The document discusses curriculum elements for a science education program, including essential understandings, content standards, and performance standards. It provides examples of essential understandings and unpacks how they relate to the content and performance standards. The document also describes how teachers analyzed and reviewed the curriculum elements to understand their purpose and relationships.

3. Questions to ponder
• What is the goal of Science Education Program?
• What is the major contribution of science
education to its goal? Discuss.
• How are the 3 domains applied in science? How
are these domains related to scientific thinking,
scientific attitudes and values?
• What approaches are needed to apply these 3
domains?
• What educational principles or theories serve as
bases of said approaches?
• What implications to teaching can be drawn from
this framework?

4. CURRICULUM DOCUMENTS

5. Activity 1
PROCEDURE
1.Go over the elements of Stage 1 of the
Curriculum Guide.
2. Identify the elements common to all the
quarters.
3.Analyze across quarters the relationship
between the elements and the purpose each of
them serves.
4. Look at the established pattern across quarters
5.Share your observations and the sense you’ve
made of the elements, their relationships and
the purpose each serves.

6. COMMON ELEMENTS PURPOSE RELATIONSHIPS

7. 3 STAGES OF
THE CURRICULUM DESIGN
STAGE 1 STAGE 2 STAGE 3
RESULTS/ DESIRED
OUTCOMES -Defines what learners in
science should be able to
know, understand and do at
the end of each topic
-Generally expressed in terms
of overall goals and
specifically defined in terms of
content and performance
standards

8. 3 STAGES OF
THE CURRICULUM DESIGN
STAGE 1 STAGE 2 STAGE 3
RESULTS/ DESIRED
OUTCOMES
Elements
•Essential Understandings
•Essential Questions
•Content Standards
•Performance Standards
-Defines what learners in
science should be able to
know, understand and do at
the end of each topic
-Generally expressed in terms
of overall goals and
specifically defined in terms of
content and performance
standards

9. “Some teachers believe their students
should ‘really understand,’ others desire
their students to ‘internalize knowledge,’
still others want their students to ‘grasp
the core’…Do they all really mean the
same thing? Specifically, what does a
student do who ‘really
understand’?...Through references to the
taxonomy…teachers should be able to
define such nebulous terms…”
(Taxonomy, p.1)

10. Working Definition
Understanding:
• Insight into key ideas, as reflected in wise
connections/inferences - meaning
making
• Effective use of knowledge and skill in
varied, important, realistic, and novel
situations - transfer

11. ELEMENTS OF STAGE 1
1. Essential Understanding or EU
Guide Questions in developing EU
• Does it have lasting value/ transfer to other
inquiries?
• Does it serve as a key concept for making
knowledge, skills, and acts more coherent,
meaningful, and useful?
• Does it lie at the heart of the subject or discipline?
• Does it require “uncoverage” (since it is an abstract
or often-misunderstood idea)?
• Does it reflect what we want our science learners to
remember even long after they leave the school?

12. ACTI VITY
PROCEDURE
1.Refer to the Curriculum Guide.
2.Go over the Essential
Understandings (EUs).
3.Determine the purpose of EUs.

13. Quarter Topic Essential Understanding
The Scientific Method 1. Scientific methods are valuable when internalized as a process to: a)
solve problems in life; b) explain natural phenomena, and c) develop/invent
useful products.
Matter, Its Properties
and Changes
2. Understanding of changes in properties of matter is important when
manifested in creating products that are significantly beneficial to one’s
health and the environment.
The Laws of Motion 3. The laws of motion are valuable when integrated in observing safety
measures.
Energy Transfer 4. Advocating efficient energy transfer is a means of using energy resources
wisely and its alternative sources in the community.
Plate Tectonics 5. Understanding of plate tectonics helps us realize that we share the same
planet in which there are many events whose effects should be managed
because they inevitably affect human lives and the environment.
Sun-Moon-Earth
System
6. Understanding of the Sun-Moon-Earth System is valuable when used
making informed decision to manage its effects on activities involving
livelihood, health and transportation.
Earth and Space
Explorations
7. Earth and space explorations lead to breakthroughs/ discoveries and
develop technologies, the use of which should be advocated for the benefit
of society.
Basics of Ecology and
Human Impact on
Ecosystem
8. Humans, as stewards of our finite earth, are tasked to contribute to (a)
conservation of resources and (b) solution of ecological problems through
cooperative conduct of environmental activities or projects.
What is the purpose
of Essential
Understandings
(Eus)?

