Tg science q3 sun-moon-earth system

1. 2010 Secondary Education Curriculum
Integrated Science
Quarter 3 : Earth, Its Neighbors and Their Topic: Sun-Moon-Earth System Time Frame: 25 days
Explorations
Stage 1
Content Standard: Performance Standard:
The learner demonstrates understanding of effects of Sun- Learners, working individually or in groups, make informed
Moon-Earth System and how these are managed. decision to manage the effects of the Sun-Moon-Earth System on
activities related to livelihood, health and transportation.
Essential Understanding(s): Essential Question(s):
Understanding of the Sun-Moon-Earth System is valuable In what way is the understanding of the Sun-Moon-Earth System
when used making informed decision to manage its effects on valuable?
activities involving livelihood, health and transportation.
Learners will know: Learners will be able to:
• Day and Night Cycle (causes; human practices/ • make qualitative and quantitative observations through
superstitious beliefs common in the community related note taking
to the phenomenon; and managing effects on human • predict and hypothesize
activities related to health, livelihood and transportation) • identify cause-and-effect relationships
• use science laboratory apparatus/ equipment
• Seasonal Patterns (causes; human practices/ • identify and manipulate variables and controls
superstitious beliefs common in the community related • estimate
to the phenomenon; and managing effects on human • classify and interpret data
activities related to health, livelihood and transportation) • make inferences
• identify scientific fact from an opinion or superstitious belief
• Phases of the Moon (causes; human practices/ • communicate results based on empirical data
superstitious beliefs common in the community related
to the phenomenon; and managing effects on human
activities related to health, livelihood and transportation)
• Eclipses (causes; human practices/ superstitious beliefs
common in the community related to the phenomenon;
and managing effects on human activities related to
health, livelihood and transportation)

2. 2010 Secondary Education Curriculum
Integrated Science
• Tides (causes; human practices/ superstitious beliefs
common in the community related to the phenomenon;
and managing effects on human activities related to
health, livelihood and transportation)
Stage 2
Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance
Informed decision making on actions Learners should be able to demonstrate
learners need to take to manage the understanding by covering the six (6) Performance Assessment of the learner’s
effects of the Sun-Moon-Earth System on facets of understanding: capability to make decisions based on the
activities related to livelihood, health and following criteria:
transportation. EXPLANATION
1.informed decision
Demonstrating how the Sun-Moon-Earth
System causes different natural 2. actions learners need to take to
phenomena. manage the effects of the Sun-Moon-
Earth System on activities related to
Criteria livelihood, health and transportation.
a. Thorough
b. Clear
c. Justifiable
d. Accurate
INTERPRETATION
Illustrating through graphs the
phenomena caused by the Sun-Moon-
Earth System
Criteria
a. Meaningful
b. Accuracy

3. 2010 Secondary Education Curriculum
Integrated Science
APPLICATION
Proposing ways of adopting/adapting
safety measures during the occurrence of
some natural phenomena caused by Sun-
Moon-Earth System.
Criteria
a. Appropriate
b. Practical
c. Efficient
d. Effective
PERSPECTIVE
Inferring on the adequacy and/or
insufficiency of evidence of superstitious
beliefs and community practices related to
natural phenomena caused by the Sun-
Moon-Earth System.
Criteria
a. Insightful
b. Credible
c. Reflective of critical thinking
EMPATHY
Relating how people living in different
topographical locations (highland,
lowland, coastal areas, riverbanks, etc)
might feel about being affected by the
Sun-Moon-Earth System.

4. 2010 Secondary Education Curriculum
Integrated Science
Criteria
a. Perceptive
c. Sensitive
SELF-KNOWLEDGE
Reflecting on how the understanding of
Sun-Moon-Earth System influences one’s
beliefs, behavior, practices and way of
life.
a. Reflective
b. Responsive
Stage 3
Teaching/Learning Sequence:
EXPLORE (1 day)
As part of initial activities, learners shall be given an overview of the Sun-Moon-Earth System, what they are expected to learn
and how their learning shall be assessed. In this stage, diagnosis of their knowledge on the topics Earth, Moon and Sun gained
from elementary science shall form part of the prerequisites.
Learners shall:
1. undergo an assessment of their knowledge on topics such as Earth, Moon and Sun. (Teacher’s Note/s or TN: Assessment
to use include either paper and pencil test, use of checklist, use of graphic organizer, etc.. Teachers shall take note of
learners prior knowledge and misconceptions, if any);
2. listen and interpret part of the song “Whispers in the Dark” which says “…life without love is like the Earth without the Sun,
it only whispers in the dark.”;
3. be introduced to the topic Sun-Moon-Earth System and its subtopics such as day and night cycle, seasonal patterns,

