Science Curriculum Guide

SECONDARY EDUCATION CURRICULUM
(SCIENCE)

Program Standard: The learner demonstrates understanding of basic Science concepts and processes in an integrative way to solve
problems critically, think innovatively/creatively and make informed decisions in order to protect the environment, conserve resources and
sustain quality life.

General Standard General Standard General Standard General Standard
First Year Second Year Third Year Fourth Year
Integrated Science Integrative Biology Integrative Chemistry Integrative Physics
The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of fundamental understanding of basic concepts understanding of basic understanding of basic concepts
concepts and processes in, and processes in Biology concepts and processes in and processes in Physics
Chemistry, Physics, Space deepened by other disciplines to Chemistry deepened by other deepened by other disciplines to
Science and Ecology in an analyze/solve problems critically, disciplines to analyze/solve analyze/solve problems critically,
integrative way to analyze/solve think innovatively/creatively, and problems critically, think think innovatively/creatively, and
problems critically, think make informed decisions in innovatively/creatively, and make informed decisions in order
innovatively/creatively, and order to protect the environment, make informed decisions in to protect the environment,
make informed decisions in conserve resources and sustain order to protect the conserve resources and sustain
order to protect the quality life. environment, conserve quality life.
environment, conserve resources and sustain quality
resources and sustain quality life.
life.

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General Standard: The learner demonstrates understanding of fundamental concepts and processes in Chemistry, Physics, Space Science and Ecology in an integrative way to
analyze/solve problems critically, think innovatively/creatively, and make informed decisions in order to protect the environment, conserve resources and sustain quality life.

Quarter 1 A – The Scientific Method
Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of
Content Performance Understanding Question Performance Performance
The learner demonstrates Learners perform in Scientific methods When do scientific Conduct of a EXPLANATION Performance
understanding of the value groups at least one are valuable when methods become teacher-guided assessment of the
of scientific methods when teacher-guided internalized as a valuable? community-based Synthesize how scientific knowledge is conduct of a teacher-
internalized as a process. community-based process to: a) solve science investigation acquired and validated. guided science
investigation using problems in life; b) using scientific investigation based
I. Formulating Research Criteria
scientific explain natural method(s) on the following
Problem
method(s). phenomena, and c) a. Thorough (explaining all needed criteria:
1. Definition and sources of develop/invent useful steps of scientific methods used until
research problem/ topic products. • Community-
conclusions are reached to generate
based
scientific knowledge; and explaining
2. Selection of community-
how results of science investigations
based research problem/ topic • Application of
are subjected to review and testing of
scientific method(s)
3.Main and sub-objectives of other scientists)
research problem/ topic
b. Clear (expressing with clarity the
4. Significance of the research scientific thought in oral or written
problem/ topic form)
5. Scope and limitations c. Justifiable ( providing depth and
6. Variables
breadth of scientific reasoning)

II. Formulating Hypothesis INTERPRETATION

III. Planning the Investigation/ Make sense of the importance of
Research Design translating the data collected through
tables and graphs while using scientific
1.Research as a process methods.
2.Applied and basic research
Criteria

2

3. Experimental/Investigation a. Meaningful ( giving brief yet
design substantial discussion on the
importance of graphing/ tabulating data
4. Time Table
while using scientific methods)
5. Materials and methods
b.Illustrative (using given graphed or
IV. Conducting Actual tabulated data to show relationships or
Experiment/ Investigation connections between organizing or
transforming raw data and the
1.Use of
provision of a more compact and
laboratory apparatus organized way based on specific
purposes; how relationships or
2.Precision and accuracy connections can be used in
determining pattern and trend)
3.Proper handling and disposal
procedures APPLICATION
4.Notetaking and data
Use scientific methods in solving
collection (using qualitative
problem at home/community (eg.
and quantitative observations)
increase of insect pests) considering
V. Detecting Patterns and either economic, social, cultural or
Trends other factors.