14. ACTI VITY
PROCEDURE
1.Refer to the Curriculum Guide.
2.Go over the content and performance
standards and the EUs
3.Examine the relationship between the
EUs and the standards, between content
and performance standards..

15. Content
Standards
Learning
Standards
Content
Standards
Learning
Standards
Performance
Standards
EU
What students should
know, understand
and be able to do
What students should
create/add value to/
transfer
Demonstrate
understanding
Perform
understanding
What is the relationship
between the two (EU and
learning Standards)?

16. ACTI VITY : Unpacking the Content Standards
PROCEDURE
1. Write your name on the CG and pass it.
2. Group yourselves according to your area of
specialization (Chemistry, Physics and Biology).
3. Examine the content standards that will be
shown.
4. Unpack the content standards
•Write what students should know (knowledge) on
the metastrips and post these on the wall.
•Write what students should do (skills) on the
metastrips and post these on the wall.

17. Quarter Topic Content Standards
The Scientific Method The learner demonstrates understanding of the value of
scientific methods when internalized as a process.
Matter, Its Properties
and Changes
The learner demonstrates understanding of changes in
properties of matter and their benefits to one’s health and
the environment.
The Laws of Motion The learner demonstrates understanding of the laws of
motion in relation to observance of safety measures.
Energy Transfer The learner demonstrates understanding of the importance
of advocating efficient energy transfer.
Plate Tectonics The learner demonstrates understanding of managing
effects of events associated with plate tectonics.
Sun-Moon-Earth
System
The learner demonstrates understanding of effects of Sun-
Moon-Earth System and how these are managed.
Earth and Space
Explorations
The learner demonstrates understanding of advocating the
use of breakthroughs / discoveries and technologies
resulting from earth and space explorations.
Basics of Ecology and
Human Impact on
Ecosystem
The learner demonstrates understanding of humans as
stewards of our finite earth.

18. Topic: ___________________
Essential Understanding (EU):
________________________________________________________________
________________________________________________________________
Content Standard (CS):
________________________________________________________________
________________________________________________________________
________________________________________________________________
What students should know and
understand?
What students should be able to
do?
1. Skill 1
2. Skill 2
3. Skill 3
1.Sub-topic 1
2.Sub-topic 2
3.Sub-topic 3
4.Sub-topic 4

19. TOPIC: MATTER, ITS PROPERTIES AND CHANGES
Essential Understanding (EU):
Understanding of changes in properties of matter is important when manifested in creating products that are
significantly beneficial to one’s health and the environment
Content Standard (CS):
The learner demonstrates understanding of changes in properties of matter and their benefits to one’s health
and the environment.
What students should know and understand? (sub-topics) What students should be able to do? (skills)
1.Compare the physical/chemical properties
of the different phases of matter
2.Classify matter according to its physical and
chemical properties
3.Classify matter according to its phase
4.Predict the type of change matter will
undergo under certain conditions
5.Predict the effects of physical and chemical
changes to one’s health and the environment
6.Evaluate the effects of the materials used
in the experiment to one’s health and the
environment
7.Design simple investigations /experiments
to show concepts to be learned
-decide appropriate techniques to use in
the experiment /investigation
I. Properties and Phases of Matter
1. Properties of Matter (physical: extensive or intensive;
chemical)
2. Phases of matter (solid, liquid, gas and plasma)
II. Classification of Matter
1. Substances (elements: metals, non-metals and metalloids;
compounds: inorganic & organic, acids, bases and salts)
2. Mixtures [homogeneous/ heterogeneous; types of mixtures
(solutions, suspensions and colloids), their characteristics
and uses]
III. Beneficial Effects of Physical and Chemical Changes on
Health and the Environment

