsUndergo Changes that are useful Changes that areharmful demonstrates understanding ofdifferent ways of how materialscan be changed and howmaterials change when exposedto certain conditions. practices ways that preventchanges which may have harmfuleffects on the immediateenvironment and livingorganisms. describes changes in materials whenthey are bent, pressed, hammered andcut explain how these changes are useful orharmful. conducts investigation to show changesin properties of materials when exposedto certain conditions such as temperaturechanges or when mixed with othermaterials. identifies the uses and sources of water. describes the properties of water thatmake it safe for drinking.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 17GRADE 4 - Living Things and Their EnvironmentSECOND QUARTER/SECOND GRADING PERIODContent Content Standards Performance Standards Learning CompetenciesParts and Functions Humans-Major organs of thebody-Caring for the majororgans-Diseases that affect themajorThe learner… demonstrates understandingthat the brain, heart, lungs, liver,stomach kidneys, uterus, bones,and muscles are major internalorgans that keep the rest of thebody working properly.The learner… practices healthful habits tomaintain proper functioning of themajor internal organs of the bodyThe learner… infers the functions of the major organsbased on experiences, readings, andother references communicates clearly that the majororgans work together to make the bodyfunction properly collects, records, and organizes data onthe causes and treatment of diseases ofthe major organs makes a chart on the proper ways ofcaring for the major organs of the body Animals- Terrestrialanimals- Aquatic animalsdemonstrates understanding that some animals live on land,others in water, others both onland and on water. body parts of animals are suitedto where they live whether landor water cares for and protects farmanimals for livelihood chooses which animals to raise ina particular environment describes the different places whereanimals live compares manner of movement ofanimals that live in water with those thatlive on land infers how structures help animals adaptand survive in their particularenvironment constructs a table on proper ways ofcaring for animals
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 18Content Content Standards Performance Standards Learning Competencies Plants- Terrestrial plants- Aquatic plantsThe learner...demonstrates understanding that many of the plants grow on landwhile some plants live and growin water. body parts of plants help themsurvive where they whether onland or waterThe learner... cares for terrestrial and aquaticplants for livelihood chooses which plants to grow ina particular environmentThe learner... describes the different places whereterrestrial and aquatic plants grow identifies the specialized structures ofterrestrial and aquatic plants conducts simple investigation on thegrowth of plants given varyingenvironmental conditions: light, water,temperature, and soil type communicates proper ways of caring forplantsLife Cycles Humans, Animals, andPlantsdemonstrates understanding that different organisms go throughdifferent life cycles (e.g., human,dog, mongo) offspring resemble their parentsbut are not exactly the same some traits may be affected bythe environment (e.g., nutritionaffecting height and weight) gives examples of inherited traits determines how characteristicsmay be affected by theenvironment (e.g., how nutritionaffects height and weight) compares traits of offspring with those oftheir parents infers which traits may have beeninherited from parents describes the effect of the environmenton certain traitsInteractions Beneficial interactions Harmful interactionsdemonstrates understanding that plants use materials from theenvironment to make their ownfood. determines the specificenvironmental conditions (e.g.,shady, direct sunlight, moist, dry,freshwater, marine) where certainliving things thrive best. determines the factors / environmentalconditions needed by living things tosurvive. conducts simple investigations on theneeds of plants.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 19Content Content Standards Performance Standards Learning CompetenciesThe learner... humans and animals eat plantsand other animals to get food, humans and otheranimals interact with each otherand their environment some of these interactions maybe beneficial to some livingthings; other interactions may beharmful some structures help them getfoodThe learner... determines the appropriatevegetable or farm animal to raisein specific habitatsThe learner... describes beneficial interactions betweenliving things and their environment describes harmful interactions betweenliving things.GRADE 4 - Force and MotionTHIRD QUARTER/THIRD GRADING PERIODEffect of Force on Objects What force can do Measuring force Applications of force demonstrates understanding ofthe effects of force on themovement, size, and shape ofan object performs a scientific investigationon the effects of force on objects demonstrates a sports skillinvolving application of force onobjects like badminton,basketball, etc. conducts a simple investigation to findout what force can do to the motion of anobject uses appropriate measuring tools andexpress measurements using correctstandard units presents the result of the investigations indifferent ways (e.g., use of informationtechnology tools) infers that objects move due to the forceexerted on them infers that objects can be compressed,stretched, twisted and bent due to theforce exerted on them.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 20Content Content Standards Performance Standards Learning CompetenciesThe learner… The learner… The learner… investigates how the mass and shape ofthe object and the strength of the forceacting on it affect its movement.Magnetic Force demonstrates understanding ofthe interaction betweenmagnetic poles and thestrengths of the magnet atdifferent locations around it. classify objects based on magneticproperties explores the strength of the magnet atdifferent locations/distances around it investigates how magnets interact withother magnetsLight, Heat, and Sound Properties of light andsounddemonstrates understanding of the propagation of light, heat andsound the observable properties/characteristics of light, heat, andsound protects himself/herself fromexposure to excessive light, heat,and sound traces the direction of light, heat, andsound from the source through a material shows that a shadow is formed whenlight is completely or partially blocked byan object infers that sounds travel throughmaterials and in all directions observes formation of colors by allowinglight to pass through a prism infers that echo is an evidence thatsound can be reflected compares reflection of light on differentsurfaces (plane/curved mirrors,smooth/rough surface, still/disturbedwater, shiny/dull surface describes the behavior of light when itstrikes an object (e.g. reflected, refracted,transmitted, absorbed)
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 21Content Content Standards Performance Standards Learning Competencies Heat transferThe learner… The learner… The learner… demonstrates how heat is transferred byconduction, convection and radiation(e.g., using a convection box,demonstrate how heat transfers throughgases)GRADE 4 - Earth and SpaceFOURTH QUARTER/ FOURTH GRADING PERIODTop Soil Types of soil accordingto size of particles, andability to hold water(sand, silt and clay) Suitability of soil to plantgrowth anddevelopment (presenceof humus) demonstrates understanding ofscientific inquiry andmathematical skills, andpractices proper scientificattitudes and values when doingguided investigation on aproblem related to soils. chooses the right kind of plant forthe type of soil in his/hercommunity. compares and contrasts thecharacteristics of the different types ofsoil using a chart conducts an investigation on what soiltype is best for different plants.- What is the problem being studied?- What is the tentative answer to theproblem?- What is the basis for the tentativeanswer?- List the factors that affect growth ofplants.- What factor is changed ormanipulated in the study?- What factors are kept the same?- Which factor responded to thechange?- How was the factor that responded tothe change measured?- How were the observationspresented?- State the findings of the study in yourown words.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 22Content Content Standards Performance Standards Learning CompetenciesWater in the Environment Sources of water(spring, lakes, seas,rivers, streams,waterfalls and dams) Importance of water Wise use of waterThe learner… demonstrates understanding ofsources of water in thecommunity, suitability of waterfor human consumption andactivities, and how to use waterwisely for health and safetyThe learner… uses water wisely in dailyactivitiesThe learner… identifies sources of water. communicates how water sources areused for human activities. infers the importance of water to dailyactivities describes ways of using water wisely. determines the effects of unwise use ofwater. recognizes that bodies of water areplaces where certain organisms live. describes the importance of the watercycle to life on Earth.Weather What makes up theweather Instruments to measurethe weathercomponents Weather Chart Safety precautions demonstrates understanding ofthe different components ofweather, how to measure them,and that they change over shortperiods of time. chooses activities appropriate forthe kind of weather in his/hercommunity identifies the components that make upweather. describes the different types of clouds. uses a thermometer to measure the airtemperature. uses a wind scale to estimate windstrength. uses a rain gauge to measure rainfall. identifies trends in a simple weatherchart. applies knowledge of the weathercondition in making decisions for the day.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 23Content Content Standards Performance Standards Learning CompetenciesThe Sun Importance of the Sun Harmful effects ofoverexposure to theSun Safety precautionsThe learner… demonstrates understanding ofthe benefits as well as harmfuleffects of the Sun.The learner… chooses activities that will takeadvantage of the benefits of theSun while avoiding its harmfuleffectsThe learner… finds out the importance of the Sun onthe activities of people and animals. investigates the importance of the Sunon plant growth and development. infers that the Sun is the main source ofheat and light on earth. infers that the position of shadowschanges with the movement of the Sun. demonstrates how to use a compass indetermining North, South, East, andWest.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 24GRADE 5GRADE 5 - MatterFIRST QUARTER/FIRST GRADING PERIODContent Content Standards Performance Standards Learning CompetenciesProperties and Structure Properties used tominimize waste Importance of readingproduct labelsThe learner… demonstrates ways ofidentifying useful materialsusing the 5R techniques foraesthetic and economicpurposes. demonstrates understandingof good practices such asreading product labels, andstoring harmful materials athome and in school.The learner… helps minimize waste by:- reusing and repairing objectsand materials;- practicing the habit ofreducing the amount/volumeof different materials;- creating useful and valuableproducts from recyclablematerials. practices the habit of readinglabels in food products,garments, household materials,and medicines for health andsafety reasons. follows instructions written onproduct labels when handling,using and storingmaterials/products.The learner… uses the 5Rs (recycle, reduce, reuse,recover, and repair) techniques foraesthetic and economic purposes. sorts materials at home as useful orharmful. investigates the techniques of storingand safekeeping techniques done athome. communicates the results of theinvestigation. communicates good practices andsafety precautions in storing andsafekeeping of useful and harmfulmaterials. communicates the importance ofreading product labels such as those infood products, garments, householdmaterials and medicines. infers the amounts of ingredients in foodfrom product labels.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 25Content Content Standards Performance Standards Learning CompetenciesChanges that Matter Undergoes Evidence of change Appropriate ways of storingmaterialsThe learner… demonstrates understandingon the evidence of changesthat materials undergo. demonstrates understandingof changes that occur in theenvironment.The learner… creates useful products as aresult of changes done in theoriginal materials. observes keenly signs ofchanges that may affect his/herhealth and safety. stores different kinds ofmaterials in appropriate places. practices appropriate ways ofavoiding the deterioration ofquality of products and materialsdue to changes that mayhappen.The learner… investigates changes when no newmaterials are formed. investigates changes when newmaterials are formed. investigates different indicators ofchangeGRADE 5 - Living Things and Their EnvironmentSECOND QUARTER/SECOND GRADING PERIODParts and Functions Humans- stages of growth anddevelopment- parts of the reproductivesystem- development ofsecondary sexcharacteristicsmenstrual cycle demonstrates understandingthat girls and boys exhibitchanges during puberty explains changes in girls andboys undergoing pubertyincluding development ofsecondary sex characteristicswhich indicate readiness forreproduction. practices ways of maintaininghealth and hygiene of thereproductive system. identifies parts of the reproductivesystem and their functions describes secondary sex characteristicsin girls and boys explains the menstrual cycle and how itindicates readiness for reproduction cites proper ways of maintaining healthand hygiene of the reproductive system