1. Classification of data Criteria

2.Use of graphs and tables a. Appropriate (illustrating how
scientific method(s) can be used/
3.Describing data adapted/ customized in solving
problems at home or community)
4. Testing of hypothesis
b.Practical (discussing how scientific
VI. Making Conclusions and
methods can be done easily to solve a
Recommendations
problem at home or in the community)

c.Efficient (expounding how time and

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VII. Abstract Writing resources can be used productively,
how safety measures can be done
VIII. Peer Review throughout the investigation, and how
data can be recorded objectively or
honestly)

d.Effective (discussing how the
desired/ expected results/outputs can
be achieved after using scientific
method/s)

PERSPECTIVE

Analyze how approaches/ procedures
of investigations done by some
scientists differ from or similar to those
of others.

Criteria

a. Insightful (providing similarities and
differences on the approaches/
procedures after considering all
situations/ views)

b.Credible (using authoritative sources
of information while expounding
similarities and differences)

c.Reflective of critical thinking
(combining research, understanding of
historical context, and balanced
judgment to prove similarities and
differences; becoming skeptical of
another view point based on very small

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sample of data; distinguishing between
irrelevant and relevant or inaccurate
and accurate information, and
appropriate and inappropriate
analogies)

EMPATHY

Assume the role of a scientist.

Be open to emulate scientists the way
they develop their attitudes and values
while using scientific method/s.

Criteria

a. Perceptive (recognizing scientific
attitudes and values developed by
scientists while doing scientific
method/s)

b. Receptive (accepting readily/
willingly that these scientific attitudes
and values must be developed by
scientists and oneself)

c. Responsive (exhibiting how
scientists develop scientific attitudes
and values while using scientific
methods)

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SELF-KNOWLEDGE

Recognize one’s best contribution to
community using scientific method.

Criteria

a. Reflective(becoming aware of one’s
limitations in applying scientific
methods, and of how one’s thought is
influenced/ shaped by these)

b.Responsive (reacting positively as a
result of change in one’s view from
using scientific method/s; reacting
positively showing how the learner can
use scientific methods beneficial to the
community)

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Quarter IB - Matter

The learner demonstrates Learners, working in Understanding of How does Manifestation of EXPLANATION Performance
understanding of changes in groups, manifest changes in properties understanding of understanding of assessment of the
properties of matter and their understanding of changes of matter is important changes in changes in Prove that matter undergoes physical manifestation of
benefits to one’s health and in properties of matter and when manifested in properties of properties of matter or chemical change or both. understanding of
the environment. their benefits to one’s health creating products that matter become through creation of changes in properties
Criteria:
and the environment are significantly beneficial? innovative, of matter through
I .Properties and Phases of through creating innovative, beneficial to one’s marketable, creation of product(s)
Matter a. Thorough ( discussing completely
marketable, replicable and health and the replicable and cost- why matter undergoes physical or based on the
1.Properties of matter (physical: cost-effective products. environment. effective products chemical change or both) following criteria:
extensive or intensive; that are beneficial
chemical) to one’s health and b.Justifiable ( providing depth and • Innovativeness/
the environment. breadth of scientific reasoning) creativity
2. Phases of matter (solid, - originality
liquid, gas and plasma) c.Clear (expressing with clarity
- critical thinking in
scientific thoughts in written or oral
II. Classification of Matter finding ways/means
form)
to produce the
I. Substances (elements :
INTERPRETATION product
metals, non-metals and
metalloids; compounds:
Make sense of the data gathered from • Marketability
inorganic & organic, acids,
investigations that indicate changes in - quality
bases and salts)
properties of matter.
- aesthetic value
2. Mixtures (homogeneous/
heterogeneous; types of Criteria:
- usability
mixtures (solutions,
suspensions and colloids), their a. Meaningful (drawing inference or
making justification on the data • Replicability of the
characteristics and uses)
presented) production
III. Beneficial effects of Physical
processes
b. Illustrative (discussing accurately - easy/simple
and Chemical Changes on
Health and the Environment and comprehensively the details of production process

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information) - availability of
materials
APPLICATION
• Cost- effectiveness
Propose ways on how understanding - quality product at
of changes in properties of matter can low cost
be used in life.
- availability of
Criteria materials

a. Appropriate (proposing ways or • Manifestation of
approaches in regard to how the
changes in
understanding of changes in properties
of matter can be used/adapted/ properties of
customized in relation to one’s life) matter

b.Practical (suggesting how these • Benefits to one’s
ways or approaches can be done health and the
easily) environment

c.Efficient (expounding how the - usability
proposed ways or approaches will
employ the productive use of time and - practicality
resources)
- safety in using the
d.Effective (achieving the desired product
result in using the understanding of
changes in properties of matter)

PERSPECTIVE

Argue on the use of some
commercially available products
(fertilizers, detergents, instant noodles,
toothpaste, shampoos, automobiles,
toys with high content of lead, milk and

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other dairy products with melamine
content, refrigerators , etc..) showing
changes in properties of matter that
affect health and the environment.

