The document provides an overview of the K to 12 Special Science Program Research curriculum for grades 7 through 10 in the Philippines. It describes the goals of the Research courses, which are to equip students with scientific knowledge and process skills to undertake science investigations and develop research capabilities. The courses introduce students to topics like the nature of research, scientific methods, formulating hypotheses, experimental design, and writing research reports. The curriculum aims to foster higher-order thinking skills and a culture of research among students.

1. Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
August, 2017
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K to 12 Special Science Program Research Curriculum Guide August 2017
K to 12 Curriculum Guide
SPECIAL SCIENCE PROGRAM
RESEARCH
(Grade 7 to Grade 10)

2. PROGRAM DESCRIPTION
RESEARCH
Research is the core of the Special Science Program (SSP) designed to provide learners with knowledge and understanding of scientific processes that they will
use in undertaking science investigations. Various science process skills embedded in this course serve as criteria that will benchmark the higher order thinking skills in
the field of research.
The concepts on the nature of research and research processes will enable the learners to generate problems, select and synthesize relevant literature
observing ethical standards, employ experimental designs, and apply basic statistical tools which will enhance the scientific writing skills in developing a research
proposal.
Furthermore, the learners will demonstrate the skills and competencies in conducting actual experimental research. This will lead them to establish linkages
that will result to collaboration with different stakeholders such as partner research institutions, industries and the community itself. They will acquire mastery and
proficiency in writing the scientific paper by exposing them to the rigors of writing research reports.
This research course will strengthen the learner’s research capability and higher level of mastery and proficiency through continuous development of the
science research project. This will foster the research culture among learners, creating critical thinkers, and problem solvers among them, and motivating them to
pursue science and technology courses in the near future and become globally competitive individuals.
.
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K to 12 Special Science Program Research Curriculum Guide August 2017

3. COURSE DESCRIPTION
Research I
Research I for Grade 7 is a course in the Special Science Program designed to equip learners with essential scientific attitudes and
science process skills that will prepare them in conducting science investigations. These skills include observing, measuring, inferring,
classifying, predicting, communicating, formulating research problems, formulating hypotheses, defining and identifying variables, describing
relationships between variables, designing an investigation, experimenting and writing simple scientific report. The simple science
investigations shall be confined within the school premises. This course provides an excellent groundwork or prerequisite background for
higher research work.
Research II
Research II for Grade 8 introduces the nature of research and processes to learners. This will help them generate a researchable
problems, formulate hypotheses, select, synthesize and cite relevant literature following ethical standards, apply the principles of experimental
design and methodology, determine the basic statistical tools, and enhance scientific writing skills in preparing a research proposal. This subject
is also designed to prepare the learners in establishing strong linkages, collaboration and consultation with research institutions, industries and
nearby communities.
Research III
Research III for Grade 9 is the phase where the actual conduct of investigation/experimentation of learners starts. Topics are geared to
equip learners with the necessary skills in conducting experimental research. In acquiring proficiency in conducting sound researches, the
learners shall establish strong linkages, collaborate and maximize the available resources of research institutions and the community. Constant
coaching, mentoring and consultation with experts will result to robust and well-guided execution of the research project. Learners should be
able to acquire mastery and competence in writing the scientific paper by exposing them to the rigors of writing research reports.
Research IV
Research IV for Grade 10 aims to enhance the previous project study or develop a new scientific research. Competencies are designed
to strengthen the learner’s research capability through the use of advance scientific applications for different research designs, stronger
linkages, collaboration and consultation with research institutions and industries. Research IV will serve as an avenue for the learners to
demonstrate much higher level of competence, mastery and proficiency in research through continuous development of the scientific research
project.
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K to 12 Special Science Program Research Curriculum Guide August 2017