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 26Content Content Standards Performance Standards Learning Competencies Animals- Parts of the reproductivesystem of representativegroups of animals andtheir functions- Differences in the modesof reproduction: externalfertilization, internalfertilization Birds (duck) Fishes (tilapia) Toads/Frogs Crustaceans (crabsand shrimps) Dragonflies andbutterflies- Protecting habitats ofanimalsThe learner… demonstrates understandingabout how animals reproduceThe learner… protects and conserves habitatsof animals that provideopportunities for livelihoodThe learner… compares males and females ofdifferent representative groups ofanimals describes the reproductive systems ofdifferent animal groups using models,illustrations, and pictures differentiates modes of reproduction ofrepresentative animals Plants- Flowering plants (rice/corn, pechay, mongo)- Non-flowering plants(conebearing, ferns,liverworts)- Protecting habitats ofplantsdemonstrates understanding that plants are grouped accordingto distinguishingcharacteristics flowering plants include,among others, having flowersthat serve as reproductiveorgan for the plant and seedsthat germinate to grow into anew plant non-flowering plants use otherstructures for reproduction does backyard or urbangardening guided by theunderstanding of the factors inthe environment that can affectthe growth and development ofplants protects and conserves naturalhabitats of plants. classifies plants based on distinguishingcharacteristics: flowering and non-flowering labels the structures of flowering plants traces the life cycle of a flowering plant describes flower parts involved inpollination observes and asks questions aboutagents of pollination designs and conducts a simpleinvestigation on the process ofpollination
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 27Content Content Standards Performance Standards Learning CompetenciesThe learner… The learner… The learner… shows through a diagram howpollination takes place identifies rare plants found in thecommunity or in other areas of thePhilippines cites benefits from flowering and non-flowering plants found in the community communicates proper ways of caring forplants (including ways of caring forhabitat)Interactions Among LivingThings in Estuaries andIntertidal Zones demonstrates understandingthat more complexinteractions among plants,animals, and theirenvironment take place inlarger habitats like estuariesand intertidal zones (whereland & water ecosystemsoverlap). protects and conserves habitats(like estuaries and intertidalzones) that serve as nurseriesand breeding places foreconomically important livingthings. describes estuaries and intertidal zones identifies plants and animals found inthese habitats estimates their relative population sizes constructs food chains and webs to showfeeding relationships among living things classifies organisms as producers,consumers, scavengers, or decomposersaccording to their role in a food chain orfood web
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 28GRADE 5 - Force and MotionTHIRD QUARTER/ THIRD GRADING PERIODContent Content Standards Performance Standards Learning CompetenciesMotion Measuring time anddistance using standardunitsThe learner… demonstrates skills inmeasuring, recording andanalyzing distance and timeThe learner… practices time management forlong distance travelsThe learner… measures the distance between aperson/an object and anotherperson/object describes the motion of an object bytracing and measuring its change inposition (distance travelled) over aperiod of time uses appropriate measuring tools andexpresses measurements using correctstandard unitsHeat, Light and Sound Effects on people Conductors of heat andelectricity Preventing harm demonstrates understandingon the effects of heat, light,and sound on people andobjects selects the right color of clothesfor a particular weathercondition develops a skill to play a specificmusical instrument qualitatively describe the effects of heaton different materials classifies materials as good and poorconductors of heat/electricity andidentify their applications infers how color of an object affects itsability to absorb heat relates the ability of the material toblock, absorb or transmit light to its use investigates the effects of tension,length and thickness of the string on thepitch of the sound produced by astringed musical instrument
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 29Content Content Standards Performance Standards Learning CompetenciesThe learner.. The learner… The learner… describes how sound changes as itgoes nearer or farther from the sourceor the listener predicts the effects of noise vs.harmonious sound to people and theenvironment identifies preventive measures toprotect oneself from dangers of loudsoundElectricity and Magnetism Circuits Electromagnets demonstrate understanding of- a simple DC circuit- good and poor conductorsof electricity- the relationship betweenelectricity and magnetismthrough the study ofelectromagnets troubleshoots problemsinvolving simple electricalconnections constructs a simple circuit to light up abulb infers the conditions necessary to light abulb classifies materials as good and poorconductors of electricity cites situations that show theimportance or use of conductors ofelectricity investigates how changing the numberor type of components like battery orbulbs, in a circuit can make bulbsbrighter or dimmer classifies materials as good and poorconductors of electricity
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 30Content Content Standards Performance Standards Learning CompetenciesThe learner … The learner … The learner… cites situations that show theimportance or use of conductors andelectricity investigates how magnets interact withother magnets explores the strength of the magnet atdifferent locations around it infers that electricity can be used toproduce magnets given a set of materials, designs anexperiment to determine the factors thataffect the strength of the electromagnetGRADE 5 - Earth and SpaceFOURTH QUARTER/FOURTH GRADING PERIODProcesses that Shape Earth’sSurface Weathering Soil erosion Other processes thatshape the land surfacedemonstrates understanding of weathering, soil erosion andother processes that shapethe land how these affect living thingsand the environment, and ways to reduce risks to healthand safety. identifies areas around thehome and at school which areprone to soil erosion. helps reduce soil erosion aroundthe home and at school. observes and ask questions on whathappens during weathering process. determines the effects of weathering onthe environment and on living things. determines the causes of soil erosion inthe community. investigates the effects of soil erosionon living things and the environment. collects data on the extent of soilerosion in the community.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 31Content Content Standards Performance Standards Learning CompetenciesThe learner… The learner… The learner… conducts a survey on community effortsand practices that reduce soil erosion. designs a simple investigation toprevent and/or reduce soil erosion. describes how running water shapesthe land surface.Weather Disturbances Observations during atyphoon or storm Development of typhoonor storm Storm signals and theBeaufort scale Weather instruments Changes in theenvironment before,during, and after a typhoondemonstrates understanding of weather disturbances such asstorm and typhoons how to cope with, reduce, andadapt to their effects shows emergency preparednessbefore, during, and after atyphoon. describes the effects of a typhoon on thecommunity. describes the changes in the weatherbefore, during and after a typhoon. determines wind direction using a windvane. relates the occurrence of a typhoon towind strength and rainfall explains the meaning of storm warningsignals. prepares an emergency kit to be used athome. makes an emergency plan with yourfamily in preparation for typhoons.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 32Content Content Standards Performance Standards Learning CompetenciesThe Moon Changes and patterns inthe shape of the Moon Phases of the Moon andlength of a month Beliefs and practicesThe learner… demonstrates understandingof patterns in the changingshape of the Moon and itsrelation to the length of amonthThe learner… discusses whether or not beliefsand practices about the phasesof the Moon have scientificbasis.The learner… observes and records the changes in theshape of the moon. identifies patterns in the changes in theshape of the moon. finds the connection between the phasesof the moon and the length of a month conducts a survey on the beliefs andpractices of the community in relation tothe phases of the moon.The Stars Patterns of stars(constellation) demonstrates recognition ofthe patterns in stars in the skyand the information peoplecan derive from these patterns relates the constellations to thedifferent compass directions. compares the stars in terms ofbrightness and color. identifies star patterns using a chart
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 33GRADE 6GRADE 6 - MatterFIRST QUARTER/FIRST GRADING PERIODContent Content Standards Performance Standards Learning CompetenciesProperties and Structure Mixtures and theirCharacteristics- HeterogeneousmixturesThe learner… demonstrates understandingof the forms [solid (S), liquid(L), gas (G)], andclassification of mixtures(solutions, colloids andsuspensions), andThe learner… prepares beneficial and usefulmixtures such as drinks, food, andherbal medicines.The learner… recognizes that mixtures are made ofdifferent forms (S,L, and G) ofsubstances.- liquid mixtures (S,L)- liquid mixtures (S,L,G)- solid mixtures- gas mixtures demonstrates that some materials whenmixed together form homogeneous(solutions) or heterogeneous(suspensions) mixtures. communicates the uses of differentmixtures.- Colloids  demonstrates the formation of colloids. classifies colloids. prepares useful colloids. explains how colloids are utilized intechnology. evaluates the importance of colloids todaily life. describes the biological andenvironmental impact of colloids likeaerosol sprays, hair gel, and smoke.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 34Content Content Standards Performance Standards Learning Competencies Separating Mixtures The learner … demonstrates understandingof techniques used toseparate components ofmixturesThe learner … separates desired materials fromcommon and local products.The learner … describes ways of separating mixtures. conducts investigation on separatingmixtures into individual components.- communicates results of theinvestigation.- discusses safety measures inseparating mixtures. reports on the benefits of separatingcomponents of mixtures in dailyactivities.GRADE 6 - Living Things and Their EnvironmentSECOND QUARTER/SECOND GRADING PERIODParts and Functions HumanBody Systems- Musculoskeletal- Digestive system- Respiratory system demonstrates understandingthat organs that have relatedfunctions work together toform organ systems. explains how the nervous systemcontrols and coordinates thedifferent organ systems so thatthey work together describes the structure of bones andmuscles and how these structureswork together to allow movement traces the path of food that he/she eatsand major parts through which itpasses traces the path of air that he/sheinhales mentions the parts through which airpasses and the functions of these parts