Criteria

a. Insightful (developing one’s
argument after considering all effects
of some commercially-available
products on health and the
environment)

b.Credible (citing authoritative sources
of information while arguing or
defending a point of view)

judgment to choose the most
reasonable view based on objectivity
and discretion to disregard personal
biases/ prejudices)

EMPATHY

Role play a worker’s feeling (that of a
farmer, fisherman, etc – depending on
the context of learner’s community)
when there is less production due to
some changes in properties of matter
that evolved in long term conduct of
activities (use of pesticides, rampant

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use of illegal fishing activities, etc).

Criteria

a. Perceptive (recognizing the
problem a worker faces)

b. Receptive (accepting readily/
willingly a worker’s feeling about the
less yield of products due to some
changes (changes in properties of the
soil, long term use of pesticides,
rampant use of illegal fishing activities,
etc…)

c.Sensitive (demonstrating how a
worker reacts to this situation)

SELF-KNOWLEDGE

Realize how understanding of changes
in properties of matter affects one’s
view on health and the environment.

Criteria

a. Reflective (becoming aware how
one’s view on health and the
environment is affected by the
understanding of changes in properties
of matter)

result of redirecting/ changing one’s
thought or view)

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Quarter 2A – The Laws of Motion

The learner demonstrates Learners, working The laws of motion In what ways are Integration of the EXPLANATION Performance
understanding of the laws of in pairs, integrate are valuable when the laws of motion laws of motion in a assessment of
motion in relation to their understanding integrated in important? clear, practical/ Predict when an accident is bound to integration of the laws
observance of safety of the laws of observing safety applicable and happen for not considering the laws of of motion in a guide
measures. motion in a clear, measures. comprehensive motion. on safety and
practical/ applicable guide on safety protection based on
I. Description of Motion Criteria
and comprehensive and protection the following criteria:
1.Distance and displacement guide on safety a. Accurate (using correct science
and protection. concept/s behind the cited event) • Clarity
2. Speed and velocity
b.Clear (expressing with clarity
3.Uniform velocity & uniform
scientific thoughts in written / oral form)
acceleration • Practicality/
4.Free fall, projectile and Applicability
circular motion INTERPRETATION in varied
contexts
II. Cause of Motion Illustrate the laws of motion as applied
in real life situations.
1. Newton’s laws of motion
Criteria • Comprehensi
a. Force and Inertia: the first law
veness
a. Accurate (presenting true and correct
b. Force, mass, and
illustrations)
acceleration: the second law

c. Action and reaction: the third b.Comprehensive (presenting possible • Accuracy
law motion examples existing in real life)
(accurate
APPLICATION integration of
2. Momentum and the laws of
the laws of
motion
Propose ways on how the laws of motion)

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3. Law of universal gravitation motion can be used in life.

III. Forces and the Laws of Criteria
Motion
a. Appropriate (citing the laws of motion
1. Mass, weight and gravity that fits the situation / event)
2. Friction b. Effective (achieving the desired
result)
3.Equilibrium

IV. Implications of the Laws of
PERSPECTIVE
Motion on safety and protection
Analyze the significance of the laws of
motion in designing safety gadgets or
protective devices/ gears

Criteria

a. Credible (citing authoritative source/s
of information while arguing for or
against a point of view)

b.Insightful (creating one’s own view
after considering all the situations)

EMPATHY

Assume the role of a victim of an
accident due to inability to apply the
laws of motion.

