Science 4_Session_Matatag Curriculum_deped_philippines

TRAINING ON THE
MATATAG CURRICULUM
1
Venue: Molave Hotel, Tagum City
Date: July 8-12, 2024

TRAINING ON THE
MATATAG CURRICULUM
2
Venue: Molave Hotel, Tagum City
Date: July 8-12, 2024
SCIENCE 4

MATATAG Curriculum Training | 2024
Session 7B
MATATAG Science 4 Curriculum
Walkthrough of Learning Resources
JULIE ANN L. CORTES
School Head
3

Grade 4/7 Learning Journey
4
Day 1
Pretest
Opening Program
Session 1
The General Shape of the
MATATAG Curriculum
Session 2
21st Century Skills in the
MATATAG Curriculum
Session 3
Walkthrough of [Learning
Area] Shaping Paper
Day 2
Session 4
Quarter 1 Curriculum
Standards and
Unpacking/Clustering of
Learning Competencies
Session 5
Standards and
Day 3
Session 6
MATATAG Curriculum:
Instructional Design
Framework
Session 7A
MATATAG (Learning Area)
Framework (IDF): Pedagogy
and Assessment
Session 7B
Walkthrough of Learning
Resources
Day 4
Session 8
Integrating 21st Century
Skills in Classroom-based
Assessment
Session 9
Classroom Practices
to Promote
Inclusion for Special Needs
Education Learners (SNED)
Session 10
Collaborative Expertise
Session 11
Class Observation in the
Context of MATATAG
Curriculum
Day 5
Session 12
Management of School-
based Professional
Development Programs
Session 13
Facilitation Skills
Posttest
Closing Program
*For School Leaders Only

Grade 4/7 Learning Journey
5
Day 1
Pretest
Opening Program
Session 1
The General Shape of the
MATATAG Curriculum
Session 2
21st Century Skills in the
MATATAG Curriculum
Session 3
Walkthrough of [Learning
Area] Shaping Paper
Day 2
Session 4
Standards and
Session 5
Standards and
Day 3
Session 6
MATATAG Curriculum:
Framework
Session 7A
Framework (IDF): Pedagogy
and Assessment
Session 7B
Walkthrough of Learning
Resources
Day 4
Session 8
Integrating 21st Century
Skills in Classroom-based
Assessment
Session 9
Classroom Practices
to Promote
Inclusion for Special Needs
Education Learners (SNED)
Session 10
Collaborative Expertise
Session 11
Class Observation in the
Context of MATATAG
Curriculum
Day 5
Session 12
Management of School-
based Professional
Development Programs
Session 13
Facilitation Skills
Posttest
Closing Program
*For School Leaders Only

Session Objectives
At the end of the session, participants will be able to:
1. explain the design of the lesson plan for the MATATAG
Science 4 Curriculum;
2. enhance a sample lesson exemplar following a
prescribed design, and considering its alignment with
the IDF, and pedagogies for Science; and
3. appreciate the value of designing a lesson plan that
aligns with the K to 10 IDF, pedagogies and assessment
in Science.
6

Professional Standards Addressed:
7
Philippine Professional Standards for School Heads
PPSSH 3.1 School-based review, contextualization and implementation of learning
standards
PPSSH 3.2 Teaching standards and pedagogies
PPSSH 4.1. Personal and professional development
PPSSH 4.5. Professional development of school personnel
Philippine Professional Standards for Supervisors
PPSS 1.1 Supporting curriculum implementation
PPSS 3.1 Support for instructional leadership
PPSS 4.1 Learning and development
PPSS 4.3 Personal and professional development

Professional Standards Addressed:
8
Philippine Professional Standards for Teachers
PPST 1: Content Knowledge and Pedagogy
1.2 Research-based knowledge and principles of teaching and learning;
1.5 Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills;
PPST 2: Learning Environment
2.3 Management of classroom structure and activities;
2.4 Support for learner participation; and
2.5 Promotion of purposive learning.
PPST 4: Curriculum and Planning
4.1. Planning and management of teaching and learning process;
4.2 Learning outcomes aligned with learning competencies

Session Flow
Lesson Design for the MATATAG Curriculum
Features of the Lesson Exemplar / Lesson Plan
Parts of a Lesson Plan
Walkthrough of Sample Teaching and Learning Resources
9

Switching the Paper Doll Dresses
1.Stay with your existing group.
2.Exchange your paper dolls with
the other group’s dolls.
3.Try if the patterns you have and
the dresses you have made would
fit your new paper doll.
10
Time Duration: 3 minutes.