4. SPECIAL SCIENCE PROGRAM
GRADE 7 – RESEARCH I
CONTENT CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCIES CODE
Grade 7 –SCIENTIFIC ATTITUDES- Ist QUARTER (SA)
A. Curiosity
 importance of
developing scien
“}`tific curiosity
 ways of stimulating
learner’s scientific
curiosity
B. Intellectual honesty
 importance of
developing intellectual
honesty in science
 characteristics of
intellectually honest
learners
 Ethics in reporting data
and using other
references
D. Open-mindedness
•importance of developing
open- mindedness in
science
 intercultural
understanding
 adaptability to
science and
technology
advances
•ways of developing
learner’s open-
The learner
demonstrates
understanding of the
scientific attitudes,
and applies
appropriate basic
science process skills
in designing simple
science investigation.
The learner should be
able to:
a. design simple science
investigation applying
scientific attitudes and
basic science process
skills which are the
inherent requirements in
conducting science
investigation
b. communicate the
designed simple science
investigation through
flyers, posters etc….
The learner should be able to:
1. apply scientific attitudes in
designing simple science investigation
2. explain the importance of
observation in the empirical nature of
science
3. demonstrate the skills of observing
a given event and/or object
4. use appropriate tools in measuring
objects
5. describe the differences between
an observation and an inference
6. classify objects and events
according to observable
characteristics
7. make predictions based on
evidence
8. communicate the result of
observations through different forms
of science publications (e.g. flyers,
posters…)
SSP-RS7SA-Ia-c-1
SSP_RS7SPS-Id-2
SSP_RS7SPS-1d-3
SSP_RS7SPS-1d-e-4
SSP_RS7SPS1e-5
SSP_RS7SPS1-f-6
SSP_RS7-SPS1-f-7
SSP_RS7SPS-Ig-8
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K to 12 Special Science Program Research Curriculum Guide August 2017

5. mindedness in science
E. Skepticism
 importance of
developing skepticism
in science
 ways to develop
learner’s skepticism in
science
F. Objectivity
 characteristics of
objectivity:
 validity and
reliability
G. Perseverance
 importance of
developing
perseverance in
science
 ways to develop learner’s
perseverance in science
Grade 7- Basic Science Process
Skills- Ist Quarter
A. Observing
1. processes of observing:
 qualitative
 quantitative
 change
2. importance of observation
in the empirical nature of
science:
 detailed description of
object
 detailed description of
an event
 detailed description of
a community/habitat
B. Measuring
1. different measuring tools
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K to 12 Special Science Program Research Curriculum Guide August 2017

6. used in scientific investigations of
the following forms of matter:
 solid
 liquid
 gas
2. traditional laboratory
measuring tools and their
uses:
 platform balance
 graduated cylinder
 meter stick
 thermometer
 others
3. modern laboratory tools
and their uses:
 ph meter
 colony counter
 calorimeter
 galvanometer
 voltmeter
 oscilloscope
 micropipette
 laboratory sensors
 others
4. importance of measuring
skills in conducting science
investigations
C. Inferring
1. importance of developing
learner’s inference skills
2. ways to develop learner’s
inference skills in science
3. differences between
observation and inference
D. Classifying
1. importance of developing
learner’s classifying skills
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K to 12 Special Science Program Research Curriculum Guide August 2017

7. 2. ways to develop learner’s
classifying skills
 similarities
 differences
 interrelationships
E. Predicting
1. importance of developing
learner’s predicting skills
2. ways to develop learner’s
predicting skills in science
3. types of predicting skills
 interpolation
 extrapolation
F. Communicating
1. importance of developing
learner’s communicating skills
2. ways to develop learner’s
communicating skills in science
3. forms of science
communication
 science journals
 science presentations
 research proposal
 posters & flyers
CONTENT CONTENT
STANDARDS
PERFORMANCE
STANDARD
LEARNING COMPETENCIES CODE
Grade 7 –INTEGRATED SCIENCE PROCESS SKILLS (PART I)- 2nd QUARTER (IPS)
A. Defining Variables
B. Identifying Variables
1. dependent variable
2. independent variable
3. extraneous variable
C. Formulating Scientific
Questions
1. characteristics
 can have an answer and be
The learner
demonstrates
understanding of the
integrated science
process skills such
as describing
relationships of
variables in research,
developing scientific
The learner should be able
to design a simple science
experiment using the
identified variables on a
researchable problem.
The learner should be able to:
1. identify variables in a problem
2. distinguish variables depending
on their uses in planning a simple
science experiment
3. develop a research
problem/question
4. formulate a hypothesis
5. explain the relationship
SSP_RS7-IPS-IIh9
SSP_RS7-IPS-II-h-i-10
SSP_RS7-IPS-II-i-j-11
SSP_RS7-IPS-II-j-12
SSP_RS7-IPS-II-j-k-13
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K to 12 Special Science Program Research Curriculum Guide August 2017