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 35Content Content Standards Performance Standards Learning Competencies- Circulatory system- Nervous systemThe learner … demonstrates understandingthat the nervous systemcoordinates the functions ofthe different organ systems.The learner … traces the path of message fromthe sense organs to the brain,then to muscles and bones,resulting in action practices healthful habits tomaintain proper functioning ofbody systemsThe learner … traces the flow of blood through thebody and the function of each part ofthe circulatory system identifies the parts of the nervoussystem and their functions traces the path of a message from thesense organs to the brain explains how the nervous systemcontrols and coordinates the differentorgan systems collects, records, and organizes dataon diseases affecting the organsystems. communicates proper ways of takingcare of the different organ systems Animals- Characteristics ofvertebrates andinvertebrates- Economic importance ofvertebrates andinvertebrates in thecommunity- Rare animals in thecommunity- Protecting and caring foranimals demonstrates understandingthat animals that share somecommon characteristics andcan be classified into groups- mammals- birds- fishes- amphibians- reptiles- insects, snails, worms,and other invertebrates demonstrates understandingthat some animals havebackbones (vertebrates);others do not (invertebrates). describes how animals can beused in environment-friendlylivelihood projects determines invertebrates andvertebrates of economicimportance in your community(e.g., farm animals, earthworm,birds, pests) practices ways of protecting andcaring for animals describes distinguishing characteristicsof vertebrates describes distinguishing characteristicsof invertebrates classifies animals according topresence or absence of backbone identifies rare animals found in thecommunity communicates proper ways of caringand protecting animals
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 36Content Content Standards Performance Standards Learning Competencies Plants- Parts of spore-bearingand cone-bearing plants- Life cycles of ferns andmosses- Vegetative plantpropagationThe learner… demonstrates understandingthat external characteristics ofnon-flowering plants havereproductive structures otherthan flowers (e.g., spores,cones) demonstrates understandingthat new plants may be grownfrom other plant parts, orthrough techniques such asgrafting, marcotting, etc.The learner… propagates economicallyimportant spore-bearing andcone-bearing plants using thevarious techniquesThe learner… observes and describes parts of cone-bearing and spore-bearing plants traces the life cycles of ferns andmosses in non- flowering plants infers other modes of plantreproduction designs and conducts a simpleinvestigation on vegetative plantreproduction shows and communicates propagationtechniques Interactions- Physical conditions oftropical rainforests, coralreefs, and mangroveswamps- Plants and animals livingin these ecosystems- Feeding relationships inthese ecosystems- Protecting andconserving tropical forestecosystems demonstrates understandingof interactions in tropicalrainforests ecosystem protects and conservesecosystems (like tropicalrainforests, coral reefs, mangroveswamps) that serve as nurseries,breeding places, and habitats foreconomically important livingthings describes tropical rainforests, coralreefs, mangrove swamps describes the physical factors in theseecosystems identifies plants and animals found inthese ecosystems constructs food chains and webs toshow feeding relationships amongliving things describes how living things interactwith their physical environment
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 37GRADE 6 - Force, Motion and EnergyTHIRD QUARTER/ THIRD GRADING PERIODContent Content Standards Performance Standards Learning CompetenciesGravitation and FrictionalForces Observable effects ofgravitational and frictionalforce Overcoming gravity andfrictionThe learner … demonstrates understandingof the observable effects ofgravitational and frictionalforces.The learner … devices ways on how to overcomethe effects of gravity in performing acertain task select the right footwear appropriatefor a specific sports activityThe learner… demonstrates the effects of gravity onpeople and objects plans and conducts an investigation onhow different surfaces affect themovement of an objectEnergy Energy Forms andTransformation Simple machines Mechanical advantagedemonstrates understanding of kinetic and potential energyand their relationship the different kinds of simplemachines and their uses indaily life activities the importance of energyefficiency in doing work recognizes ways of harnessingenergy for a particular task discovers ways of increasingpotential energy needed to do acertain task demonstrates how commonobjects found at home or inschool can be used as simplemachines practices safety in handling toolsor simple machines infers that the energy of an object cantake many forms infers that energy like sound, heat andelectricity can be transformed from oneform to another identifies electrical devices at home orin school that convert electrical energyto heat, light, sound, and motion cites examples that show objectshaving kinetic energy or potentialenergy due to position identifies simple machines found athome and in the community
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 38ContentContent Standards Performance Standards Learning CompetenciesThe learner… The learner… The learner… manipulates simple machines todescribe their characteristics and uses demonstrates practical and safe use ofsimple machines in daily activities proposes a plan to create a simpledevice that will help a person with gripproblem perform with ease infers why energy efficiency isimportant in doing workElectricity and Magnetism Consumption of electricity Conservation of electricity Energy efficient devices demonstrates understandingof the household electricalenergy consumption practices electrical energyconservation at home and inschool conducts a simple investigation on theelectric consumption and electric billsat home relates electrical energy consumptionto the total kilowatt hour used as seenon the monthly electrical bill communicates clearly the importanceof saving electrical energy at home, inschool and in the community recognizes the importance of usingenergy-efficient devices
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 39GRADE 6 - Earth and SpaceFOURTH QUARTER/FOURTH GRADING PERIODContentContent Standards Performance Standards Learning CompetenciesEarthquakes and VolcanicEruption Changes on Earth’ssurface as a result ofearthquakes and/orvolcanic eruption Common warning signs Disaster preparednessThe learner… demonstrates understandingof natural calamities such asearthquakes, volcaniceruptions, and knowledge ofemergency preparednessregarding these calamitiesThe learner… makes informed decisions onwhat to do for safety during andafter a volcanic eruption makes emergency/disasterpreparedness posters for thecommunity in preparation fortyphoons, volcanic eruptions andworst-weather conditions helps in promoting emergencypreparedness in his/hercommunityThe learner… describes what happens during anearthquake describes how the surface of the earthchanges as a result of earthquakes gathers and reports data onearthquakes in his/her community orregion describes what happens during avolcanic eruption describes how the surface of the Earthchanges as a result of volcaniceruptions describes common warning signs thata volcano is about to erupt gathers and reports data on volcaniceruptions in your community or region prepares an emergency kit to be usedat home makes an emergency plan with his/herfamily in preparation for earthquakesand volcanic eruptions
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 40Content Content Standards Performance Standards Learning CompetenciesWeather Patterns in thePhilippines Weather patterns Seasons Effects of seasons onlivelihood and health ofpeople in the communityThe learner… demonstrates understandingof weather patterns andseasons in the countryThe learner… chooses activities appropriate tothe changing seasons and findways to reduce risks.The learner… collects data on the weather in thespan of a school year makes a chart showing collectedweather data in an organized way. interprets record of the differentweather data describes the seasons in thePhilippines and their effects onlivelihood and health of the people inthe communityMotions of the Earth Rotation Revolution Effects of Earth’smovement demonstrates understandingof the motions of the Earth. becomes aware that the motionsof Earth follow a pattern andthese influence various naturalphenomena which affect humanactivities and the environment. Using models, shows- how day and night occurs on earth.- the connection between Earth’srotation and the length of a day.- the connection between Earth’srevolution and the length of a year.The Solar System Planets (e.g., surfacefeatures, size and relativedistance from the Sun) Model of the solar system demonstrates understandingof physical characteristics ofthe planets of our solarsystem. discusses the characteristics ofearth that support life. compares the eight planets of our solarsystem. constructs models of the solar systemthat show the relative sizes of eachplanet and the relative distancesbetween the planets.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 41GRADE 7GRADE 7 - MatterFIRST QUARTER/FIRST GRADING PERIODContent Content Standards Performance Standards Learning CompetenciesThe Investigatory Process Ways of acquiringknowledge and solvingproblemsThe learner… demonstrates understanding ofscientific way of acquiringknowledge and solving problemsThe learner… conducts simple investigations usingthe inquiry approachThe learner… describes what is meant by fair test. recognizes that the design of aninvestigation should show fair testing. identifies the components of aninvestigation: research problem,hypothesis, method for testing hypothesis(identifying independent/dependentvariables), and conclusions based onevidence conducts simple investigations usingprocesses involving mixtures common tothe locality. chooses an interesting topic forinvestigation.- formulates a research problem.- formulates a hypothesis.- designs a procedure to test thehypothesis.- collects, organizes and interprets data.- makes conclusions based on the data,accounting and rejecting thehypothesis.- writes a brief summary of the report.- shares and presents the results of theinvestigations with other classmates orschoolmates.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 42Content Content Standards Performance Standards Learning CompetenciesDiversity of Materials inthe Environment SolutionsThe learner… demonstrates understanding ofsolutions such as acids andbases and ways of describingtheir concentration.The learner… prepares different concentrations ofmixtures considering the following:- has practical uses- prepared within the best possibleperiod of time- easily available materials- with right composition andproportion of components.The learner… investigates the different types ofsolutions.- unsaturated- saturated- supersaturated explains the difference betweenPercentage by Weight and by Volumesolutions. identifies and explains the factorsaffecting solubility. Acids and Bases interprets properly product labels ofcommon acids and bases for safetyand cost benefits. practices safe ways of handlingacids and bases by using protectiveclothing and safety gears. recognizes common acids and bases. recognizes the concept of pH. investigates properties of acids andbases using natural indicators such aseggplant skin, mayana leaves or violet-colored camote leaves. investigates action of acids on metals andbuilding materials. investigates action of bases on materials. practices safe handling of acids andbases. investigates neutralization of acids andbases.