SD Science 7 Session 4 Quarter 1 Curriculum

TRAINING ON THE
MATATAG CURRICULUM
Venue
Date
1

TRAINING ON THE
MATATAG CURRICULUM
Venue
Date
2
SCIENCE 7

MATATAG Curriculum Training | 2024
Grade 4/7 Learning Journey
3
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
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
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 4
Science 7
Quarter 1 Curriculum Standards
&Unpacking of Learning
Competencies
Name of Resource Person
5

Session Flow
Introduction of the session title and reading of the
objectives.
Presentation of Professional Standards
for Supervisors, School Heads and Teachers.
Walkthrough of the Curriculum Guide for Science
7 Quarter 1 .
Unpacking of Learning Competencies Science 7
Quarter 1.
6
Health Break

MATATAG Curriculum Training | 2024 7
Session Objectives
At the end of the session, participants will be
able to:
1. identify the Quarter 1 Curriculum
Standards;
2. discuss the nature, process and
importance of unpacking/clustering the
learning competencies; and
3. unpack/cluster learning competencies.

Domain 4, Curriculum and
Planning
1. Planning and management of
teaching and learning process.
2. Learning outcomes aligned with
learning competencies.
3. Professional collaboration to
enrich teaching practice.

“Take me to where I should be”

1. You will be grouped into five.
2. Each group will be given the materials to be used
for the activity.
3. Identify and classify the cut-out words as to
content, content standards, and learning
competencies. Then paste them on the manila
paper.

Science 7, Quarter 1
Content Content Standards Learning Competencies
Performance Standard:
By the end of the Quarter, learners recognize that scientists use models to describe the particle model of
matter. They use diagrams and illustrations to explain the motion and arrangement of particles during
changes of state. They demonstrate an understanding of the role of solute and solvent in solutions and
the factors that affect solubility. They demonstrate skills to plan and conduct a scientific investigation
making accurate measurements and using standard units.
Suggested Performance Task:
Design and carry out an investigation to determine the amount of salt in a sample of seawater.

Presentation of Output

1. How do you find the activity?
2. Are there similarities or differences in
your answers?
3. Do all contents and content
standards have representative
learning competencies?

4. What are your bases for
classifying the cut-out words as
contents, content standards, and
learning competencies?
5. Are all the contents represented
in the content standards?
18

6. Does all the content have
representative learning competencies?
7. How do content, content standards,
and learning competencies differ with
one another?

Remember that:
• Content – signals the key areas of focus for
a quarter.
• Content Standards – indicates the
conceptual level expected for the Quarter.
Support teachers to identify the level of
science knowledge, skills, attitudes, and
values to be taught and learned.

Learning Competencies – identifies the
specific aspects of content for learners
to achieve.
21

Performance Standards– provide a level for
teachers to use to judge learner achievement at
the end of each quarter.
It supports the teacher to assess the levels of
knowledge, skills, and values that learners
demonstrate in relation to the content and
learning competencies addressed during and at
the end of each quarter of teaching and learning.
22

Suggested Performance Tasks – samples of
tasks where the learner applies their
knowledge, understanding, skills, values and
attitudes, through which teachers can judge
the levels of achievement of the performance
standard for each quarter in the domain.

HEALTH BREAK

25
John Mark B. Marasigan
Session 3
Unpacking of Learning
Competencies
Science 7 Quarter 1

Session Objectives
At the end of the session, participants will be
able to:
1. Discuss the nature, process, and
importance of unpacking/clustering the
learning competencies; and
2. Unpack/cluster learning competencies.

Learning Competency:

Direction:
29
1. You will unpack the given learning competency
from Grade 7, Quarter 1.
2. Unpack the competency using specific,
measurable, attainable, relevant and time-bound
or SMART objectives.
3. Write your responses in the meta cards and paste
them on the chart corresponding to its target
cognitive process dimension of the Revised
Bloom’s Taxonomy.

GUIDE QUESTIONS:
1. Do we expect learners to master broad learning
competencies in the CG without unpacking them?
Why?
2. What are the consequences when we teach and
assess without unpacking the competencies? Are
the unpacked competencies within the required
learning standards?