Questions:
1. How did you initially feel when switching the paper
dolls and trying with it the dresses you have?
2. Which paper doll dress felt like the best fit for your
new doll?
3. Why is it important that the design and dress should
be appropriate and suitable to the paper doll?
11

MATATAG Curriculum Training | 2024 12
In the context of lesson
planning, how do we ensure its
appropriateness and
effectiveness to the learners?

GRADE 4 SCIENCE
LET’S TRY
“Stop-Look-Review: Lesson Plan Inspection”

1. Review the sample lesson
exemplar provided.
2. Analyze each part of the LE, by
identifying the Teaching
Strategy/ Method used, and
the IDF features surfaced.
3. Provide your comment/s and
recommendation for each
part of the LE in the REMARKS
Column, as shown below.
What to do?
“Stop-Look-Review: Lesson Plan Inspection”

Template “Stop-Look-Review: Lesson Plan Inspection”
Eg: Video presentation Context, Integration Answer the Guide questions by group; involve Collaboration

“Stop-Look-Review:
Lesson Plan Inspection”
https://bit.ly/Sci4_8B_Activity

PRESENTATION
OF OUTPUTS
17

Let’s Dig Into
18

Let’s Dig Into!
How does the lesson present the
alignment of Curriculum, Teaching and
Assessment?
19

What most prominent IDF features have
surfaced in the parts of the Lesson Plan?
20
Let’s Dig Into!

How is the design and strategies/parts
of the lesson contribute to the
attainment of lesson objective/s?
21
Let’s Dig Into!

Is the lesson applicable to your own type of
learners? What general suggestion for
improvement of the lesson did you give?
22
Let’s Dig Into!

Let’s Discuss
23

a detailed outline or guide that
teachers use to structure and
organize their instructional
activities for a specific lesson or class
period
serves as a roadmap for teachers,
helping them effectively deliver
content, engage students, and
achieve desired learning target
Lesson Plan
DepEd Order No. 42, s. 2016 Policy Guidelines on Daily Lesson Preparation for the K to 12
Basic Education Program

A Lesson Plan detailed outline or guide
developed by the teacher/s before delivering
instruction. It serves as a roadmap for what will
be covered in a particular lesson.
A Lesson Exemplar is a detailed,
exemplary model or example of a lesson plan.
It typically showcases best practices,
innovative teaching strategies, and effective
ways to achieve learning objectives.
Lesson Exemplar and Lesson Plan
Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.

Lesson Format and Design for MATATAG Curriculum
✔ DepEd Order No. 42, S. 2016: Policy
Guidelines on Daily Lesson
Preparation for the K to 12 Basic
Education Program
✔ DepEd Order No. 14, S. 2023: Policy
Guidelines on the Implementation of
the National Learning Camp
✔ MATATAG Curriculum K to 10
Instructional Design Framework
26

MATATAG CURRICULUM
Lesson
Exemplar
DO 42, s.
2016
DO 14, s.
2023 IDF
DLP/DLL
NLC
IDF
27

Parts of Lesson Plan
Objectives Content Learning
Resources
Procedures
Evaluating
Learning
Additional
Activities
Remarks Reflection
Short Review
Lesson
Purpose/
Intention
Lesson
Language
Practice
Lesson
Conclusion
Lesson
Activity
DO 42, s. 2016 DO 14, s. 2023
28

29
Parts of Lesson Exemplar used
for the Quarter 1 (Pilot)

30
Parts of Lesson Exemplar used for the Quarter 2-4 (Pilot)

Short Task
31
With a partner,
compare and contrast
the parts of the
Lesson Exemplar used
in Q1 and Q2 for pilot
schools.

Features of Lesson Plan
32

Lesson Exemplar Format

34
ESSENTIAL PARTS DESCRIPTION
I. Curriculum
Content,
Standards, And
Lesson
Competencies
This part includes objectives related to
content knowledge and competencies.
It also describes the behavior or
performance teachers want learners to
exhibit to consider them competent. It
states what the teacher intends to teach
and serves as a guide for instruction and
assessment.