Criteria

a. Receptive (becoming ready / willing to
accept that humans fail to remember to

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take precautions either due to
negligence or lack of knowledge)

b.Perceptive ( recognizing emotions of
others)

c.Responsive (exhibiting other’s feelings
and reciprocate it in some ways)

SELF-KNOWLEDGE

Self-assess how the laws of motion help
one become safety conscious

Criteria

a. Reflective (becoming aware of how
one’s thoughts are influenced by certain
factors like accidents which happen
because some people neglect to
consider the laws of motions)

b.Responsive (reacting positively from
one’s understanding of the laws of
motion)

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Quarter 2B – Efficient Energy Transfer

The learner demonstrates Learners, working Advocating efficient Why should we Conduct of EXPLANATION Performance
understanding of the in groups, advocate energy transfer is a advocate for advocacy for assessment of the
importance of advocating efficient use of means of using efficient energy efficient use of Describe how energy is transferred conduct of advocacy
efficient energy transfer. energy and its energy resources transfer? energy and its efficiently in the homes, school and activity for wise use
alternative sources wisely and its alternative sources workplace of energy and its
I. Energy Transfer in the community alternative sources in through a alternative sources in
Criteria
through a the community. cooperatively the community based
1. Energy – operational
cooperatively planned, relevant, a. Accurate (giving correct data / on the following
definition, spontaneous and
planned, relevant, comprehensive, information) criteria:
non-spontaneous/ deliberate
comprehensive, and creative or
energy transfer b.Clear (expressing with clarity the I. Cooperation
accurate and innovative activity
creative or scientific thought)
2. Law of conservation of • Teamwork
energy innovative activity.
c.Thorough (giving complete (members work
. explanation in terms of how energy is together; each
3. Kinetic and potential transferred efficiently in two or more member performs a
energy ways) specific task)

4. Heat transfer – d.Justifiable (providing depth and • Communication
conduction, convection and breadth of scientific reasoning) (members
radiation communicate thought
processes and
5. Work INTERPRETATION
strategies by asking
Evaluate why there are different power questions, discussing
6. Power
ratings of electrical appliances and ideas, offering
7. Efficiency of machines relate these to the efficient use of constructive
energy criticisms, and
8. Power rating of electrical summarizing
appliances Criteria discoveries as a

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9. Energy use and sources in a. Illustrative (discussing in details how result of the group’s
the community, country and power ratings vary) effort to come up with
the world an advocacy)
b.Meaningful (showing the importance
II. Human Activities that of having different power ratings by 2. Relevance/
relating these to conserving energy)
Impact on the Thermal suitability in the
Environment c.Accuracy (computing energy use of context of one’s
appliance/s of different power ratings) community

APPLICATION 3.
III. Conserving Energy and Comprehensiveness
Energy Resources (energy Propose ways to efficiently use energy
use and sources) and its alternative sources. 4. Innovativeness/
Creativity in the
Criteria design and/or
implementation of the
a. Appropriate (expressing varied ways activity
how energy consumption can be
minimized within one’s context or 5. With a focus on the
experience) wise use of energy
and its alternative
b.Practical (illustrating how such ways
can be done easily) sources in the
community
c.Efficient (expounding how these
proposed ways can be done using
time and resources productively)

d.Effective (presenting documents
showing that desired results are
achieved)

PERSPECTIVE

Infer how proposed ways to minimize

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energy consumption contribute to global
campaign on the efficient use of energy.

Criteria

a. Credible(citing authoritative source of
information / data while arguing
for/against a view)

b. Reflective of critical thinking
(reaching the view impartially and
without bias by combining research,
understanding of historical context,
and having a balanced judgment)

c.Insightful ( creating one’s own view
after considering all the situations /
views)

EMPATHY

Assume the role of a policy maker who
develops measures for the efficient use
of alternative sources and standard
energy-compliant appliances/vehicles

Criteria

a. Perceptive (recognizing emotions /
world view of others)

b. Responsive (exhibiting other’s
feelings or worldview and able to
reciprocate it)

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SELF-KNOWLEDGE

Identify one’s habits which do not
contribute towards efficient energy
transfer and be able to do concrete
steps to correct these.