20. Quarter Topic Content Standards
The Scientific Method The learner demonstrates understanding of the value of
scientific methods when internalized as a process.
Matter, Its Properties
and Changes
The learner demonstrates understanding of changes in
properties of matter and their benefits to one’s health and
the environment.
The Laws of Motion The learner demonstrates understanding of the laws of
motion in relation to observance of safety measures.
Energy Transfer The learner demonstrates understanding of the importance
of advocating efficient energy transfer.
Plate Tectonics The learner demonstrates understanding of managing
effects of events associated with plate tectonics.
Sun-Moon-Earth
System
The learner demonstrates understanding of effects of Sun-
Moon-Earth System and how these are managed.
Earth and Space
Explorations
The learner demonstrates understanding of advocating the
use of breakthroughs / discoveries and technologies
resulting from earth and space explorations.
Basics of Ecology and
Human Impact on
Ecosystem
The learner demonstrates understanding of humans as
stewards of our finite earth.

21. ACTI VITY : Unpacking the Content Standards
PROCEDURE
5. Review the outputs.
6. Ensure that there are no duplications or overlaps
in the content per quarter
7.Move for the gallery walk.
8.Firm up the content of the standard (add the
necessary sub-topic/s, if need be)
9.Weed out too specific ideas or sub-topics, if need
be to retain the core content per quarter
10.Compare your outputs with the content
standards flashed on the screen(focus on contents
- knowledge and skills)

22. Q1 A – The Scientific Method
CS: The learner demonstrates understanding of the value of
scientific method(s) when internalized as a process
Learners should know and understand: Learners should be able to :
Formulation of the research problem
Formulation of hypotheses
Planning the research design
Experimentation
Detecting patterns and trends in the data
collected
Making conclusions and recommendations
Writing the abstract
Conduct of peer review
1.Make qualitative and quantitative
observations in their community through note
taking (bibliographic entries?)
2.Predict and hypothesize
3.Identify cause and effect relationships
4.Design an experiment
5.Use science laboratory apparatus/
equipment
6.Identify and manipulate variables and
controls
7.Estimate
8.Classify and interpret data
9.Make inferences
10.Communicate results based on empirical
data

23. Q1b – Matter, Its Properties and Changes
CS: The learner demonstrates understanding of changes in
properties of matter and their benefits to one’s health and the
environment.
Learners should know: Learners should be able to :
Properties and phases of matter-
(physical : extensive and intensive; chemical;
properties of matter; solid, liquid, gas and
plasma)
Classification of matter
Substances (elements: metals, non-metals
and metalloids; compounds: organic and
inorganic, acids, bases and salts)
Mixtures (homogeneous/ heterogeneous;
types of mixtures: solutions, suspensions
and colloids, their characteristics and uses)
Beneficial Effects of Physical and
Chemical Changes on Health and
Environment (bio-hazards?)
1.Compare the physical/chemical properties
of the different states of matter
2.Classify matter according to its physical and
chemical properties
3.Classify matter according to its phase or
state
4.Predict the type of change matter will
undergo under certain conditions
5.Predict the effects of physical and chemical
changes to health and environment
6.Evaluate the effects of the materials used
in the experiment to one’s health and
environment

24. Q1b – Matter, Its Properties and Changes
CS: The learner demonstrates understanding of changes in
properties of matter and their benefits to one’s health and the
environment.
Learners should know: Learners should be able to :
Properties and phases of matter-
(physical : extensive and intensive;
chemical ; properties of matter; solid,
liquid, gas and plasma)
Classification of matter
Substances (elements: metals, non-metals
and metalloids; compounds:
organic and inorganic, acids, bases and
salts)
Mixtures (homogeneous/
heterogeneous ; types of mixtures:
solutions, suspensions and colloids, their
characteristics and uses)
Beneficial Effects of Physical and
Chemical Changes on Health and
Environment
7.Design simple investigations/ experiments
to show concepts to be learned
-decide appropriate techniques to use in the
experiment /investigation
-propose alternative techniques to use in the
investigations
8.Use scientific equipment properly
9.Interpret data based on experimental
reports
10.Analyze critically the results/data of
experiment report
11.Make scientific inferences based on
observations
12.Report experimental data accurately