35
Benchmarks of Knowledge and Skills.
The content standards define what students are
expected to know (knowledge: facts and
information), what they should be able to do
(process or skills) with what they know, and the
meanings or understandings that they construct or
make as they process the facts and information.
Key concepts and skills that are covered in the
quarter

as Benchmarks of Transfer of Learning.
Level of and/or evidence of performance
expected to be exhibited by learners at the end
of the quarter.
The performance standards define the expected
proficiency level which is expressed in two ways:
students should be able to use their learning
or understanding in real-life situations, and they
should be able to do this on their own.

are specific skills performed with varying degrees
of independence.
also refers to the ability to perform activities
according to standards expected by drawing from
one’s knowledge, skills, and attitudes.
have different degrees of difficulty and
performance levels.
The competencies are unpacked through learning
objectives which the lesson will address.

are SMART and based on the learning
competencies
SMART – Specific, Measurable, Attainable,
Realistic, Time-bound
usually written by the teacher in an
effort to unpack the learning
competencies

Learning Objectives
39
Cognitive
(Understanding and Applying
Scientific Knowledge)
Psychomotor
(Performing Scientific Inquiry
Skills)
Affective
(Developing and Demonstrating
Scientific Attitudes and values)

Learning Objectives
40
Cognitive
(Understanding and
Applying Scientific
Knowledge)
https://tips.uark.edu

Learning Objectives
41
Psychomotor
(Performing Scientific
Process / Inquiry
Skills)
Scientific, Technological, and Environmental Literacy Study. (2005). UP-NISMED

Learning Objectives
42
Affective
(Developing and
Demonstrating
Scientific Attitudes and
values)
https://moe.edu.sg/

The subject matter of the lesson.
It encompasses the key concepts, facts, skills,
and understandings that learners are expected
to acquire (topics and subtopics).
It indicates the connection of the content to
different subject areas or disciplines to create
a more holistic and interconnected learning
experience.
Integration of topics, themes, and/or advocacies

Learning Resources
 The references include the pages of the
TG, LM, textbook, and the additional
materials from the LRMDS portal.
 The other learning resources refer to
materials such as those that are teacher-
made, authentic, and others not included
in the references.
 This part can also include the supplies,
equipment, tools and other non-print
materials needed for activities before,
during, and after the lesson.

Teaching and Learning Procedures (with Prompts)
45
• Activating Prior Knowledge (Mind
and Mood)
• Establishing Lesson Purpose
(Aims)
• Developing and Deepening
Understanding (Tasks and
Thought)
• Making Generalizations
(Abstractions)
• Evaluating Learning (Tools for
Assessment)
• Teacher’s Remarks (Annotations)
• Reflection (Gains)

46
What learners know/ can do
1. Short Review
(Active way of recalling previous ideas and
activities)
2. Feedback on performance/products from
previous activity and/or deliberate practice
(Optional)
Science of Learning Principle
Linking what the learner knows with what he/she needs to know

47
1. Engagement activities
2. Establishing reason for learning the new
lesson
3. Unlocking content area of vocabulary
(general words and/or domain specific
words) and important words that will
facilitate understanding of the lesson.
Preparing learners for what is to come
Providing learners the necessary language that the teacher will use

48
• Explicitation
- Processing of initial understanding of new idea
• Worked Example
-Modeling, Experiments
- Guided deliberate practice, Elaboration and/or
extended practice, Translating errors into useful
knowledge
• Lesson Activity (Application and/or integration)
- Working on multiple examples (varied and repetitive),,
Independent / Extended practice
Developing the ‘idea’ of the lesson, working on an example, and application

49
1. Learners’ Takeaways (conceptual
understanding/written record)
2. Reflection on Learning (metacognition-
thinking about what and how they learned.
Allowing learners to write and/or talk about the idea they have understood
after practice activities
Having learners reflect on how they learned (gains and challenges)

50
1. Formative Assessment (performance,
product, written output)
Various assessment methods and tools may
be utilized.
2. Homework (optional)
-reasonable extended deliberate practice
ools for
Assessment / Test
Assessing content understanding and skill development

51
COMPONENTS DESCRIPTION
F. Teacher’s
Remarks
(Annotation)
Notes on:
1. Relevant observations (critical incident)
2. Learning outcomes accomplished
3. Tasks that will be continued the next
day
4. Additional activities needed

52
COMPONENTS DESCRIPTION
G. Reflection
(Gains)
Teacher’s Reflection after the Instructional lesson
that may be input of LAC/ Collaborative Expertise
Session
• Explored strategy, method, or activity
• Experience about the materials used and the
learners engagement
• Problems encountered and actions to taken
• Anticipated challenges and intended solutions
Supporting teachers in their reflective practice

53
• Duration
• Materials
needed
• Online
references
• Other
suggested
strategies
• Safety
consideration
• Etc.