Criteria

one’s habits)

b. Responsive (reacting positively from
one’s understanding of efficient energy
transfer)

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Quarter 2C – Plate Tectonics

The learner demonstrates Learners, working in Understanding of What does Informed decision Explanation Performance
understanding of managing pairs, manage the plate tectonics helps understanding of making on actions assessment of the
effects of events associated effects on human us realize that we plate tectonics tell learners need to Describe how plate tectonics cause learner’s capability to
with plate tectonics. lives and the share the same us? take to manage the earthquakes and formation of make decisions
environment of planet in which there effects on human mountains and volcanoes. based on the
I. Evidence of Plate Tectonics events associated are many events lives and the following criteria:
Criteria
1.Lithosphere and
with plate tectonics whose effects environment of
through informed should be managed events associated 1.informed decision
asthenosphere a. Thorough (explaining the science
decision making. because they with plate tectonics concepts how earthquakes and 2. Actions learners
2.Continental drift theory inevitably affect formation of mountains and volcanoes need to take to
human lives and the are caused by plate tectonics)
3.Seafloor spreading manage the effects
environment.
on human lives and
4.Relationship of laws of b.Clear (expressing with clarity the
the environment of
motion & energy transfer to scientific thought in oral or written form)
events associated
plate tectonics
c.Justifiable ( providing depth and with plate tectonics.
II. Managing Effects of Natural breadth of scientific reasoning)
Phenomena associated with
Plate Tectonics d. Accurate (providing correct science
concepts in explaining how
1.Earthquake
earthquakes, and formation of
a. Causes of earthquake mountains and volcanoes are caused
by plate tectonics)
b. Damages caused by
earthquake on human lives INTERPRETATION
and the environment.
Make sense of the connections
c. Earthquake and tsunami involving recent occurrences of volcanic
eruptions, earthquakes and tsunamis
d. Management of damages
that affected countries around the
caused by earthquake

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world.

2.Mountain formation Criteria
a. Plate tectonics and a. Meaningful (seeing the connections
formation of types of mountain within the immediate context of the
learner)
3.Volcanoes
b.Illustrative (discussing in detail the
a. Types of volcanoes
connections involving recent
b.Volcanic activities occurrences of volcanic eruptions,
earthquakes and tsunamis among
c.Effects of volcanic eruptions countries)
on humans and the
environment APPLICATION
d.Making predictions for the Propose implementation of safety
country in regard to volcanic
measures before, during, and after the
activities
occurrence of earthquakes, tsunamis
e.Monitoring and safeguards and volcanic eruptions.
for volcanic activities
Criteria

a. Appropriate (providing safety
measures before, during, and after the
occurrence/s of these natural
phenomena and telling how such
measures can be used, adapted and
customized in different/several
situations or contexts)

b.Practical (discussing how safety
measures can be done easily)

c.Efficient (expounding how time and
resources can be used productively

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while using, adapting and customizing
such safety measures )

d.Effective(discussing how the desired/
expected results can be achieved after
using safety measures)

PERSPECTIVE

Analyze government efforts
(international, national and local) in
reducing damages of earthquakes,
tsunamis and volcanic eruptions
reasonable based on cost
effectiveness.

Criteria

a. Insightful (developing one’s view
after considering all government efforts
in reducing damages of earthquakes
and volcanic eruptions)

b.Credible (citing authoritative/primary
sources of information while arguing for
the reasonability of government efforts
in reducing damages of earthquakes
and volcanic eruptions based on the
cost effectiveness analysis)

judgment to prove the reasonable or
unreasonable government efforts in

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reducing damages of earthquakes and
volcanic eruptions based on cost
effectiveness analysis)

EMPATHY

Imagine what other people feel and how
they adjust while living in areas
frequented by earthquakes, tsunamis or
volcanic eruptions.

Criteria

a. Perceptive (recognizing the effects
on people living in areas frequented by
earthquakes and volcanic eruptions)

c.Sensitive (exhibiting what these
people feel and how they adjust as a
result of experiencing effects of these
natural phenomena)

SELF-KNOWLEDGE

Self-assesses how the understanding of
reducing damages of earthquakes,
tsunamis and volcanic eruptions
shapes/influences one’s beliefs and
values on volunteerism.

one’s beliefs and values on
volunteerism are influenced/ shaped by
understanding of reducing damages
brought about by earthquakes and

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volcanic eruptions)

b.Responsive (reacting positively/how
one must behave as a result of
changing one’s beliefs and values on
volunteerism)

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Quarter 3A – Sun-Moon-Earth System