8. tested
 can be tested by an
experiment or by
measurement
 builds on what is already
known
 can lead to other good
questions
2. sources
D. Describing Relationships
Between Variables
1. linear relationships
 positive
 negative
2. unrelated relationships
3. nonlinear relationships
E. Formulating Hypotheses
1. null hypothesis
2. alternative hypothesis
F. Designing the Experiment
1. experimental group
2. control group
questions, formulating
hypotheses which are
needed in planning an
experiment.
between variables
6. design a simple science
experiment
SSP-RS7-IPS-lI-l-14
CONTENT CONTENT
STANDARD
PERFORMANCE
STANDARD
LEARNING COMPETENCIES CODE
Grade 7 –INTEGRATED SCIENCE PROCESS SKILLS (PART II)- 3rd
QUARTER (IPS)
A. Experimenting
1. protocols
2. biological safety levels (BSL 1
& 2 only)
3. risk assessments
4. disposal
B. Gathering Data
1. types of data
2. methods of collecting data
The learner
demonstrates
understanding of the
integrated science
process skills such
as experimenting,
gathering data,
organizing data,
analyzing and
The learner should be able
to present, analyze and
interpret data gathered from
scientific experiment.
The learner should be able to:
1. perform scientific experiment
2. differentiate qualitative and
quantitative data
3. collect qualitative and
quantitative data
4. organize qualitative and
quantitative data from actual
observations
SSP_RS7-IPS-III-m-n-15
SSP_RS7-IPS-III-n-16
SSP_RS7-IPS-III-n17
SSP_RS7-IPS-III-o18
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K to 12 Special Science Program Research Curriculum Guide August 2017

9. 3. time and frequency of
collection
C. Organizing Data
1. graphs
2. tables
3. charts
4. pictures
D. Analyzing and Interpreting
Data
1. descriptive analysis
 frequency distribution
 measure of central
tendency
 measure of variability
interpreting which
are needed in
performing scientific
experiment.
5. use appropriate graphs, tables,
charts and pictures to organize
and present data
6. use appropriate measuring and
observation tools in gathering
data
7. evaluate gathered data
SSP_RS7-IPS-III-o-p-19
SSP_RS7-IPS-III-p-20
SSP_RS7-IPS-III-q-r21
CONTENT CONTENT
STANDARD
PERFORMANCE
STANDARD
LEARNING COMPETENCIES CODE
Grade 7 –SCIENTIFIC METHOD- 4th
QUARTER
Fourth Quarter
A. The Scientific Method
1. observing
2. identifying and formulating a
problem
3. collecting relevant Information
about the problem/topic
4. formulate hypothesis
5. designing an experiment
6. experimenting
7. gathering data from the
experiment
8. organizing experimental data
9. analyzing and interpreting
data
10. making a conclusion
B. Walkthrough of the different
Research Categories
1. Science
The learner
demonstrates
understanding of the
steps in scientific
method and follows
the scientific process
in conducting a
simple science
investigation.
The learner should be able
to conduct a simple science
investigation on a field of
interest (science-life,
physical, applied and
mathematical).
The learners should be able to:
1. apply the steps in the
scientific method in
conducting a simple
science investigation
2. write a simple scientific
report
SSP_RS7-SM-IV-s-u-22
SSP_RS7-CSI-IV-v-x-23
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K to 12 Special Science Program Research Curriculum Guide August 2017

10.  Life
 Physical
 Applied
3. Mathematical
C. Conducting a simple science
investigation using the scientific
method and writing a simple
scientific report
SPECIAL SCIENCE PROGRAM
GRADE 8 – RESEARCH II
CONTENT CONTENT STANDARDS PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Grade 8 – Ist Quarter
A. The Nature of Research
1. meaning
2. characteristics
3. importance of
research
B. Definition and
Description of Types of
Scientific Research
1. fundamental
research
2. applied research
3. development work
C. The Research Processes
1. documenting the
research process
 Project Data
Logbook
 Research
Forms
2. international rules
The learner demonstrates
understanding of the nature
of research and research
processes, different
standard rules in the
conduct of research, which
are necessary in the
preparation of the system
of research documentation.
The learner should be able to
make a portfolio of abstracts of
researches in his/her field of
interest.
The learners should be able to:
1. explain the meaning,
characteristics and
importance of research.
2. categorize research in terms
of features and relevance
3. demonstrate proper data log
book writing
4. distinguish different research
forms
5. recognize international
standard and rules in the
conduct of research
6. describe the nature of the
research process
7. apply guidelines/criteria in the
selection of research
topic/problem
8. state the main problem and
sub-problems of the research
SSP_RS8-NRS-Ia-1
SSP_RS8-TSR-Ia-2
SSP_RS8-RPS-Ib-3
SSP_RS8-RPS-Ib-4
SSP_RS8-RPS-Ib-c-5
SSP_RS8-RPS-Ic-6
SSP_RS8-RPM-Id-e-7
SSP_RS8-RPM-Ie-f-8
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K to 12 Special Science Program Research Curriculum Guide August 2017