Learners Worksheet Parts
54
Worksheet Parts Description
I. Activity No.: Title
II. Objective(s)
III. Materials Needed
copy of text, link to viewing/media text, materials
for projects and/or experiments, and tools for
application tasks
IV. Instructions
● guide to the learner on the purpose and
procedure of the activity
● learner support (sample responses, illustrations,
and/or models)
● differentiation in terms of task difficulty, output
options, texts choices

55
Worksheet Parts Description
V. Synthesis/
Extended Practice/
Differentiation
● synthesis question or prompt to have learners
write/talk about their conceptual understanding
● additional activities for extended practice
● suggestions for differentiation to match learners’
progress

56

57
III. TEACHING AND LEARNING PROCEDURES
A. Activating
Prior Knowledge
(Minds and Moods)
Short Review/ Elicit recall of previous ideas and activities
B. Establishing
Purpose of the
Lesson
(Aims)
Motivation / Priming / Engagement activities
Establish reason for learning new lesson
Unlocking content area vocabulary and important words to facilitate learning
C. Developing
and Deepening
Understanding
(Task and Thought)
• Experiments / Modeling / Guided Activity / Processing of understanding /
Exploration and Explanation of understanding
• Elaboration and/or Extended practice / Independent Practice / Integration
D. Making
Generalization
(Abstraction)
Learners take-away (Elaboration of Conceptual understanding)
Reflection on Learning (Metacognition)
E. Evaluating
Learning
(Tool for Evaluation / Assessment)
Assessment / Evaluation (Conceptual understanding) and/or
Homework (optional) / Extension of understanding and skills
Remarks (Annotation) – Relevant observations, remarks on assessment and tasks
Reflection (Gains) – Best practice/strategy, Problems encountered w/solutions (LAC)

The 5E / 7E
Inquiry-
based
Instructional
Model
Elicit
Determine students' prior
knowledge and existing
misconceptions related to the topic.
Extend
Allow students to apply their
knowledge and skills in
new contexts or extensions.
https://knowledgequest.aasl.org/

The 5E / 7E Model and the Lesson Plan Parts
A. Activating Prior
Knowledge
ELICIT
B. Establishing Purpose of
the Lesson
ENGAGE
C. Developing and
Deepening Understanding
EXPLORE – EXPLAIN
ELABORATE
D. Making Generalization EXPLAIN - ELABORATE
E. Evaluating Learning EVALUATE - EXTEND
Remarks
Reflection

The DLP and the MATATAG Lesson Plan Parts
DLP/DLL Parts (DO 42, s. 2016) MATATAG LESSON PLAN
A. Reviewing previous lesson or presenting the new lesson A. Activating Prior Knowledge
B. Establishing a purpose for the lesson B. Establishing Purpose of the Lesson
C. Presenting examples/instances of the new lesson
C. Developing and Deepening
Understanding
D. Discussing new concepts and practicing new skills #1
E. Discussing new concepts and practicing new skills #2
F. Developing mastery (leads to Formative Assessment 3)
G. Finding practical applications of concepts and skills in daily living
H. Making generalizations and abstractions on the lesson D. Making Generalization
I. Evaluating learning
E. Evaluating Learning
J. Additional activities for application or remediation

WALKTHROUGH
OF A SAMPLE SCIENCE LESSON

Content
Standards
Learners learned that animals and plants have systems that function to keep
them alive.
Performance
Standards
By the end of the quarter, learners identify that plants and animals have
systems whose function is to keep them alive.
Learning
Competency:
The learners describe in simple terms how the following human body
systems work: muscular, skeletal, digestive,
circulatory, and respiratory.
Objective/s: At the end of the lesson, Describe the main functions of the muscular
system in simple terms. (Week 1 / Day 1-3)
Content: Human Body Systems: Muscular System
Integration: Health and Wellness / Good Health and Well-being
CURRICULUM CONTENT, STANDARDS, AND LESSON
COMPETENCIES