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 43ContentContent Standards Performance Standards Learning Competencies Substances and.MixturesThe learner… demonstrates understanding ofthe properties of substanceswhich distinguish them frommixtures.The learner… chooses appropriate materialsavailable in the community forspecific purposes.The learner… recognizes that a substance has a uniqueset of properties. investigates the properties of mixtures ofvarying concentrations. Elements andCompounds demonstrates understanding ofclassifying substances aselements or compounds anddistinguishes between metalsand nonmetals. recognizes that substances are classifiedinto elements and compounds. recognizes that compounds consist ofspecific elements gather information about commonelements such as names, symbols andwhether it is a metal or nonmetal from aPeriodic Table Metals andNonmetals demonstrates the different properties ofmetals and nonmetals such as luster,malleability, ductility, and conductivity. recognizes the elements considered asmetals and those that are nonmetals.GRADE 7 - Living Things and Their EnvironmentSECOND QUARTER/SECOND GRADING PERIODParts and Functions Levels of organization Microscopy Animal and plant cells Microorganisms:Fungi, Protists, andBacteria demonstrates understanding ofthe different levels oforganization demonstrates understandingthat aside from plants andanimals, there are other muchsmaller organisms that can onlybe seen through themicroscope; many of whichconsist of only one cell employs appropriate techniquesusing standard tools or equipment togather data about very small objects recognizes that many organisms,including humans, have organsystems that work together to carryout essential processes of the body differentiates organ systems, organs,tissues, cells from each other identifies parts of the microscope andtheir functions differentiates plant and animal cellsaccording to presence or absence ofcertain organelles
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 44Content Content Standards Performance Standards Learning CompetenciesThe learner… The learner… engages in activities that promoteproper nutrition and healthful habitsto maintain proper functioning of theorgan systemsThe learner… describes the structures ofmicroorganisms using a microscope identifies beneficial and harmfulmicroorganisms explains why the cell is considered thebasic structural and functional unit of allorganismsHeredity: Inheritance andVariation Asexual reproductionin different organisms Sexual reproduction- Union of egg celland sperm cellduring fertilization- offspring arebiologically similarto the parents butnot identical demonstrates understandingthat reproduction can be asexualor sexual recognizes which organisms multiplyon their own through asexual andsexual means decides on which means of asexualreproduction is appropriate to use inpropagating economically importantplants compares asexual and sexualreproduction describes the process of fertilization differentiates offspring resulting fromasexual reproduction with that fromsexual reproduction in terms ofsimilarities to parentsInteractions Components of anecosystem: biotic andabiotic Ecologicalrelationships-Producers andconsumers- Symbioticrelationships:parasitism,mutualism demonstrates understanding thatorganisms interact with eachother and with their environmentto survive initiates and/or participates inactivities that protect and preserveecosystems in the locality identifies which of the things found in theenvironment are biotic or abiotic describes the different ecologicalrelationships found in an ecosystem describes how energy is transformedthrough the feeding relationships predicts the effect of changes in onepopulation on other populations in theecosystem predicts the effect of changes in abioticfactors on the ecosystem
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 45ContentContent Standards Performance StandardsLearning Competencies-non symbioticrelationships:competition,predation-transfer of energythrough trophiclevelsThe learner… The learner... The learner… explains the importance of individual andcollective actions on protecting andpreserving ecosystemsGRADE 7- Force, Motion and EnergyTHIRD QUARTER/ THIRD GRADING PERIODConstant and UniformlyAccelerated Motions Motion of objects interms ofdisplacement, speedor velocity, andacceleration demonstrates understanding ofconstant and uniformlyaccelerated motion in one-dimension. advocates road safety.  describes the motion of an object in termsof distance or displacement, speed orvelocity, and acceleration. differentiates quantities (in terms ofmagnitude and direction) using theconcepts of distance vs displacement andspeed vs velocity creates and interprets visualrepresentation of the motion of objectssuch as tape charts, motion graphs. solves problems involving constant anduniformly accelerated motion in one-dimension using scalar quantities. enumerates some technologies that makeuse of motion detectors andexplains/describes their applications.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 46ContentContent Standards Performance StandardsLearning Competencies Motion Detectors The learner… The learner… The learner… innovates/enhances a simple toy car tomeet some standards through fair testing. discusses various measures to improveroad safety from the point of view of thephysics involved.Waves Transverse vslongitudinal Waves Mechanical vselectromagneticwaves Characteristics ofwaves demonstrates understanding ofwaves as a carriers of energy. infers that energy, like light and sound,travel in the form of waves. explains how waves carry energy fromone place to another. distinguishes between transverse andlongitudinal waves and mechanical andelectromagnetic waves. creates a model to demonstrate therelationship among frequency, amplitude,wavelength, and wave velocity.Sound Characteristics ofsound demonstrates understanding ofthe characteristics of sound suchas pitch and loudness recognizes the use of indigenousmaterials in creating melodiousmusic. uses the concepts of wavelength,velocity, and amplitude to describecharacteristics of sound such as pitch,loudness and quality. demonstrates changes in pitch andloudness using real or improvised musicalinstrument through fair testing. explains sound production in the humanvoice box and how pitch, loudness andquality of sound vary from one person toanother.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 47ContentContent Standards Performance StandardsLearning CompetenciesThe learner… The learner… The learner… describes how organisms produce,transmit and receive sound of variousfrequencies (infrasonic, audible andultrasonic sound). creates harmonious music usingindigenous products.Light Characteristics of light: demonstrates understanding ofthe characteristics of light:intensity or brightness and color appreciates proper lighting in doingvarious activities. relates characteristics of light such ascolor and intensity to frequency andwavelength. designs and implements an experimentthat shows that light travels in a straightline. investigates the relationship between lightintensity and the distance from a lightsource through fair testing.Heat Heat transfer  demonstrates understanding ofthe different modes of heattransfer: conduction, convection,radiation chooses right materials for aparticular purpose for cooking, foodstorage, and building homes. infers the condition necessary for heattransfer to occur. conducts simple investigations todemonstrate the different modes of heattransfer. explains different modes of heat transferin the molecular level. identifies good and poor conductors ofheat and describe their specific uses
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 48ContentContent Standards Performance StandardsLearning CompetenciesElectricity Charges Charging processesThe learner… demonstrates understanding ofthe different charging processes.The learner… protects himself/herself duringthunderstorm.The learner… differentiates the three types of charges. demonstrates the different types ofcharging processes. explains the importance of earthing orgrounding. describes how a lightning rod works.GRADE 7 - Earth and SpaceFOURTH QUARTER / FOURTH GRADING PERIODThe Philippine Archipelago Location of thePhilippines in relationto continents andoceans using acoordinate system Physical features ofthe Philippines Protection andconservation ofnatural resources demonstrates understanding ofthe physical features of thePhilippine archipelago and itsnatural resources, including theways by which these resourcesare conserved and protected. practices conservation andprotection of resources (soil, water,rocks and minerals, fossil fuels) inthe community. demonstrates how places on Earth maybe located using a coordinate system. describes the location of the Philippineswith respect to the continents and oceansof the world. describes the major landforms and bodiesof water in the Philippines. recognizes that soil, water, rocks, coal,and other fossil fuels are Earth materials. recognizes that Earth materials providemany of our resources. describes ways of using Earthsresources wisely. investigates the effects of unwise use ofEarths resources.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 49ContentContent Standards Performance StandardsLearning CompetenciesInteractions in theAtmosphere Land and seabreezes Monsoons Intertropicalconvergence zone Ozone depletion* Greenhouse effect*The learner… demonstrates understanding ofthe different phenomena thatoccur in the atmosphere andhow they affect human activities.The learner… adapts and manages weatherphenomena-related risks to humanlives, properties, and theenvironment discusses how human activitiescontribute to or lessen ozonedepletion and global warmingThe learner… describes the different layers of theatmosphere. illustrates how some human activitiesaffect the atmosphere. (*Ozone depletionis included here.) explains how energy from the sun entersthe atmosphere. (*Greenhouse effect isincluded here.) accounts for the occurrence of land andsea breezes and monsoons. gives reasons for the occurrence of theintertropical convergence zone (ITCZ) describes the effects of certain weathersystems in the PhilippinesSeasons in the Philippines Relation of seasonsto the position of theSun in the sky Causes of seasons inthe Philippines demonstrates understanding ofthe relationships of the seasonsand the position of the sun in thesky plans activities appropriate to theseasons in the Philippines using models, relates- the tilt of the Earth to the length ofdaytime- the length of daytime to the amount ofenergy received- the position of the Earth in its orbit tothe height of the Sun in the sky- the height of the Sun in the sky to theamount of energy received- the latitude of an area to the amount ofenergy the area receives. shows what causes the seasons in thePhilippines to change using models