11. in the conduct of
research
 ethics
 human
participants
 vertebrate
animals
 potentially
hazardous
biological
agents
 hazardous
chemicals,
activities and
devices
3. steps in the research
process
 identification of the
problem
 formulation of
hypotheses
 review of related
literature
 planning of the
research design and
procedure
 experimentation
 data gathering,
organization,
processing, analysis,
and interpretation
 formulation of
conclusion
D. The Research Problem
1. research problem
categories (Life
9. formulate research
hypotheses
SSP_RS8-HY-If-9
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K to 12 Special Science Program Research Curriculum Guide August 2017

12. Science, Physical
Science, and Robotics)
2. identifying a research
problem
 sources of research
problem
 guidelines in the
selection of
research
topic/problem
 formulating
research Title
3. formulating research
problem
 characteristics of
research problem
 main problems and
sub- problems of
the research
E. Formulating the
Hypotheses
1. definition
2. types of hypothesis
 null hypothesis
 alternative
hypothesis
 cause and
effect
4. writing the hypotheses
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Grade 8-2nd
QUARTER
A. Review of Related
Literature
1. purpose of related
literature
The learner demonstrates
understanding of the
guidelines and techniques
in writing the Review of
The learner should be able to
write and present a critique paper
on a science report of his interest
from a reputable science journal
The learners should be able to:
1. gather relevant related literature
2. use proper citation (in-text citation)
using standard format
SSP_RS8-RRLII-g-h10
SSP_RS8-RRL-II-i-j-11
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K to 12 Special Science Program Research Curriculum Guide August 2017

13. 2. guidelines in writing
review of related literature
3. effective library and
internet research
4. scientific writing:
paraphrasing, quoting and
summarizing
5. research ethics
(intellectual property
rights, plagiarism, etc.)
B. Writing
Bibliography/References
section
1. three common reference/
standard styles in citing related
literature
 APA
 MLA
 Chicago Manual of Style
C. Journal
Review/Critiquing of
Researches
1. contents
 introduction
 contribution to
knowledge, theory, or
 practice in the field
 research design and
methodology
 findings-how it is
presented and
interpreted
 conclusion
2. writing quality, clarity,
style and organization of the
information presented
Related Literature (RRL),
and the bibliography of a
scientific investigation using
the required standard style
(APA, MLA, Chicago) which
are essential in the
organization of relevant
information needed in
writing the research
proposal .
published within the last five (5)
years.
3. organize sources using appropriate
bibliographic format
4. critique a journal paper
SSP_RS8-WB-II-j-k-12
SSP_RS8-JR-II-k-l-13
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K to 12 Special Science Program Research Curriculum Guide August 2017

14. CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES CODE
Grade 8-3rd
Quarter
A. Research Design
1. definition
2. significance
3. content
4. principles
5. types
 Complete
Randomized Design
 Randomized
Complete Block
Design
 Correlational
B. Sampling
1. sample vs population
2. types of sampling
C. Research Methods
(basic laboratory
techniques and methods)
1. biological
 Microscopy
 Tissue culture
 Aseptic Technique
 Dissection
 Agarose
Electrophoresis
 Polymerase Chain
Reaction (PCR)
2. chemical
 spectrophotometry
 extraction
 titration
 Qualitative test for
secondary
The learner demonstrates
understanding on the
principles and types of
research design, sampling
types and methods and
appropriate laboratory
techniques and methods
necessary in conducting a
science investigation.
The learner should be able to
make a draft research design in
his/her data logbook including
protocols, methods and
procedures.
The learners should be able to:
1. apply the principles of research
design
2. make a valid experimental design
3. describe the types and methods of
sampling
4. identify standard methods and
techniques used in performing
experiments
5. demonstrate proper use of specific,
standard laboratory procedure
6. apply proper handling and setting
of laboratory equipment
SSP-RS8-RD-III-m-n-14
SSP-RS8-RD-III-n-15
SSP-RS8-SA-III-o-16
SSP-RS8-RM-III-o-q17
SSP-RS8-RM-III-q-18
SSP-RS8-RM-III-r-19
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K to 12 Special Science Program Research Curriculum Guide August 2017