TEACHING AND LEARNING PROCEDURES
Activating
Prior
Knowledge
Short Review
A. Animal Needs Scavenger Hunt: Students will identify and understand the basic needs
of animals.
Instructions: Organize a scavenger hunt in the schoolyard or a local park. Provide
students with a list of things animals need (e.g., food, water, shelter, air). Have them
search for examples of each in the natural environment and discuss
their findings after.
Guide Questions:
1. What is one example of an animal's need for food that you observed during the
scavenger hunt? Describe the food source and the animal's interaction with it.
2. Can you find evidence of animals accessing water sources during the scavenger
hunt? How important is water to the survival of these animals?
3. Did you come across any natural shelters or hiding places that animals might
use for protection? What kinds of animals do you think would seek refuge in these
areas?
4. How do you think animals in the environment you explored obtain the air they
need to breathe? Can you see any signs of animals using the air for respiration?

Establishing
Lesson
Purpose
Lesson Purpose
Muscular System
• Begin with a short video or interactive presentation that highlights the
incredible feats of the muscular system, such as athletes performing in
sports or other professionals such as ballet dancers, runners, swimmers,
divers.
• Prompt a class discussion by asking students to share instances when
they used their muscles to accomplish something impressive, like lifting
a heavy object or running a long distance, or performing dance
movements or simple gymnastics.
• Explain that understanding the muscular system can help them
improve our body - physical abilities, posture, strength, and health.
• Maybe, the teacher may introduce how to make the muscular system
healthy or ways to prevent injuries or damage to the muscles (i.e., sprain,
bruises, burns, contusions, etc.)

Establishing
Lesson Purpose
Unlocking Content Area Vocabulary
Muscular System
• Provide students with a list of related words such as “muscles”,
“movement”, “posture”, “strength”, “flexibility”, and “voluntary”.
• Encourage the students to find and write down simplified
explanations
or synonyms for these words.
Developing and
Deepening
Understanding
1. Explicitation
• Divide students into groups and provide each group with a set of
cards containing terms related to the muscular system, such as
“muscles”, “movement”, “posture”, "strength", "flexibility", and
"voluntary."
• Ask each group to sort the cards into categories and provide simple
explanations or synonyms for each term.
• Have each group present their categorized cards and explanations to
the class.

Developing and
Deepening
Understanding
2. Worked Example
• In the Philippines, we often help our families with farming and
fishing. Our muscles are like the 'engines' that power us through
these tasks. When we plant rice in the fields, our muscles help us dig
and carry heavy loads of rice. They also enable us to paddle boats
when we go fishing, just like the engine of a boat.
• Muscles give us the proper posture, strength and flexibility to do
these important jobs.
Note: The teacher may provide pictures showing farming, fishing
activities to the students to augment the discussion.

Developing and
Deepening
Understanding
3. Lesson Activity
• Show students images or diagrams of the muscular system.
• Divide the class into small groups and provide each group with a set of
labels for different muscle types (e.g., skeletal, smooth, and cardiac muscles).
• Have each group create a poster or diagram that illustrates the functions
of these muscles using simple language and visuals. Encourage them to
explain the function of muscles such as movement, support and protection of
internal organs, generates heat, and aid blood circulation.
• Ask the students to perform Activity No. 1 titled “Muscle Mania:
Understanding the Muscular System”, and let them answer the guide
questions found in the work sheet. (Muscles Labeling Activity)
• Ask the students to perform Activity No. 2 titled “Muscle Power: A Hands-
On Exploration”, and let them answer the guide questions found in the
worksheet. (Muscle contraction and relaxation by using a simple model)

Making
Generalizations
Learners’ Takeaways
Muscular System: Main Functions
Direction: Complete the concept map below by providing the main
functions of the muscular system to the bubbles that are connected to the
central bubble labeled "Muscular System".