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 50ContentContent Standards Performance StandardsLearning CompetenciesEclipses Solar eclipse Lunar eclipseThe learner… demonstrates understanding ofthe occurrence of eclipses.The learner… discusses whether or not beliefs andpractices about eclipses havescientific basis.The learner… communicates how solar and lunareclipses occur. collects, records and reports data on thebeliefs and practices of the community inrelation to eclipses.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 51GRADE 8GRADE 8 - MatterFIRST QUARTER/ FIRST GRADING PERIODContentContent Standards Performance StandardsLearning CompetenciesParticulate Nature ofMatterThe learner… demonstrates understanding ofthe particulate nature of matter,explain the properties, physicalchanges, and structure ofsubstances and mixtures.The learner… makes a chart, poster, ormultimedia presentation ofelements, ions, and compoundsthat are important to livingorganisms presents creatively how waterbehaves in its different states basedon the arrangement of its particles(atoms and molecules)The learner… infers the particulate nature of matterfrom demonstration. explains the properties of solids,liquids, and gases using theparticulate nature of matter. recognizes the different particles ofmatter as atoms and molecules. uses the particulate nature of matter toexplain:- melting- freezing- evaporation- condensation explains physical changes in terms ofthe arrangement and motion of atomsand molecules. uses models to represent elements,compounds, and mixtures. writes the names and symbols of thefirst 20 elements.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 52ContentContent Standards Performance StandardsLearning CompetenciesAtomic Structure Subatomic particles Formation of ions Formula of commonionsThe learner… demonstrates understanding ofthe idea that the identity of asubstance is determined by itsatomic structure.The learner… interprets food labels in terms ofamount of ions present in relation tothe required daily mineral intake.The learner… names and describe the subatomicparticles. determines the number of protons,neutrons, and electrons in an atom. recognizes that an element isidentified by the number of protons inthe nucleus. explains how ions are formed. determines the number of protons,neutrons, and electrons. writes the formula of common ions.Periodic Table of Elements Development of thePT Arrangement ofelements Reactive andnonreactive metals demonstrates understanding ofthe periodic table as anorganizing tool to determine thechemical properties ofelements. These chemicalproperties of elements dependon the outermost electrons inthe atom. demonstrates understanding ofgrouping elements as highlyreactive metals, less reactivemetals, highly nonreactivenonmetals and nonreactivegases. traces the development of the periodictable from observations based onsimilarities in properties of elements. describes the arrangement of theelements in the periodic table. gathers information about theelements from the periodic table. uses the periodic table to predict thechemical behavior of an element. describes and groups elements as:- highly reactive metals- less reactive metals- highly reactive nonmetals- nonreactive gases
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 53ContentContent Standards Performance StandardsLearning CompetenciesThe learner… The learner… The learner… appreciates the importance of knowingthe properties of elements in:- the human body- technology- environmentGRADE 8 - Living Things and their EnvironmentSECOND QUARTER/SECOND GRADING PERIODStructures and Functions: Focuson the Digestive System Organs of the digestivesystem Chemical changes in foodas it undergoes digestionbrought about by gastricjuices and digestiveenzymes Diseases resulting fromnutrient deficiency andingestion of harmfulsubstances Prevention, detection andtreatment of diseases of thedigestive system Contemporary health issuesthat promote proper nutritionand overall wellness demonstrates understandingof the organs of the digestivesystem involving ingestion,absorption, assimilation andexcretion demonstrates understandingof nutrients as raw materialsfor energy, growth andmaintenance demonstrates understandingof diseases that result fromnutrient deficiency andingestion of harmfulsubstances as well asprevention and treatment,including traditional andalternative medications demonstrates understandingof contemporary issuesrelated to health includingmedical technologies engages in practices thatpromote proper functioning ofthe digestive system describes the coordinated functions ofthe organs of the digestive system traces the path of food as it is beingdigested explains how enzymes help indigesting food explains how digested food isabsorbed through the villi and iscarried through the bloodstream tothe liver illustrates how diseases of thedigestive system are detected,prevented, or treated reflects on healthful practices thataffect the digestive system discusses contemporary health issuesthat promote proper nutrition andoverall wellness. researches on certain technologiesthat are used to promote properfunctioning of the digestive system
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 54ContentContent Standards Performance StandardsLearning CompetenciesHeredity: Inheritance andvariation of Traits Organelles of the cellinvolved in cell division Stages of mitosis Stages of meiosis Oogenesis SpermatogenesisThe learner… demonstrates understandingthat cells divide to producenew cells.The learner… explains the importance ofmitosis in the growth,development, and repair ofsomatic cells explains the importance ofvariation in plant and animalbreedingThe learner… identifies organelles that are involvedin cell division describes and compares theprocesses of mitosis and meiosis, andtheir role in the cell division cycle compares the number ofchromosomes of the daughter cellsresulting from mitosis and meiosis differentiates oogenesis andspermatogenesis explains the significance of meiosis inmaintaining the chromosome number describes how the union of egg andsperm cells results to variationBiodiversity Species diversity Hierarchical taxonomicsystem of species Protection and conservationof rare and economicallyimportant species demonstrates understandingof the concept of a speciesas a reproductively distinctgroup of organisms. demonstrates understandingthat species are furtherclassified into a hierarchicaltaxonomic system (domain,kingdom, phylum, class,order, family, genus,species) initiates and participates inactivities that protect andconserve rare andeconomically important species explains the concept of species as areproductively distinct group oforganisms classifies organisms using thehierarchical taxonomic system(domain, kingdom, phylum, class,order, family, genus, species)based onstructure and function explains the advantage of highbiodiversity over low biodiversity
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 55ContentContent Standards Performance StandardsLearning CompetenciesInteractions Transformation of energy Biogeochemical cycles- water cycle- oxygen – carbon cycle- nitrogen cycle Impact of human activities inan ecosystemThe learner… demonstrates understandingof the one way flow ofenergy and the cycling ofmaterials in an ecosystemThe learner… makes informed decisionsregarding food choices basedon the trophic levelsThe learner… describes the transfer of energythrough the trophic levels analyzes the roles of organisms in themajor biogeochemical cycles andprocesses explains how materials cycle in anecosystem suggests ways to minimize humanimpact on the environment describe changes caused byorganisms in their environment toensure survival, which may affect theecosystemGRADE 8 - Force, Motion and EnergyTHIRD QUARTER/THIRD GRADING PERIODLaws of Motion Law of Inertia Law of Acceleration Law of Interaction demonstrates understandingof the Newton’s three laws ofmotion: Law of Inertia, Lawof acceleration, and Law ofInteraction observes road safety as amotorist or a pedestrian. investigates the relationship of theamount of force applied and the massof the object to the amount of changein the object’s motion infers that when a body exerts a forceon another an equal amount of force isexerted back on it models passengers body response tochanges in motion
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 56Content Content Standards Performance Standards Learning CompetenciesThe learner.. The learner.. The learner… develops a written plan and implementa ―Newton’s Olympics‖ observes and predict naturalphenomena governed by laws ofmotion demonstrates the effects of friction ona moving body constructs a bottle rocket that has thegreatest time of flight designs and implements anexperiment that will verify Newton’s3rd law of motion relates the laws of motion to bodies inuniform circular motion infers that circular motion requires theapplication of constant force directedtoward the center of the circle identifies the manifestation ofcentripetal force in real-life circularmotionWork Power and Energy Layman’s definition of workvs mechanical work Situations where work isdone and where work is notdone demonstrates understandingof work using constant force,power, gravitational potentialenergy, kinetic energy, andelastic potential energy maximizes the benefits ofenergy while minimizing itsuse of its sources differentiates layman’s definition ofwork from mechanical work determining if work is present in agiven activity or not relates power, work and time computes for work done by a constantforce
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 57Content Content Standards Performance Standards Learning CompetenciesThe learner.. The learner.. The learner.. differentiates potential and kineticenergy relates speed and position of object toenergy possessed investigates elastic constant of varioussprings or rubber bands creates a mousetrap car that will travelthe greatest distance and speedSound demonstrates understandingof the propagation of soundthrough solid, liquid, and gas compares the speed of sound throughsolids, liquids and gases infers how the molecular structure of amaterial affect speed of sound movingthrough it investigates the effect of temperatureto speed of sound through fair testingLight demonstrates understandingof some properties andcharacteristics of visible light demonstrates care for eyes demonstrates the existence of thecolor components of visible light usinga prism or diffraction grating infers that color is a manifestation ofvisible light’s frequency or wavelength explains the hierarchy of colors inrelation to energy explains that red is bent the least andviolet is bent the most according totheir wavelengths or frequency
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 58Content Content Standards Performance Standards Learning CompetenciesHeat The learner.. demonstrates understandingof heat and temperature andthe effects of heat to a bodyThe learner.. chooses appropriate materialsfor a specific functionThe learner.. differentiates between heat andtemperature in the molecular level demonstrates why touching is not anaccurate way to measure temperature cites examples in real life andindustries that apply expansion ofmaterials (e.g. expansion slots ofbridges, wine commerce, tooth fillingmaterials) investigates the relationship betweenamount of heat transferred totemperature difference or heatcapacity or mass using fair testing explains the conditions necessary tochange the state of matter infers that change of state requires nochange in temperatureElectricity and Magnetism demonstrates understandingof current- voltage-resistancerelationship, electric power,electric energy, and homecircuitry practices safety in handlingelectrical devices infers the relationship between currentand charge creates models or cites analogies forelectrical charge, current, voltage,power and resistance differentiates voltage from current andidentify which causes physiologicaleffects explains the function of a resistor andidentify household examples