15. metabolites
3. physical
 weighing
 grinding
 drying
 centrifugation
 distillation
 filtration
 chromatography
 pH measurement
4. setting and handling
of samples/
equipment
5. assays
6. others
CONTENT CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCIES CODE
Grade 8-4th
Quarter
A. Collection and
Presentation of Data
1. methods of
collecting data
2. classifying data
3. ways of data
presentation
 textual
 tabular
 graphical
B. Basic Statistical Test
(Analysis of Data)
1. introduction to
statistics
2. types of statistics
2.1 descriptive
The learner demonstrates
understanding of the ways
of collecting, organizing,
presenting data in
preparation for the research
proposal writing, and use of
statistical tools in the
conduct of scientific
research.
.
The learner should be able to:
a. design a data collection system
in his/her data logbook
b. write and present a
comprehensive research proposal
The learners should be able to:
1. apply the different methods of
data collection and presentation
2. differentiate descriptive from
inferential statistics
3. determine the appropriate
statistical tool for organizing and
describing the numerical data
gathered
4.draft a research proposal in their
field of interest (life science, physical
science and applied science)
SSP-RS8-CPD-IV-s-20
SSP-RS8-BST-IV-s-21
SSP-RS8-BST-III-t-22
SSP-RS8-SW-IV-t-x-23
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K to 12 Special Science Program Research Curriculum Guide August 2017

16. statistics
 measures of
central
tendency
 measures of
variation
2.2 inferential statistics
C. Scientific Writing of
a Draft Research Proposal
1. Introduction
 Background of the
Study
 Statement of the
Problem
 Significance of the
Study
 Scope and
Limitations of the
Study
2. Review of Related
Literature
3. Methodology
4. Literature
Cited/Bibliography
D. Summer Research
Immersion (First Phase:
Planning and Exposure)-
April-May OPTIONAL
1. approved letter of intent
2. memorandum of
agreement
(Principal/Department
Head/Research
Adviser and the partner
research
institution)
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K to 12 Special Science Program Research Curriculum Guide August 2017

17. 3. meeting and
consultation with the
research consultants
GRADE 9 – RESEARCH III
CONTENT CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCIES CODE
Grade 9- Ist Quarter
A. Revisiting and Refining of
the draft Research Proposal
B. Research Immersion
actual experimentation/
testing (phase 2)
Note: The experiment design may
involve work outside the school
(e.g. research institutions)
C. The Research Paper
Parts of a Research Paper in
IMRAD Format
 Title Page
 Table of Contents,
 Introduction
 Materials and Methods
 Results
 Discussion
 Conclusion,
 Acknowledgement
 References/Bibliography
The learner
demonstrates
understanding of :
a. the research
methods applicable to
his/her science
investigatory project,
which are important
in performing the
different laboratory
techniques and
procedures
b .the different parts
of the research paper,
which are essential in
writing the scientific
paper using the
IMRAD Format .
The learner should be able to
practice different laboratory
methods/procedures, safety
precautions, and rules for
proper disposal methods
(depending upon the nature
of the problem).
The learners should be able to:
1. refine the research proposal by
incorporating the suggestions /
recommendations given by experts
2.conduct an actual experiment
3.follow IMRAD writing format
 write an enhanced research
title
 present a written statement
of
the problem
 indicate the scope and
delimitation of the study
 select relevant literatures
 cite related literature using
standard style (APA, 6th
edition)
 choose the appropriate
scientific research design
 describe the
sample/sampling procedure
 write the research
methodology
 organize data collection and
data analysis
SSP-RS9-RRP-Ia-1
SSP-RS9-CAE1-Ib-f-2
SSP-RS9-IM-Ig-h-3
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES CODE
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K to 12 Special Science Program Research Curriculum Guide August 2017