Stage 1: Results/Outcomes 1Stage 2: Assessment
The learner demonstrates Learners, working Understanding of In what way is the Informed decision EXPLANATION Performance
understanding of effects of individually or in the Sun-Moon-Earth understanding of making on actions assessment of the
Sun-Moon-Earth System groups, make System is valuable the Sun-Moon- learners need to Demonstrate how the Sun-Moon-Earth learner’s capability to
and how these are informed decision to when used making Earth System take to manage the System causes different natural make decisions
managed. manage the effects informed decision to valuable? effects of the Sun- phenomena. based on the
of the Sun-Moon- manage its effects Moon-Earth following criteria:
I. Day and Night Cycle Criteria
Earth System on on activities System on
activities related to involving livelihood, activities related to 1.informed decision
1.Causes of day and night a. Thorough (explaining science
cycle livelihood, health health and livelihood, health concepts behind each natural 2. Actions learners
and transportation. transportation. and transportation. phenomenon caused by Sun-Moon- need to take to
2. Human practices/
Earth System) manage the effects
superstitious beliefs common
in the community related to the of the Sun-Moon-
b.Clear (expressing with clarity the
phenomenon Earth System on
scientific thought in oral or written form)
activities related to
3.Managing effects of day and livelihood, health and
c.Justifiable ( providing depth and
night cycle on human activities
breadth of scientific reasoning) transportation.
related to health, livelihood
and transportation
d. Accurate (providing correct science
concepts in explaining how each
phenomenon is caused by Sun-Moon-
II. Seasonal Patterns Earth System)
1.Causes of seasonal patterns
INTERPRETATION
2. Human practices/
Illustrate through graphs the
in the community related to the
phenomena caused by the Sun-Moon-
phenomenon Earth System

3. Managing effects of
seasonal patterns on human

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activities related to health, Criteria
livelihood and transportation
a. Meaningful (providing substantive
III. Phases of the moon information of the phenomena being
illustrated )
1.Causes of phases of the
moon b. Accuracy (depicting correct data or
information through graphs)
2. Human practices/
APPLICATION
in the community related to the
phenomenon Propose ways of adopting/adapting
3.Managing effects of phases safety measures during the occurrence
of the moon on human of some natural phenomena caused by
activities related to health, Sun-Moon-Earth System.
livelihood and transportation
Criteria
IV. Eclipses
a. Appropriate (providing safety
1.Causes of eclipses measures during the occurrence/s of
these natural phenomena and telling
2. Human practices/ how such measures can be used,
superstitious beliefs common adapted and customized in
in the community related to the different/several situations or contexts)
phenomenon
b.Practical (discussing how safety
3. Managing effects of eclipses measures can be done easily)
on human activities related to
health, livelihood and c.Efficient (expounding how time and
transportation resources can be used productively
while using, adapting and customizing
V. Tides such safety measures)

1.Causes of tides d.Effective (discussing how the desired/
2. Human practices/

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in the community related to the using safety measures)
phenomenon
PERSPECTIVE
3. Managing effects of tides on
human activities related to Infer on the adequacy and/or
health, livelihood and insufficiency of evidence of
transportation superstitious beliefs and community
practices related to natural phenomena
caused by the Sun-Moon-Earth System.

Criteria

a. Insightful (developing one’s view
after considering all superstitious
beliefs and community practices related
to natural phenomena caused by the
Sun-Moon-Earth System)

b.Credible ( citing authoritative/primary
limited or adequate evidences of
superstitious beliefs and community
practices)

judgment to prove the limitations or
adequacy of evidences for superstitious
beliefs and community practices;
becoming skeptical of arguments based
on small samples of data, biased
samples or samples for which there was
no control sample; distinguishing
between irrelevant and relevant or

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inaccurate and accurate information,
illogical and logical conclusions, and
analogies)

EMPATHY

Relate how people living in different
topographical locations (highland,
lowland, coastal areas, riverbanks, etc)
might feel about being affected by the
Sun-Moon-Earth System.