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 59Content Content Standards Performance Standards Learning CompetenciesThe learner... The learner.. The learner… investigates the effect of using one ortwo batteries to various ways ofconnecting two light bulbs (series andparallel connections) explains using series connection howcurrent though our body lessens withprotective boots and gloves explains the advantage of parallelwiring in homes differentiates electrical power andenergy compares power rating and energyconsumption of various electricalappliances discusses the dangers of overloadinganelectrical circuit explains why ground is zero potential explains the functions of circuitbreakers, fuses, earthing, doubleinsulation and other safety devices inthe homeGRADE 8 - Earth and SpaceFOURTH QUARTER/FOURTH GRADING PERIODEarthquakes and Faults Active and inactive faults How movements alongfaults generate earthquakes Earthquake focus andepicenters demonstrates understandingof the relationship betweenfaults and earthquakes. makes informed decisionsbased on knowledge of thelocation of active faults in thecommunity. describes what a fault is. using models or illustrations, explainshow movements along faults generateearthquakes.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 60Content Content Standards Performance Standards Learning Competencies Intensity and Magnitude Earthquake preparedness How earthquake wavesprovide information aboutthe interior of the Earth.The learner… The learner.. shows emergencypreparedness (includesfollowing advisories given byresponsible governmentagencies) before, during andafter an earthquakeThe learner.. differentiates the epicenter of anearthquake from its focus differentiates the intensity of anearthquake from its magnitude Identifies faults in the community differentiates between active andinactive faults explains how earthquake wavesprovide information about the interiorof the earthUnderstanding Typhoons How typhoons develop Why the Philippines isprone to typhoons How landforms and bodiesof water affect typhoons Philippine Area ofResponsibility demonstrates understandingof formation of typhoons. demonstrates precautionarymeasures before, during, andafter a typhoon includes following advisories,storm signals, and calls forevacuation given byresponsible governmentagencies participates in activities thatlessen the harmful effects oftyphoons explains how typhoons develop infers why the Philippines is prone totyphoons explains how landforms and bodies ofwater affect typhoons traces the path of typhoons that enterthe Philippine Area of Responsibility(PAR) using a topographic map andtracking dataOther Members of the SolarSystem Comets Meteors Asteroids demonstrates understandingof characteristics of meteorsand comets. discusses whether or notbeliefs and practices aboutcomets and meteors havescientific basis. compares and contrasts comets,meteors, and asteroids. predicts the appearance of cometsbased on recorded data of previousappearances. explains the regular occurrence ofmeteor showers.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 61GRADE 9GRADE 9 – MatterFIRST QUARTER/ FIRST GRADING PERIODContent Content Standards Performance Standards Learning CompetenciesChemical Bonding Metallic Bonding Ionic and CovalentBondingThe learner…demonstrates understanding of: the patterns observed in thenumber of outermost electronsof atoms, which are the onesinvolved in chemical bonding interactions betweensubmicroscopic components ofdifferent substances that leadto atomic or molecularrearrangements forming newsubstances the concept that atoms andmolecules combine in definiteratios to form larger structureswith a new set of properties the type of bond that carbonforms explains the diversity ofcarbon compoundsThe learner… conducts a survey of organic andinorganic compounds found innatural resources of thePhilippines indicates the uses of thesecompounds based on theirproperties and present data in aposter, chart, or multimediapresentationThe learner… explains properties of metals in terms oftheir structure recognizes different types of compounds(ionic or covalent) from their propertiessuch as melting point, hardness, polarity,and electrical and thermal conductivity recognizes different types of elementsthat combine to form specific types ofcompounds (combination of metals andnonmetals) writes chemical formulas of ionic andcovalent compounds formed by the first20 elements explains the formation of ioniccompounds and covalent compounds interms of ionization energy and electronaffinity infers trends in ionization energy andelectron affinity. explains chemical changes in terms ofthe breaking of bonds and therearrangement of atoms to form newsubstances
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 62Content Content Standards Performance Standards Learning CompetenciesThe Variety of CarbonCompoundsThe learner … The learner… The learner… describes how the structure of carbonatom affects the type of bonds it forms. recognizes the general classes oforganic compounds and their uses.Mole Concept designs an educational gameinvolving mole concept. uses the mole concept to express massof substances. determines the mass of a given numberof moles of a substance. determines the number of moles of asubstance, given its mass. determines the percentage ofcomposition of a compound given itschemical formula and vice versa.GRADE 9 - Living Things and Their EnvironmentSECOND QUARTER/SECOND GRADING PERIODRespiratory and CirculatorySystems Working with theOther Organ Systemsdemonstrates understanding of how the different parts andfunctions of the circulatory andrespiratory systems and howthey work with the other organsystem to transport oxygen-richblood and nutrients to thedifferent parts of the body practices healthful habits tomaintain proper functioning of theorgans of the respiratory andcirculatory systems describes the parts and functions of thecirculatory system explains the mechanism on how thecirculatory system transports nutrients,gases, and other molecules to and fromthe different parts of the body explains how harmful substances affectthe respiratory and circulatory systems
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 63Content Content Standards Performance Standards Learning CompetenciesThe learner… the prevention, detection, andtreatment of diseases affectingthe circulatory systemThe learner … The learner… explains how lifestyle (e.g., regularexercise, smoking) affects thefunctioning of the circulatory system makes a chart of diseases affecting thecirculatory system and their prevention,detection, and treatmentHeredity: Inheritance andVariation Haploid number ofchromosomes ingametes Location of genes inchromosomes Restoration of thediploid number ofchromosomes in theoffspring throughfertilization Expression of thegenetic information asphysical traits in theoffspringdemonstrates understanding of that genetic information isorganized in genes onchromosomes that traits of an organism aretransmitted to the offspringthrough the genes found inchromosomes. illustrates how traits ofeconomically important plantsand animals are improvedthrough breeding explains how fertilization produces adiploid zygote out of haploid gametes describes the location of genes inchromosomes explains how genes are responsible forspecific traits identifies phenotypes as the expressionof inherited characteristics
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 64Content Content Standards Performance Standards Learning CompetenciesLife Energy From Light Energy toChemical Energy ofFood- Structure and functionof plant parts andorganelles involved inphotosynthesis- Photosynthesis- Light-dependentreactions- Light-independentreactions andsynthesis of glucose Generation of chemicalenergy (ATP) throughrespiration- Structure and functionof mitochondrion asthe main organelleinvolved cellularrespiration Aerobic respiration AnaerobicrespirationThe learner… demonstrates understanding oflife energy processesThe learner… applies farming practices thatrelate knowledge ofphotosynthesis that may result toincreased yieldThe learner… associates photosynthesis andrespiration with appropriate cellstructures provides evidence that plants canmanufacture their own food differentiates basic features ofphotosynthesis and respiration explains the importance ofphotosynthesis to other organisms
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 65Content Content Standards Performance Standards Learning CompetenciesInteractions Decomposition Nutrient cycling Populationgrowth & carrying capacityThe learner …demonstrates understanding that microorganisms have essentialroles in nutrient cycling. an ecosystem can only supporta limited number of organismsThe learner… relates overcrowding in fish pensto eutrophication and fish killsThe learner… designs and conduct an experimentusing yeast or other suitable organismsto evaluate the relationship betweenpopulation growth and carrying capacityGRADE 9 - Force, Motion and EnergyTHIRD QUARTER/THIRD GRADING PERIODProjectile Motion Motion in two dimension Impulse and Momentum Elastic and inelasticcollision demonstrates understanding ofprojectile motion, impulse andmomentum, conservation ofmomentum. advocates road safety.  describes motion in two dimension. identifies any projectile is moving underthe influence of gravity. explains why projectiles travel with twoindependent motions. computes for unknown variables usingequations for horizontal and angledprojectiles. proposes ways to enhance sportsrelated to projectile motion. explains the dangers of celebratoryfiring. relates impulse and momentum to causeand effect. analyzes factors required to produce achange in momentum.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 66Content Content Standards Performance Standards Learning CompetenciesThe learner… The learner… The learner… analyzes one-dimensional elastic andinelastic collision and recoil situations. examines effects and predict causes ofcollision-related damages/injuries.Work Power and Energy Changes in form ofmechanical energy Conservation of energy demonstrates understanding ofconservation of mechanicalenergy. manages energy sourcessuitable to one’s lifestyle explains how different types ofmechanical energy change its form. uses the equation for conservation ofenergy in solving for unknowns. explains energy transformation invarious activities/events (e.g. waterfalls,archery, amusement rides). creates ball launchers that can project aball to a great distance.Sound Resonance Interferences Waves and buildingdesigns demonstrates understanding ofsound resonance, interference,and basic acoustics. chooses appropriate materials fora specific function creates a model to explain naturalfrequency of matter. explains how resonance causes soundproduction in musical instruments. investigates the conditions required forresonance to occur in various media. creates models to illustrate constructiveand destructive interferences. cites advantages and disadvantages andapplications of interference.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 67Content Content Standards Performance Standards Learning CompetenciesThe learner … The learner … The learner… explains how knowledge of properties ofwaves is applied in building designs. identifies sources of noise in differentenvironment and explain how noise canbe reduced to acceptable levels.Light Motion of light Transparent, translucentor opaque materials demonstrates propagation oflight through various media chooses appropriate materials fora specific function demonstrates the straight line motion oflight realizes that opaque materials castshadows investigates the varying size and shapeof shadows due to movement of lightsource classifies materials as transparent,translucent or opaque investigates the effect light incident to amaterialHeat Natural heat transfer Heat loss throughconduction, convectionor radiation Preventing heat transfer demonstrates understanding ofthe relationship among heat,work, and efficiency chooses appropriate materials fora specific function cites examples of natural heat transfer evaluates natural and man-madedesigns that prevent or promote heatloss through conduction, convection orradiation explains why wasted energy cannot beprevented
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 68Content Content Standards Performance Standards Learning CompetenciesThe learner … identifies relevant design home/buildingdesigns related to heat transfer investigates the effectiveness ofindigenous materials in promoting orpreventing heat transferElectricity and magnetism Electromagnetic effects sketches magnetic fields demonstrates the generation ofelectricity by movement of a magnetthrough a coil investigates factors that affect strengthof magnetic field of an electromagnet makes a model on how a magnetic fieldexerts a force on a wire constructs a simple galvanometer usinga compass and wire and explain itsfunction interprets the operation of a simplegenerator describes the design of a simple electricmotor constructs a simple door bell or burglaralarm
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 69Grade 9 - Earth and SpaceFOURTH QUARTER/FOURTH GRADING PERIODContent Content Standards Performance Standards Learning CompetenciesVolcanoes and the Interior ofthe Earth Active and inactivevolcanoes Different types ofvolcanoes What happens whenvolcanoes erupt Energy form volcanoes How volcanoes provideinformation about theinterior of the Earth.The learner… demonstrates understanding ofthe interior of the Earth usinginformation from volcanoesThe learner… makes informed decisions basedon identified permanent dangerzones around active volcanoes shows emergency preparednessbefore, during and after avolcanic eruption includes following advisoriesregarding alert levels and callsfor evacuation given byresponsible governmentagenciesThe learner… identifies the volcanoes in thecommunity (or in the region) differentiates between active andinactive volcanoes describes the different types ofvolcanoes using models or illustrations, explainswhat happens when volcanoes erupt using diagrams, illustrates how energyfrom volcanoes may be tapped forhuman use explains how volcanoes provideinformation about the interior of theEarthClimate Factors that affect climate Global climatephenomenon demonstrates understanding ofthe factors that affect climate,the effects of changing climate,and how to adapt to them participates in activities thatreduce risks and lessen effects ofclimate change explains how different factors affect theclimate of an area describes certain climatic phenomenathat occur on a global level (globalwarming and El Niño are included here)