Evaluating
Learning
Analyze a short passage below and answer the questions that follows.
"Keeping our muscles healthy is crucial for staying active and strong. Regular exercise, such as
biking or playing sports, helps strengthen our muscles, while warming up before activities
reduces the risk of injury. Staying hydrated, getting enough rest, and maintaining a balanced diet
with protein-rich foods contribute to muscle health. Listening to our bodies, taking breaks when
needed, and seeking help if we experience unusual pain are essential practices. By incorporating
these habits into our daily lives, we not only promote muscle strength but also ensure overall well-
being, allowing us to enjoy a healthy and active lifestyle.”
1. What are two examples of activities mentioned in the passage that help strengthen
muscles?
a) Watching TV b) Biking and playing sports
c) Eating ice cream d) Sleeping all day
2. According to the passage, why is it important to warm up before physical activities?
a) To make the activity more difficult b) To reduce the risk of injury
c) To avoid exercising d) To save time
3. What is the main function of the Muscular System and why is it important to maintain
our muscles healthy?

Teacher’s
Remarks
Teacher’s
Reflection
Direction: Answer briefly the following questions.
1. What principles and beliefs informed my lesson?
2. Why did I teach the lesson the way I did?
3. What roles did my students play in my lesson?
4. What did my students learn? How did they learn?
5. What could I have done differently?
6. What can I explore in the next lesson?
Note on observation
on the following area
Effective Practice Problem Encountered
Strategy explored
Materials Used
Learners
Engagement
Other

LESSON COVERAGE
III. T-LPROCEDURES DAY 1 DAY 2 DAY 3
A. Activating Prior Knowledge
Recall Recall Recall
B. Establishing Purpose of the
Lesson
Motivation
C. Developing and Deepening
Understanding
Activity 1 Activity 1 -2 Activity 2/
Application/
Integration
D. Making Generalization
Abstraction /
Extension
E. Evaluating Learning
(Informal FA) (Informal FA) Evaluation
Note: Science for Grades 3 to 6 is allotted for 45 minutes daily (five days)

Based from the presented Lesson Exemplar,
what modification can you suggest for its
enhancement, if you will deliver the lesson in your own
class?

Let’s Put
Into Action
Plan It Right: Lesson Plan
Make-over!

Plan It Right: Lesson Plan Make-over!
Review and analyze a
sample Lesson Exemplar. Try
to provide comments and
modify into your own lesson
plan based on the previous
discussions on IDF, Pedagogy
and Assessment.
You may log first the
important activities in each
part of the Lesson Plan.
74

Template Plan It Right: Lesson Plan Make-over!

Template and Sample LEs
Plan It Right: Lesson Plan Make-over!
bit.ly/Science4_Session6B

PRESENTATION
OF OUTPUTS
78

As an instructional leader, what is the
value of reviewing a pre-prepared
Lesson Exemplar by your teachers?

CLOSING
81
“Plans are of little
importance, but
planning is
essential.”
- Winston Churchill

REFERENCES
Department of Education. 2023. K to10 Instructional Design Framework
Department of Education. 2023. MATATAG Science Curriculum Framework
DepEd Order No. 8, s. 2015 Policy Guidelines on Classroom Assessment for the K to 12 Basic Education
Program
DepEd Order No. 31, s. 2020 Interim Guidelines for Assessment and Grading in Light of the Basic Education
Learning Continuity Plan
DepEd Order No. 42, s. 2016 Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education
Program
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). 2000. How people learn: Brain, mind, experience, and
school. National Academies Press.
Caine, R. N., & Caine, G. 1991. Making connections: Teaching and the human brain. Alexandria, VA: ASCD.
Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. 1994. Constructing Scientific Knowledge in the
Classroom. Educational Researcher, 23(7), 5-12.
Harlen, W., & Qualter, A. 2009. The Teaching of Science in Primary Schools. London: David Fulton Publishers.
Hattie, J. 2009. Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Program Management Team
Curriculum and Teaching Strand
Bureau of Curriculum Development
Bureau of Learning Delivery
Bureau of Education Assessment
Bureau of Alternative Education
Bureau of Learning Resources
Human Resources and Organizational
Development Strand
National Educators Academy of the Philippines
(NEAP)
Professional Development Division
Quality Assurance Division
Session Guide and Presentation
Deck Developer/s
BLD
Julieven R. Abrea
MATATAG CURRICULUM TRAINING RESOURCE PACKAGE

Science 4_Session_Matatag Curriculum_deped_philippines

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