Criteria

a. Perceptive (recognizing the effects
of the Sun-Moon-System methods to
people living in different topographical
locations)

c.Sensitive (exhibiting what these
people feel and how they adapt as a
result of the effects of the Sun-Moon-
Earth System they have been
experiencing)

SELF-KNOWLEDGE

Reflect on how the understanding of the
Sun-Moon-Earth System influences
one’s beliefs, behavior, practices and
way of life.

one’s beliefs, behavior, practices and

26

way of life are influenced/ shaped by
the understanding of Sun-Moon-Earth
System)

b.Responsive (reacting positively/how
one must behave as a result of
changing one’s view)

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Quarter 3B – Earth and Space Explorations

Stage 2: Assessment
Stage 1: Results/Outcomes
Standard Essential Product / Level of Understanding Level of Performance
Content Performance Understanding Question Performance
The learner demonstrates Learners, working in Earth and space To what extent are Conduct of an EXPLANATION Performance assessment
understanding of advocating groups, advocate explorations lead to earth and space activity clearly of an advocacy activity
the use of breakthroughs / the use of breakthroughs/ explorations advocating the use Describe in your own words the based on the following
discoveries and technologies technologies and discoveries and useful? Explain. of technologies and significance of advances in earth and criteria:
resulting from earth and recent discoveries/ develop recent discoveries space explorations.
space explorations. breakthroughs technologies, the or breakthroughs • Clear advocacy on
Criteria
resulting from earth use of which should resulting from earth the use of
I. Space-based Observations of and space be advocated for the and space technologies and
the Earth (historical a. Thorough (explaining completely the
explorations for the benefit of society. explorations for the significance of advances in earth and recent discoveries
development, types and uses of
benefit of society. benefit of society space explorations ) and breakthroughs
satellites in exploring mineral
resulting from
deposits, weather events,
topography, etc) b.Clear (expressing with clarity the earth and space
scientific thought in oral or written form) explorations
II. Explorations of Earth’s
Waters (Earth as the water c.Justifiable (providing depth and breadth • Beneficial to
planet, freshwater resources, of scientific reasoning) society
ocean systems and ocean
environments) INTERPRETATION

III. Earth-based and Space- Evaluate the advances made through
based Observations of Space earth and space explorations.
(historical development of
astronomy from ancient to Criteria
modern, technologies or tools
used to explore the space: a. Meaningful (giving substantial insights
telescopes, spacecrafts, about earth and space explorations)
orbiters, landers, probes and
flyby; space flights and b. Illustrative (discussing in detail these
challenges encountered by insights using varied examples; becoming
astronauts/ cosmonauts, aware that there may be more than one
explorations within the Solar
way to interpret data on space

28

Stage 2: Assessment
System, explorations outside of explorations)
the Solar System)
APPLICATION
IV. Recent Discoveries or
Breakthroughs in Earth and Use practically the information gained
Space Explorations (latest from space-based observations of the
information/ discoveries about Earth.
earth and space, latest theories
developed on earth, space/ Criteria
universe, benefits of the society
from spin-offs of technologies a. Appropriate (discussing how the
used in earth and space information gained from spaced-based
explorations) observations of the earth can be used,
adapted and customized daily in one’s
context)

b. Practical (illustrating how the use,
adaptation and customization of these
information can be done easily)

c.Efficient (expounding how the use of
these information employs the productive
utilization of time and resources)

d.Effective (discussing how the desired/
using the information from space-based
observations of the earth)

PERSPECTIVE

29

Stage 2: Assessment
Infer on the risks and cost effectiveness of
efforts done in earth and space
explorations.

Criteria

a. Insightful (developing one’s view after
considering all efforts in earth and space
explorations)

b. Credible (citing authoritative/primary
the reasonability of efforts in earth and
space explorations based on the cost
effectiveness analysis)

c.Reflective of critical thinking (combining
research, understanding of historical
context, and balanced judgment to prove
the reasonable or unreasonable efforts in
earth and space explorations based on
cost effectiveness analysis)

EMPATHY

Role play how oceanographers or
astronauts/ cosmonauts might
respectively feel about adjusting to
problems in earth or space explorations.

a. Perceptive (recognizing problems
faced by astronauts/ cosmonauts or
oceanographers during earth or space
explorations)

30

Stage 2: Assessment

b. Receptive (accepting readily/ willingly
the feeling of astronauts/ cosmonauts
about adjusting to problems encountered
during earth or space explorations)

c. Responsive (exhibiting how
cosmonauts/ astronauts or
oceanographers feel and adjust to
problems encountered during earth or
space explorations)

SELF-KNOWLEDGE

Be aware on how information from earth
and space explorations help one become
more objective and appreciative of the
wonders of nature.