25. Q2 A – Laws of Motion
CS: The learner demonstrates understanding of the laws of
motion in relation to observance of safety measures.
Learners should know and understand: Learners should be able to :
Description of Motion
1.distance, displacement, speed and velocity
2.Uniform velocity and uniform acceleration
3. Free fall, projectile and circular motion
Causes of Motion
1.Newton’s laws of motion
a.Force and inertia: the first law
b.Force, mass, and acceleration: the second
c.Action and reaction : the third law
Forces and the Laws of Motion
1.mass, weight and gravity
2.Friction
3.Equilibrium
Implications of the Laws of Motion on safety
and protection
1.Describe the motion occurring in daily
activities
2.Predict how the laws of motion relate to
one’s safety and protection
3.Clarify questions and inquiries
4.Design and conduct experiments
5.Use appropriate techniques to gather,
analyze and interpret data
6.Develop descriptions, explanations,
predictions, and models using
evidence
7.Think critically and logically to make the
relationships between evidence and
explanations
8.Communicate scientific procedures
9.Compare and contrast motion concepts
10. Observe and infer motion concepts

26. Q2 B – Energy Transfer
CS: The learner demonstrates understanding of the
importance of advocating efficient energy transfer
Learners should know and understand: Learners should be able to :
Energy Transfer
-Spontaneous transfer – heat
-Deliberate transfer of energy
-Work
-Machines
-Kinetic and potential energy
-Power and efficiency of machines
-Power rating of electrical appliances
-Energy use and sources in the community,
country and the world,
-Human activities that impact on the thermal
environment
The Law of Conservation of Energy
Conserving Energy and Energy sources
1.Demonstrate relationships among closely
related science principles
2.Suggest examples of observations that
illustrate a science principle
3.Gather, synthesize and evaluate
information from multiple sources
4.Apply principles or scientific data to
anticipate effects of technological
design
5.Communicate results of experiments or
studies

27. Q2 C – Plate Tectonics
CS: The learner demonstrates understanding of managing
effects of events associated with plate tectonics
Learners should know: Learners should be able to :
Evidence of Plate Tectonics (lithosphere and
asthenosphere, continental drift theory, seafloor
spreading, relationship between plate tectonics
and laws of motion, between plate tectonics and
energy)
Managing Effects of Natural Phenomena
associated with Plate Tectonics (Earthquake:
cause/s, damages caused by earthquake on
human lives and the environment, earthquake
and tsunami, managing damages caused by
earthquake; plate tectonics and the formation of
mountain types; volcanoes: types, volcanic
activities, effects of volcanic eruptions on human
lives and the environment , predicting volcanic
activities, monitoring and safeguards for volcanic
activities)
1.Identify causes and effects of plate
tectonics
2.Make predictions and inferences on
occurrences of certain events
associated with plate tectonics
3.Observe correct scientific precautions
during calamities
4.Constructing models to show concepts
associated with plate tectonics
5.Determining relationships between
plate tectonics and natural
phenomena or events associated
with it

28. Q3 A – Sun-Moon-Earth System
CS: The learner demonstrates understanding of effects of the
Sun-Moon-Earth System and how these are managed.
Learners should know: Learners should be able to :
Day and Night Cycle (Causes; Effects on human
activities related to health, livelihood and
transportation)
Seasonal Patterns (Causes; Effects on human
activities related to health, livelihood and
transportation)
Phases of the Moon (Causes; Effects on human
activities related to health, livelihood and
transportation)
Eclipses (Causes; Effects on human activities
related to health, livelihood and transportation)
Tides (Causes; Effects on human activities
related to health, livelihood and transportation)
1.Make qualitative and quantitative
observations through note taking
2.Predict and hypothesize
3.Identify cause-and-effect relationships
4.Use science laboratory apparatus/
equipment
5.Identify and manipulate variables and
controls
6.Estimate
7.Classify and interpret data
8.Make inferences
9.Identify scientific fact from an opinion or
superstitious belief
10.Communicate results based on
empirical data