18. STANDARDS STANDARDS
Grade 9-2nd
Quarter
A. Actual Experimentation/
Testing (Phase III)
B. Collecting and Organizing
Data
 collection of data
 classifying data
 data presentation
The learner
demonstrates
understanding of
different
tools/instruments in
collecting and
organizing data which
are the basis for the
analysis and
interpretation of data.
The learner should be able to
collect and organize data by
constructing tables and
graphs in the data logbook.
The learners should be able to:
1. conduct actual experiment
2. use appropriate
tools/instruments for
gathering/collecting data
3. organize data in project data
notebook/logbook.
SSP-RS9-CAE2-II-i-m-4
SSP-RS9-COD-II-n-o-5
SSP-RS9-COD-II-p-6
CONTENT CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCIES CODE
Grade 9-3rd
Quarter
A. Analyzing and Interpreting
Research Data
1. statistical tools used in
inferential statistics research
 test of significance (t-test,
z-test, Chi-square, ANOVA,
H-test, etc.)
 measures of correlation
(Pearson’s r, Spearman)
 regression
2. statistical software as an
alternative tool (e.g. Microsoft
Excel, SPSS)
3. hypothesis testing
 types of hypothesis
 steps in testing hypothesis
The learner
demonstrates
understanding of the
process of analyzing,
interpreting data, and
testing of hypothesis
to be able to draw
valid conclusions in
relation to learner’s
scientific research
project. .
The learner should be able to
a. use the appropriate
statistical tool in analyzing
and interpreting data
b. apply the steps in
hypothesis testing to interpret
data
The learners should be able to:
1. utilize appropriate statistical tools
in inferential statistics
2. interpret data/ statistical results
3. test hypothesis
4. draw conclusion
SSP-RS9-AID-III-q-t-7
SSP-RS9-AID-III-u-v-8
SSP-RS9-AID-III-v-w-9
SSP-RS9-AID-III-w-x-10
CONTENT CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCIES CODE
Grade 9-4th
Quarter
A. Writing and Presenting The learner The learner should be able: The learners should be able to:
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K to 12 Special Science Program Research Curriculum Guide August 2017

19. Research Report
1. writing the research paper in
IMRAD format
2. presentation of a research
project
 visual display
 oral presentation/science
congress
demonstrates
understanding of the
mechanics of writing
a research report
following the IMRAD
format in presenting
and communicating
the results of
scientific research
project.
a. to write and present a
research paper following the
standard IMRAD format
b. to present the research
project through an exhibit and
a science congress
1. follow the IMRAD format in
writing scientific paper
2. construct visual display
3. present the research project in
an exhibit/congress
SSP-RS9-WPR-IV-y-b-11
SSP-RS9-WPR-IV-c-12
SSP-RS9-WPR-IV-d-13
GRADE 10 – RESEARCH IV
CONTENT CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCIES CODE
Grade 10- Ist Quarter
A. Revisiting of the
Research Paper
B. Writing of a revised
Research
Proposal
The learner
demonstrates
understanding of
the standards used
in project
evaluation, which
are needed to
enhance and create
new scientific
research paper.
The learner should be able
to prepare a revised
research proposal
incorporating the
suggestions given by
peers/school Scientific
Review Committee
(SRC)/experts.
The learners should be able to:
1. utilize the standards (criteria or
checklist) in evaluating a research paper
(peer/group/expert evaluation)
2. revise/ enhance/expand the research
project by incorporating the suggestions
given by peer/group/experts
SSP_RS10-ERS-I-a-1
SSP_RS10-WRP-I-b-f-2
CONTENT CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCIES CODE
Grade 10-2nd
Quarter
A. Conduct of
Enhanced/Continuing
Research Project
 (Research Immersion
-Phase 3)
B. Finalization of Enhanced/
Continuing Research Paper
The learner
demonstrates
mastery and
proficiency in
conducting a new
and a continuing
research project,
which are important
in writing the
scientific research
paper following the
The learner should be able
to produce research
project and research
paper.
The learners should be able to:
1. conduct an enhanced/continuing
research project (maybe done in
different research institutions)
2. practice constant
consultation with experts
3.finalize the research paper
SSP_RS10-ECR-II-g-j-3
SSP-RS10-ECR-II-III-k-n-4
SSP-RS10-ECR-III-o-r-5
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K to 12 Special Science Program Research Curriculum Guide August 2017

20. IMRAD format and
in preparing for the
presentation during
the research exhibit
and science
congress.
.
CONTENT CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCIES CODE
Grade 10-4th
Quarter
A. Research Festival (school-
national level)
1. Research Exhibit
2. Science Congress
B. International Science and
Technology Fairs
The learner
demonstrates
understanding of
the process of
presenting the
research project
and preparing for
a creative visual
display for
exhibit.
The learner should be able
to
present and defend the
research project
conducted in a science
congress.
The learners should be able to:
1. demonstrate mastery of the research
topic, and delivery/ presentation of the
research project
2. design a creative visual display for
exhibit
SSP-RS10-RF-IV-s-t-6
SSP-RS10-RF-IV-u-7
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K to 12 Special Science Program Research Curriculum Guide August 2017

21. Page | 21
K to 12 Special Science Program Research Curriculum Guide August 2017