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 70Content Content Standards Performance Standards Learning CompetenciesConstellations Characteristics of stars Arrangement of stars in agroup Changing position ofconstellations doing thenight and at different timesof the year Beliefs and practices aboutconstellations andastrologyThe learner… demonstrates understanding ofthe factors that affect climate,the effects of changing climate,and how to adapt to them.The learner… demonstrates understanding ofthe factors that affect climate, theeffects of changing climate, andhow to adapt to themThe learner… infers the characteristics of stars basedon the characteristics of the Sun infers that the arrangement of stars in agroup (constellation) does not change observes that the position of aconstellation changes in the course of anight using models, shows whichconstellations may be observed atdifferent times of the year
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 71GRADE 10GRADE 10 - MatterFIRST QUARTER/FIRST GRADING PERIODContent Content Standards Performance Standards Learning CompetenciesGas Laws Kinetic MolecularTheory Volume, pressure andtemperaturerelationship Ideal gas lawThe learner… demonstrates understandingof the relationships amongtemperature, volume andpressure of gases throughthe kinetic molecular theory.The learner… applies the Kinetic Moleculartheory in explaining everydaysituations involving gases.The learner… investigates the relationship between:- volume and pressure at constanttemperature of a gas- volume and temperature at constantpressure of a gas- explains these relationships using thekinetic molecular theory. cites situations that demonstrate therelationship between:- volume and pressure at constantamount and temperature of a gas- volume and temperature at constantamount and pressure of a gas performs calculations using the ideal gaslawBiomolecules Elements present inbiomolecules Carbohydrates, lipids,proteins, and nucleicacids. Food labels demonstrates understanding ofbiomolecules which are mademostly of a limited number ofelements, such as carbon,hydrogen, oxygen andnitrogen. Together with waterand a few kinds of ions, thesebiomolecules make up cellsand tissues. interprets food labels in terms ofpercentage composition inrelation to the required dailyintake of carbohydrates/sugars,proteins, and fats. recognizes the major categories ofbiological molecules such ascarbohydrates, lipids, proteins, andnucleic acids.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 72Content Content Standards Performance Standards Learning CompetenciesChemical Reactions The learner… demonstrates understanding ofchemical reactions associatedwith biological and industrialprocesses affecting life and theenvironment.The learner… using any form of media,presents the effects of chemicalreactions on biological andindustrial processes affecting lifeand the environment.The learner… describes the four general types ofchemical reactions. applies the principles of conservation ofmass to chemical reactions balances equations, given the formulasfor reactants and products. enumerates and explains the factorsaffecting rates of chemical reactions. recognizes that all chemical reactionsare accompanied by energy change. identifies chemical reactions involved inbiological and industrial processesaffecting life and the environment. describes chemical reactions involved inplant growth, food digestion andspoilage. describes the effects of various factorson the rate of chemical reactions. explains how the factors affecting ratesof chemical reactions are applied in foodpreservation and materials production,control of fire, pollution, and corrosion. recognizes the importance of controllingrates of reactions in technology.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 73Grade 10 - Living Things and Their EnvironmentSECOND QUARTER/SECOND GRADING PERIODContent Content Standards Performance Standards Learning CompetenciesCoordinated Functions ofthe Organs of theReproductive SystemThe learner…demonstrates understanding of the structure and function ofthe reproductive system hormones involved in thefemale and male reproductivesystems feedback mechanisms involvedin the female reproductivesystem (e.g., menstrual cycle) process of fertilization development of the zygoteThe learner… practices healthful habits tomaintain proper functioning of theorgans of the reproductive systemThe learner… describes the functions of the majorparts of the reproductive organs explains the roles of hormones involvedin the female and male reproductivesystems summarizes the process of reproductionusing a concept mapHeredity: Inheritance andVariation demonstrates understanding that the information passedfrom parents to offspring iscoded in DNA molecules of the structure of DNAmolecules of the DNA replication genetic information stored inDNA is used to direct thesynthesis of proteins of process of protein synthesis explains how heritablecharacteristics can be observedin an organism’s phenotype –molecular or whole-organismlevel describes the structure of the DNAmolecule explains the process of DNA replication explains the process of protein synthesis explains how mutations may causechanges to the structure and function ofa protein
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 74Content Content Standards Performance Standards Learning CompetenciesThe learner… how mutations in a geneinfluence the structure orfunction of proteins that mutations that occur in sexcells can be passed on to theoffspring’s.The learner… The learner…Evolutiondemonstrates understanding that evolution explains both theunity and diversity of species of the Theory of NaturalSelection of the scientific evidence ofnatural selection explains how species diversityincreases the probability ofadaptation and survival oforganisms in changingenvironments describes the theory of natural selection explains how natural selection can resultto speciation and extinction explains how fossil records, comparativeanatomy and genetic information provideevidence of evolution explains the importance of adaptation asa mechanism for species survivalGRADE 10 - Force, Motion and EnergyTHIRD QUARTER/ THIRD GRADING PERIODCenter of Mass andEquilibrium  demonstrates understanding ofbalance, stability, and strength. practices appropriate positions ormovements to achieve efficiencyand safety in performing sportsactivities such as basketball, soccer,tennis, and swimming applies Newton’s laws of motion todescribe translational equilibrium explains the conditions for translationalequilibrium
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 75ContentContent Standards Performance Standards Learning CompetenciesThe learner… The learner… The learner… constructs free body diagrams applies vector techniques to translationalequilibrium problems determines the center of mass of variousobjects explains the conditions for rotationalequilibriumCharacteristics of Fluids andSolids demonstrates understanding ofthe differences between fluidsand solids in terms of molecularstructure, compressibility anddensity applies knowledge of hydraulicsystems to real life situations solves problems involvingpressure and buoyancy, hydraulicsystems, and pressure differentiates fluids from solids in termsof molecular structure, compressibilityand density demonstrates how temperature affectdensity explains the relationship between fluidpressure and depth or density and citereal life examples differentiates gauge, atmospheric andtotal pressure demonstrates real-life examplesinvolving atmospheric pressure cites examples of hydraulic systems andrelate to pressure explains Pascal’s principle conducts a fair test to identify whichfactors determine whether a given objectwill float or sink
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 76Content Content Standards Performance Standards Learning CompetenciesThe learner… The learner… The learner… explains how buoyancy is controlled innature (e.g., fish, humans, and sharks)and in constructed devices (e.g.,submarines, airplanes, airships, scubagear, and hot air balloons) compares different fluids to determinehow they alter the buoyant force on agiven object solves problems involving pressure andbuoyancyWaves demonstrates understanding ofthe different regions of theelectromagnetic waves demonstrates understanding ofbalance, stability, and strength protects oneself from the dangersbrought about by differentregions/forms of electromagneticradiation demonstrates understanding of balance,stability, and strength compares the relative wavelengths ofdifferent forms of electromagneticradiation explains uses of the different forms ofEM radiation creates models on how materials react toEM radiation other than light (e.g. glassis opaque to some UV rays) explains the effects of EM radiation toliving things
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 77Content Content Standards Performance Standards Learning CompetenciesSound The learner… demonstrates understanding ofthe Doppler effectThe learner… demonstrates understanding ofbalance, stability, and strength infers the relative motion orposition of the source of soundbased on the quality of soundreaching the listenerThe learner… illustrates the effect of relative motion ofsource and receiver to the wavelengthand frequency of sound derives Doppler effect equation for sound applies the equation to situationsshowing various motion of observer andsound sourceLight  demonstrates understanding ofthe images formed by thedifferent types of mirrors andlenses makes informed choices onselecting the right type of mirrors orlenses for specific purposes predicts the qualitative characteristics(orientation, type and magnification) ofimages formed by plane and curvedmirrors performs experimentations to testpredictions and summarize their findings applies ray diagramming techniques indescribing the characteristics andpositions of images formed by lenses identifies ways in which the properties ofmirrors and lenses determine their use inoptical instruments (e.g. camera,binoculars)Electricity and Magnetism Transmission of energy Power generation andenergy loses appreciates the role of theentire grid network in deliveringelectricity from the power plantsto schools, homes andindustries avoids danger from high voltagewires conserves electricity explains generation and transmission ofelectricity through power stations enumerates various ways of generatingelectricity in the Philippines and state thetransformation of energy for each (e.g.hydroelectric, geothermal or wind powerplant)
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 78Content Content Standards Performance Standards Learning CompetenciesThe learner… The learner… The learner… describes energy loss in transmissioncables and explain how this is prevented infers the advantages of high voltagetransmission explains the importance of a national gridnetwork explains how power generation is relatedto renewable energy sourcesGrade 10 - Earth and SpaceFOURTH QUARTER/ FOURTH GRADING PERIODPlate Tectonics Volcanoes, earthquakeepicenters, and mountainranges Their relationship to theplate boundaries demonstrates understanding ofthe relationship among locationof volcanoes, earthquakeepicenters and mountainranges demonstrates ways to ensuredisaster preparedness duringearthquakes, tsunamis, andvolcanic eruptions suggests ways by which he/shecan contribute to governmentefforts in reducing damage due toearthquakes, tsunamis, andvolcanic eruptions identifies places in the world wherevolcanoes are located. identifies places in the world whereearthquakes commonly occur. identifies places in the world wheremountain ranges are found. using maps, locates active volcanoes,earthquake epicenters, and mountainranges to explain their relationship to theplate boundaries. simulates how underwater earthquakesgenerate tsunamis.