29. Q3 B – Earth and Space Explorations
CS: The learner demonstrates understanding of advocating the use of
breakthroughs/ discoveries and technologies resulting from earth and
space explorations
Learners should know and understand: Learners should be able to :
Space-based observations of the Earth (historical
development, Types and uses of satellites such as exploration
of mineral deposits, weather events, topography, etc )
Explorations of Earth’s waters (Earth as the water planet,
freshwater resources, ocean systems and ocean
environments)
Earth-based and space-based observations of space
(historical development of astronomy -ancient to modern;
technologies or tools used to explore space -telescopes,
spacecrafts, orbiters, landers, probes and flyby; space flights
and challenges encountered by astronauts/ cosmonauts;
explorations within the Solar System; explorations beyond the
Solar System)
Recent Discoveries or Breakthroughs in Space (Latest
information/ discoveries about space; Latest theories
developed on space/ universe; Benefits of the society from
spin-offs of technologies used in space explorations)
1.Make qualitative and
quantitative observations
2.Predict and hypothesize
3.Identify cause-and-effect
relationships
4.Use science laboratory
apparatus/ equipment
5.Estimate
6.Classify and interpret data
7.Make inferences
8.Communicate results
based on empirical data
9.Identify scientific fact from
an opinion or superstitious
belief

30. Q4 – Basics of Ecology and Human Impact on Ecosystems
CS: The learner demonstrates understanding of humans as
stewards of our finite earth.
Learners should know: Learners should be able to :
Basics of Ecology
Basic Units of Ecology (organism to biosphere)
Components of Ecology (ecological communities, ecological
habitats, ecological niches)
Characteristics of Ecosystems (self-regulating: carrying
capacity, maximum sustainable yield, waste assimilative
capacity, natural enemies; self-perpetuating)
Functions of the ecosystems (energy flow: food chain, food
web, and food pyramid; material cycles: water cycle, chemical
and nutrient cycle)
Human Impact on Ecosystem (Altering biotic and abiotic
factors, Human contributions to Pollution and its impact on
Ecosystems - impact on the quality of air and water, Global
Warming and Climate Change)
7 Environmental Principles (nature knows best, all life forms
are important, everything is connected to everything else,
everything changes, everything must go somewhere, ours is a
finite earth, and humans are stewards of nature)
1.Make comparisons
2.Design experiments
3.Compare ideas with the
current scientific knowledge
4.Make inferences on
scientific data to anticipate
effects of technological
designs on the environment
5.Predict the probable
outcome of an event
6. Critique solutions to
problems, given criteria and
scientific constraints

31. ACTI VITY : Unpacking the Content Standards
PROCEDURE
11. Answer the following questions:
Q1: Are the contents across quarters lean?
Q2: What is the value of having a lean curriculum for
learners?
Q3: How is a lean curriculum related to an in-depth
learning for understanding?
Q4: How many of you understand unpacking the
content standards?
Q5: How many of you can demonstrate
understanding of unpacking the content standards?

32. Drawing Out EU
“How does one lead children to discover the
powers and pleasures [of rethinking]?
Through organizing questions. They
serve two functions: they put perspective
back in the particulars…and they often
served as criteria for determining where
students were getting, how well they were
understanding, whether anything new was
emerging.” -Jerome Bruner

33. The Power of Questions
• Questions define tasks, express problems,
and delineate issues. They drive thinking
forward.
• Only when an answer generates further
questions does thought continue as
inquiry.
• If your mind is not actively generating
questions, you are not engaged in
substantive learning.

34. ELEMENTS OF STAGE 1
2. Essential Question (EQ)
Guide Questions in developing EQ
• Is it open-ended?
• Does it provoke or spark thinking?
• Does it lead to further inquiry in the
essential meanings and
understandings?
.