3. In lesson planning and learning delivery, what is
the relevance of unpacking the learning
competencies from lower cognitive process
dimensions to higher cognitive process dimensions?
4. How will you make sure that the unpacked
competencies are relevant to attaining the content,
performance standards, and broad learning
competencies in the CG?

STEPS IN UNPACKING OF LEARNING
COMPETENCIES INTO
LEARNING OBJECTIVES
33

1.Revisit the standards in the curriculum guide.
2.Examine the learning competency to be
unpacked by looking at the skill requirement
represented by verbs, knowledge requirement
represented by nouns, and the learning
conditions on how these knowledge and skills
should be learned.

3. If the learning competency falls under
analyzing, evaluating, and creating, break down
the learning competency into smaller or discrete
sub-skills or knowledge components.
4. Align instruction and assessment with
unpacked competencies.
5. Design instructional pedagogies that allow
demonstration of mastery of sub-skills or
components.

Content: Use of Models
Content Standard: Scientists use models to explain phenomena.
Learning Competency: Recognize that scientists use models to explain phenomena
that cannot be easily seen or detected
Performance Standard: By the end of the Quarter, learners recognize that scientists
use models to describe the particle model of matter. They use diagrams and
illustrations to explain the motion and arrangement of particles during changes of
state. They demonstrate an understanding of the role of solute and solvent in
solutions and the factors that affect solubility. They demonstrate skills to plan and
conduct a scientific investigation making accurate measurements and using
standard units.
1. Revisit the content and performance
standards in the curriculum guide.

Learning Competency: Recognize that scientists use models to explain phenomena
that cannot be easily seen or detected.
Performance Standard: By the end of the Quarter, learners recognize that
scientists use models to describe the particle model of matter. They use
diagrams and illustrations to explain the motion and arrangement of particles
during changes of state. They demonstrate an understanding of the role of
solute and solvent in solutions and the factors that affect solubility. They
demonstrate skills to plan and conduct a scientific investigation making
accurate measurements and using standard units.
2. Examine the learning competency to be
unpacked.

3. If the learning competency falls
under applying, analyzing,
evaluating and creating, break
down the learning competency into
smaller or discrete sub-skills or
knowledge components.

Learning Competency: Recognize that scientists use models to explain phenomena that cannot be
easily seen or detected.
Specific Learning Objectives Revised Bloom’s Taxonomy Level
Creating
Evaluating
Analyzing
Applying
Describe the different models used by scientist to
explain phenomena that cannot be easily seen or
detected.
Understanding
Identify the different models used by scientist to
explain phenomena that cannot be easily seen or
detected.
Remembering
By the end of the Quarter, learners recognize that scientists use models to describe the particle
model of matter. They use diagrams and illustrations to explain the motion and arrangement of
particles during changes of state. They demonstrate an understanding of the role of solute and
solvent in solutions and the factors that affect solubility. They demonstrate skills to plan and
conduct a scientific investigation making accurate measurements and using standard units.

4. Align instruction and assessment
with unpacked competencies.
5. Design instructional pedagogies that
allow demonstration of mastery of sub-
skills or components.

REMEMBER:
● In unpacking the competencies, do not
go beyond the intent of the competency.
● Focus on the specific skills, knowledge,
attitudes, or values that are explicitly
outlined within the competency.

42
• Refrain from adding extra or
unrelated elements that are not part
of the competency's primary focus or
scope.
REMEMBER:

43
Unpacking the MATATAG
Science Curriculum

• Open your MATATAG Science Curriculum
Guide and select a competency to work
on from Science 7, Quarter 1 only.
• Accomplish the worksheet by writing the
content, content standard, performance
standard, learning competency, and
unpacked competencies.

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
Marcial M. Acha, Jr.
Lily Rose Y. Rafaila
MATATAG CURRICULUM TRAINING RESOURCE PACKAGE

SD Science 7 Session 4 Quarter 1 Curriculum

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