Criteria

a. Reflective (becoming aware that
information from earth and space
explorations make one objective and
appreciative of wonders of nature)

result of having information from earth
and space explorations changed one’s
view)

31

Quarter 4 – Humans as Stewards of Our Finite Earth

The learner demonstrates Learners, working in Humans, as Why are humans EXPLANATION Performance assessment of
understanding of humans as groups, contribute to stewards of our finite stewards of our Conserving a conduct of an
stewards of our finite earth. conservation of earth, are tasked to finite earth? resources and/or Describe how our finite earth should be environmental activity based
resources and/or contribute to (a) solving an taken cared of. on the following criteria:
I. Basics of Ecology solution of an conservation of ecological problem
Criteria 1. Cooperation
ecological problem resources and (b) existing in the
1.Basic units of ecology
(organism to biosphere existing in the solution of immediate a. Thorough (discussing completely
community through • Teamwork ( members
immediate ecological problems how the earth should be taken cared of) work together; each
2.Components of ecosystem community through through cooperative the cooperative
member performs a
(ecological communities, the cooperative conduct of conduct of an b.Justifiable ( providing depth and specific task)
ecological habitats, ecological conduct of an environmental innovative/ creative breadth of scientific reasoning) • Communication
niches) environmental
innovative/ creative activities or projects. (members communicate
environmental activity or project c.Clear (expressing with clarity scientific thought processes and
3.Functions of ecosystem (self-
activity or project. (either clean-up thoughts in written or oral form) strategies by asking
regulating: carrying capacity,
maximum sustainable yield, drive, eco-fun run, questions, discussing ideas,
tree planting, rip- INTERPRETATION
waste assimilative capacity, offering constructive
natural enemies; self- rapping, IGP for an criticisms, and summarizing
Evaluate how understanding of
perpetuating) environmental discoveries as a result of the
stewardship of the earth benefits
cause, etc.) group’s involvement in an
II.Human Impact on Ecosystems humans.
environmental activity)
1.Altering biotic and abiotic Criteria
factors
a. Meaningful (giving the importance of
2.Human contributions to this understanding using one’s 2. Innovativeness/
pollution and its impact on immediate context) Creativity
ecosystems (impact on the
quality of air and water, global b.Illustrative (discussing vividly how this • Active learning
warming and climate change) understanding is valuable to humans) (group members
explore new ways or
III. Seven (7) Environmental
approaches to
Principles (nature knows best,
address an

32

all life forms are important, APPLICATION ecological problem
everything is connected to
everything else, everything Design how resources can be 3. Contribution to
changes, everything must go sustained. conservation of
somewhere, ours is a finite resources and/or
earth, and humans are stewards Criteria solution of an
of nature)
ecological problem
a. Appropriate (discussing specific
resources to be sustained) existing in the
immediate
b.Practical (illustrating how the design community
can be done easily)

c.Efficient (expounding how the use of
these key concepts will result to
utilizing time and needed materials/
equipment productively)

d.Effective (discussing how the desired/
expected results-eg.sustaining
resources, can be achieved after using
important concepts of ecology)

PERSPECTIVE

Argue on “thinking globally and acting
locally” to protect ecosystems.

Criteria

a. Insightful ( developing one’s own
view after exhausting all views about
“thinking globally and acting locally”)

b.Credible ( citing authoritative sources
of information while arguing or

33

defending one’s view)

judgment to choose the most
reasonable view; distinguishing
between irrelevant and relevant or
inaccurate and accurate information,
logical and illogical conclusions, and
analogies)

EMPATHY

Assume the role of an environmentalist
committed to protect the Earth.

Criteria

a. Perceptive (recognizing the task of
an environmentalist to the Earth)

b. Receptive (accepting readily/ willingly
that every environmentalist is tasked to
protect Earth)

c. Responsive (exhibiting the task of an
environmentalist to protect the
environment and conserve Earth’s
resources)

34

SELF-KNOWLEDGE

Realize one’s contribution to
environmental protection and
conservation of resources.

Criteria

a. Reflective (becoming aware of one’s
contribution to environmental protection
and conservation)

result of redirecting/ changing one’s
thought or view)

35

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