36. Essential Questions
The answer is always the understanding!
And it is desirable to have it seen as
meaningful and engaging to learners.

37. Topic Essential Understanding (EU) EQ
The Scientific
Method
1. Scientific methods are valuable when internalized as a process to: a) solve
problems in life; b) explain natural phenomena, and c) develop/invent useful
products.
Matter, Its
Properties and
Changes
2. Understanding of changes in properties of matter is important when
manifested in creating products that are significantly beneficial to one’s
health and the environment.
The Laws of
Motion
3. The laws of motion are valuable when integrated in observing safety
measures.
Energy
Transfer
4. Advocating efficient energy transfer is a means of using energy resources
wisely and its alternative sources in the community.
Plate Tectonics 5. Understanding of plate tectonics helps us realize that we share the same
planet in which there are many events whose effects should be managed
because they inevitably affect human lives and the environment.
Sun-Moon-
Earth System
6. Understanding of the Sun-Moon-Earth System is valuable when used in
making informed decision to manage its effects on activities involving
livelihood, health and transportation.
Earth and
Space
Explorations
7. Earth and space explorations lead to breakthroughs/ discoveries and
develop technologies, the use of which should be advocated for the benefit of
society.
Basics of
Ecology and
Human Impact
on Ecosystem
8. Humans, as stewards of our finite earth, are tasked to contribute to (a)
conservation of resources and (b) solution of ecological problems through
cooperative conduct of environmental activities or projects.

38. EU: Scientific methods are valuable when internalized as a process (a) to
solve problems in life, (b) to explain natural phenomena, and (c) to invent
useful product(s)
Essential Question (EQ):
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Guide Questions Yes No
1. Is it open-ended?
.
2. Does it provoke or spark thinking?
3. Does it lead to further inquiry in the essential
meanings and understandings?
NOTE: The answer to EQ is the EU!

39. WS 2 on Developing EQ
• Analyze and/or revise each EQ if needed.
• Compare this EQ with the EQ in the
science document

40. Topic Essential Understanding (EU) EQ
The
Scientific
Method
1. Scientific methods are valuable when
internalized as a process to: a) solve
problems in life; b) explain natural
phenomena, and c) develop/invent useful
products.
When do scientific methods
become valuable?
Matter, Its
Properties
and
Changes
2. Understanding of changes in properties
of matter is important when manifested in
creating products that are significantly
beneficial to one’s health and the
environment.
How does understanding of
changes in properties of
matter become beneficial?
The Laws of
Motion
3. The laws of motion are valuable when
integrated in observing safety measures.
In what ways are the laws of
motion important?
Energy
Transfer
4. Advocating efficient energy transfer is a
means of using energy resources wisely
and its alternative sources in the
community.
Why should we advocate
efficient energy transfer?

41. Topic Essential Understanding (EU) EQ
Plate
Tectonics
5. Understanding of plate tectonics helps us
realize that we share the same planet in which
there are many events whose effects should be
managed because they inevitably affect human
lives and the environment.
What does
understanding of plate
tectonics tell us?
Sun-Moon-
Earth
System
6. Understanding of the Sun-Moon-Earth System
is valuable when used making informed decision
to manage its effects on activities involving
livelihood, health and transportation.
In what way is the
understanding of the
Sun-Moon-Earth
System valuable?
Earth and
Space
Explorations
7. Earth and space explorations lead to
breakthroughs/ discoveries and develop
technologies, the use of which should be
advocated for the benefit of society.
To what extent are
earth and space
explorations useful?
Explain.
Basics of
Ecology and
Human
Impact on
Ecosystem
8. Humans, as stewards of our finite earth, are
tasked to contribute to (a) conservation of
resources and (b) solution of ecological
problems through cooperative conduct of
environmental activities or projects.
Why are humans
stewards of our finite
earth?

42. Question to ponder
How do you assess your
capability to handle the
formulation and unpacking of
Essential Questions (EQs) to
draw out the EU?

44. Performance/Product
As a group, express creatively
the core understandings that
you want to take away with you.
You may write down, sing,
recite, act out, etc to express
your understandings.