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 79CURRICULUM DEVELOPERS/REVIEWERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUMSCIENCE----------------------------------------------------------------------------------------------------A. Learning Area Team (LAT) Review with designated LAT CONVENORDate: September 16, 2011September 19, 2011October 6, 2011October 17, 2011NAME DESIGNATION OFFICE/SCHOOL1. Dr. Merle Tan - Convenor Executive Director UP NISMED2. Vivien M. Talisayon VPAA PWU3. Leticia V. Catris Professor VI PNU/DOST4. Ma. Cristina D. Padolino President CEU5. Marlene Ferido Science Education Specialist NISMED6. Rolando M. Tan Science Education Specialist NISMED7. Editha Villaflor Science Education Specialist NISMED8. Risa Reyes Science Education Specialist V NISMED9. Aida Yap Science Education Specialist IV NISMED10. Amelia Punzalan Science Education Specialist IV NISMED11. Maria Helen Catalan Science Education Specialist I NISMED12. Rodolfo Treyes Science Education Specialist III NISMED13. May Chavez Science Education Specialist I NISMED14. Ivy P. Mejia Science Education Specialist II NISMED15. Eligio Obille Jr. Science Education Specialist I NISMED16. Cerilina Maramag Science Education Specialist I NISMED17. Dennis Danipog Science Education Specialist I NISMED18. Jacqueline Rose Gutierrez Science Education Associate II NISMED19. Frederick del Rosario Head Teacher III BNAHS20. Zenaida Bojo UPIS21. Merie Gerlie Capiral RMHS
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 80B. Workshop on Determining Gaps Between BEC Grade 6 Competencies and the K to 12 Grade 7 CompetenciesVenue: DAP, Tagaytay CityDate: September 7-9, 2011NAME DESIGNATION OFFICE/SCHOOL1. Trinidad Logarto SEPS DepEd, CDD-BEEC. Workshop on the Development of Learning Competencies and Teaching GuidesVenue: DAP,Tagaytay CityDate: July 18-19, 2011NAME DESIGNATION OFFICE/SCHOOL1. Ms. Maria Carmela A. Boncodin Faculty La Salle Green Hills2. Dr. Merle C. Tan Director UP NISMEDVenue: DAP,Tagaytay CityDate: July 18-22, 2011NAME DESIGNATION OFFICE/SCHOOL1. Aylen V. Tuvilla Teacher Deped Ro 62. Minerva C. David Teacher Deped – Rizal3. Rubie Arre Teacher Araullo High School4. Arthur Sacatropes ES EED, RO III5. Bryan R. Simara Documentor DepEd6. Marivic Abcede EPS BSE7. Rosalinda Ferrer EPS II BSE8. Ma. Amparo R. Ventura EPS BSE9. Fe M. Villalino ES C.O/SDD-BEE10. Trinidad L. Lagarto SEPS C.O/CDD-BEE11. Zenaida G. Concon ES C.O/SPED-BEED. Writeshop on the Finalization of the Curriculum StandardsVenue: RELC, CalabarzonDate: May 19-21,2011NAME DESIGNATION OFFICE/SCHOOL1. Dr. Merle C. Tan Director UP NISMED2. Dr. Rosanelia T. Yangco Chair, Division of Curriculum and Instruction UP, College of Education
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 813. Ms. Maria Carmela A. Boncodin Faculty La Salle Green Hills4. Ms. Trinidad M. Lagarto Senior Education Program Specialist DepEd, CDD-BEE5. Ms. Ana Marie B. Piaoan Faculty T.D. & S Hope Christian AcademyE. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and StandardsVenue: DAP,Tagaytay CityDate: May 10-13,2011NAME DESIGNATION OFFICE/SCHOOL1. Ms. Maria Carmela A. Boncodin Faculty La Salle Green Hills2. Dr. Rosanelia T. Yangco Chair, Division of Curriculum and Instruction UP, College of Education3. Ms. Olivia Caling Faculty R. Magsaysay High School, Manila4. Ms. Digna Paningbatan Master Teacher I Quezon City Science High School5. Ms. Maria Amparo Ventura EPS DepEd, BSE6. Ms. Rosario Extremadura Faculty A. Bonifacio Elem., School7. Ms. Marivic C. Abcede EPS DepEd, BSE8. Ms. Zenaida Concon EPS DepEd, BEE9. Ms. Fe M. Villalino EPS DepEd, BEE10. Ana Marie B. Piaoan Faculty T.D. & S Hope Christian AcademyF. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards1. Regions IV-A, IV-B,V and NCRVenue: Bulwagan ng KarununganDate: April 27, 2011NAME DESIGNATION OFFICE/SCHOOL1. Rosalinda U. Ferrer Education Program Supervisor II BSE – Deped2. Marilyn V. Marco Education Program Supervisor II Deped RO V3. Digna C. Paningbatan Master Teacher I Quezon City Science High School4. Rogelio F. Amabilis Teacher I Commonwealth E.S.5. Zenaida P. Cristobal Teacher I Deped – Antipolo National H.S.6. Michelle M. Daniel Teacher I Deped Legaspi City; Legaspi City HS7. Ma. Veronica L. Piedragoza Master Teacher II Deped8. Ruturia D. Luan ES 1 Malabon City9. Dolores J. Agong EPS 1 Antipolo City
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 8210. Jennifer A. Tinaja MT 1 Mandaluyong11. Vivian B. Intatano MT 1 Manila12. Trinidad M. Lagarto SEPS CDD-BEE2. Regions I,II,III and CARVenue: Teachers’ Camp, Baguio CityDate: April 29, 2011NAME DESIGNATION OFFICE/SCHOOL1. Melchor P. Pablico Assistant Principal St. Louis University – Lab. Elem School2. Gladys Sibayan Principal UC Grade School/High School3. Adelfa C. Alcanzaren Teacher I Bangued East District – Deped Abra4. Honorio A. Manzano Teacher SLU – Lab. High School5. Apolonia G. Dalanao EPS – I Deped – Kalinga Division6. Constancia B. Poclis Master Teacher I La Trinidad Central, Deped, Benguet7. Petronila A. Payawan President Muñoz Associate of Private School8. Gayle Zannett A. Luyun Head Teacher III EVHS9. Norma C. Guillermo Asst. Chief EED Deped RO210. Ruby M. Rodriguez Subject Area Chair St. Paul University11. Marlon A. Uson Teacher III Deped – Olongapo City National HS12. Gloria C. Nemedez Teacher III Deped – Division of Pangasinan II – JuanG. Macaraeg National High School13. Charito O. Somera Teacher III Deped – La Union14. Echel S. Antero Principal First City Providential College15. Marilou B. Gawiden Teacher Univ. Of Cordilleras16. Lucila C. Baricaua EPS DepEd, Div. Of Cagayan17. Robely M. Binag Master Teacher I Ilagan West Central School18. Lilia B. Goc Oban EPS DepEd Car, Regional Office3. Regions VI,VII and VIIIVenue : Ecotech, Lahug Cebu CityDate : May 4, 2011NAME DESIGNATION OFFICE/SCHOOL1. Violeta B. Maravilla Master Teacher II Cebu City, R-VII2. Jennalyn M. Oira Teacher I Batingue Elementary School, R-VII3. Carmen J. Ipo Principal Cadiz City, R-VI4. Dafrosa D. Benting EPS Toledo City, R-VII
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 835. Delia C. Mabao Master Teacher I Toledo City, R-VII6. Bernadetta C. Berdin HS Principal Maasin City, R-VII7. Lengie S. Dalupan Head Teacher Ormoc City, R-VIII8. Ma. Lani A. Aguirre Faculty Mandaue City, R-VII9. Miguel Ramon M. Calibjo Teacher Antique, R-VI10. Julieta M. Catipay Chairman Science Area Cebu City, R-VII11. Dr. Gaudencio C. Aljibe Jr. EPS Eastern Samar12. Sylvie S. Calago Teacher SFAS13. Miguel Ramon M. Calibso Head Teacher VI Antique National School4. Regions IX,X and ARMMVenue: RELC, Cagayan de Oro CityDate: May 5,2011NAME DESIGNATION OFFICE/SCHOOL1. Evelyn D. Ayap Teacher III Deped – Bislig City2. Marlynda Q. dela Pena Sec. Sch. Principal I Deped – Bislig City3. Deminda A. Sanchez Principal I Deped – Agusan del Norte4. Mary Louie Galauna EPS Deped – Surigao City5. Monalisa G. Tolang Master Teacher II Deped – Tabon M. Estrella NHS6. Eva M. Olofernes Teacher Northern Mindanao College7. Concepcion D. Bucod Science Coordinator XUGS8. Earlgel Ray Louie R. Gomez Science Teacher Corpus Christi School9. Leah B. Chan Faculty International School10. Aris Rusiance Teacher CUBED11. Linda D. Saab Teacher Deped – Camiguin12. Maria Victoria Sacote MT - I Deped - Camiguin13. Rosita A. Cang Teacher Deped14. Deonalyn H. Oblina Teacher Deped – Lanao del Norte15. Olga C. Alonsabe Teacher Deped – Misamis Oriental16. Ramel P. Cael ES II Deped RO 917. Jessah U. Sedrome Master Teacher I Deped18. Moraida P. Mecampang Teacher Deped LS 1-A
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 845. Regions XI,XII, ARMM (Shariff Kabunsuan,Maguindanao)Venue: RELC, Davao Cityand CARAGADate: May 6, 2011NAME DESIGNATION OFFICE/SCHOOL1. Rolito C. Requerme ESP DepEd ARMM2. Norie Manalinta ESP I DepEd Maguindanao I3. Amiliana L. Jabines Master Teacher I Alabel NHS, Sarangani, Region XII4. Lorna Q. Escarcha Faculty Polytechnic College of Davao del Sur5. Virginia C. Balucas TIC DepEd ARMM Maguindanao II6. Editha P. Paraguas EPS - I Gen. Santos City7. Agnes A. Sagsagat Teacher II Matina CES, Matina, Davao City8. Amy P. Castro SST Mamasapano NHS – Maguinadanao I9. Salvacion P. Bacaltos Teacher Davao Wisdom Academy10. Precious Joy A. Villacastin Master Teacher II DepEd Digos City11. Jereza N. Recibe Master Teacher I Bula National School of Fisheries12. Emiliana L. Jabines Master Teacher I Alabel NHS DepEd13. Aura S. Bartolome EPS BEE Regional Office – ARMM14. Merliza M. Murray EPS DepEd MaguindanaoG. Workshop on the K to 12 Curriculum MappingVenue: DAP, Tagaytay CityDate: March 16-18,2011NAME DESIGNATION OFFICE/SCHOOL1. Trinidad Lagarto SEPS CDD- BEE2. Zenaida Concon EPS SPED - BEE3. Nerissa Beltran ES CDD - BEE4. Marivic Abcede ES SDD - BSE5. Rosalinda Ferrer EPS II SDD – BSE6. Joseph Jacob EPS BSE7. Arnold Sinen EPS HS Division of San Pablo City, Laguna
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 85SECRETARIATNAME DESIGNATION1. Rachelle C. Fermin DepEd2. Prescy Ong DepEd3. Magdalena Mendoza DAP4. Tristan Suratos DAP5. Kimberly Pobre DAP6. Cristina Villasenor DAP7. Lani Garnace DAP8. Kidjie Saguin DAP9. Maria Boncan Accountant, DepEd10. Daylinda Guevarra Accountant, DepEd11. Fenerosa Maur Accountant, DepEd12. Divina Tomelden Accountant, DepEd13. Nilva Jimenez Disbursing Officer, DepEdFACILITATORS/ SUPPORT TEAMNAME DESIGNATION1. Irene C. De Robles CDD – BEE2. Jose Tuguinayo, Jr. CDD – BSE3. Marivic Abcede CDD – BSE4. Mirla Olores SPED – BEE5. Simeona Ebol CDD – BEE6. Fe Villalino SDD – BEEADVISORY TEAMNAME DESIGNATION1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC2. Dr. Lolita Andrada Director, BSE – DepEd, Pasig3. Dr. Angelita Esdicul Director, BEE – DepEd, Pasig4. Dr. Ricardo de Lumen OIC, Director III – Tech Voc, DepEd5. D. Paraluman R. Giron Chair, K – 10 TWG6. Dr. Avelina T. Liagas Consultant, TEC, DepEd7. Dr. Dina Ocampo Dean, COE, UP Diliman
    • K TO 12 SCIENCEK to 12 Curriculum Guide Science – version as of January 31, 2012 868. Dr. Ester Ogena President, PNU9. Dr. Brenda B. Corpuz Technical Adviser to the Office of USEC, Pograms andStandards10. Dr. Dennis Faustino Headmaster, SMS Sagada, Mt. Prov.11. Dr. Merle Tan Director, UP – NISMED12. Dr. Cristina Padolino President, CEU13. Mr. Napoleon Imperial CHED14. Diane Decker Consultant, MTB – MLE15. Dr. Nelia Benito Director, NETRC16. Dr. Socorro Pilor Director, IMCS17. Dr. Beatriz Torno Executive Director, TEC18. Dr. Carolina Guerrero Director, BALS19. Dr. Irene Isaac Director, TESDA20. Dr. Imelda Taganas Director, TESDA