5. 2010 Secondary Education Curriculum
Integrated Science
phases of the moon, eclipses, and tides;
4. be informed that they need to demonstrate understanding of the Sun-Moon-Earth System;
5. be oriented on related and varied resources and materials to be used in understanding the Sun-Moon-Earth System(see
resources and equipment/materials needed);
6. be given time to formulate questions on the Sun-Moon-Earth System and cluster these to initially find out what is/are
interesting for them;
7. be given time to formulate other questions leading to Essential Question focusing on how important is the understanding of
the Sun-Moon-Earth System. (TN: Strategies to use include either KWL, Focus Group Discussion, brainstorming, think-pair
&square, dyads, round robin, etc.);
8. generate as many tentative ideas (TI) to the Essential Question (EQ) as possible to show what they already know.(TN:
Strategies to use include either brainstorming, Focus Group Discussion, graphic organizer, concept mapping, etc. At this
point, the teacher shall be careful not to reject learners’ opinion but shall encourage them to give their ideas without being
judged as right or wrong. Each tentative idea (TI) shall be published on the board);
9. be grouped accordingly to choose some of the identified prior knowledge, misconceptions and tentative ideas (TI). (TN:
Whatever each group of learners selected, the group shall be asked to challenge or explore the validity of these prior
knowledge or tentative ideas during the Firm Up Stage);
10. be oriented that they need to show their understanding of the Sun-Moon-Earth System by making decisions; and
11. be informed that these decisions shall be based on the following criteria: (a) informed and (b) actions learners need to take
to manage the effects of the Sun-Moon-Earth System on activities related to livelihood, health and transportation (TN:
Brainstorming may be used to discuss how these criteria shall be used. Learners need to be clarified on the details on how
their product or performance shall be assessed. Such details of criteria may be revised based on agreements reached).

6. 2010 Secondary Education Curriculum
Integrated Science
FIRM UP
Varied learning experiences shall be introduced to help learners make their understandings real, equip them with skills and
knowledge for them to be successful throughout the topic, and undergo differentiated instruction to address their unique
strengths and needs. This involves acquiring scientific knowledge which is about accessing information, i.e., what information
is needed, where information can be located and how information can be gathered.
Day and Night Cycle
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
12. demonstrate how the day and night cycle occurs;
13. infer how the day and night cycle is caused by Earth’s rotation;
14. discuss how superstitious beliefs common in the community (that are related to the phenomenon) affect the behavior or way
of life of an individual;
15. infer on the adequacy or insufficiency of evidence of superstitious beliefs and community practices related to the
day and night cycle (FU: Perspective);
16. observe human actions related to health, livelihood and transportation in response to effects of the day and night cycle; and
17. make a creative presentation on how health, livelihood, and transportation are affected by the day and night cycle (including
length of day and night, midnight sun, earth’s time zones);
18. revisit prior knowledge, misconceptions and/or TI on day and night cycle , if any. (TN: The teacher may ask each group of
learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation.
This group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the
activities conducted and analyses made.)

7. 2010 Secondary Education Curriculum
Integrated Science
Seasonal Patterns
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
19. infer that seasonal patterns are caused by the tilting of the earth’s axis and it’s orbit;
20. make a creative presentation on how seasonal patterns change;
21. forecast weather based on available weather maps;
22. construct different weather instruments to record weather conditions;
23. conduct a community survey or observation on (a) human practices and superstitious beliefs common in the community that
are related to the phenomenon, and (b) human actions related to health, livelihood and transportation in response to effects
of seasonal patterns;
24. infer on the adequacy or insufficiency of evidence of superstitious beliefs and community practices related to the
day and night cycle (FU: Perspective);
25. make a compilation of news articles (either print or downloadable copies) on the devastation caused by typhoons/hurricanes/
cyclones, tornadoes, el niño and la niña and other season-related phenomena);
26. communicate how health, livelihood, and transportation are affected by seasonal patterns (to include equinoxes, solstices,
coriolis effect, monsoons, ITCZ, tropical cyclones/hurricanes, tornadoes, el niño and la niña , and other related phenomena);
27. propose ways of adopting/adapting safety measures before, during and after the occurrence of change in seasonal
pattern (FU: Application); and
28. revisit prior knowledge, misconceptions and/or TI on seasonal patterns, if any. (TN: The teacher may ask each group of
learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation.
This group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the

8. 2010 Secondary Education Curriculum
Integrated Science
activities conducted and analyses made.).
Phases of the Moon
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
29. view a movie segment portraying the transformation of an ordinary human into an evil creature (werewolf, vampire,
“aswang, tikbalang, tiyanak, manananggal”, etc; or its appearance -eg. white lady, during full moon);
30. discuss superstitious beliefs (farming practices, wedding custom, etc) common in the community that are associated to the
phenomenon and how these affect one’s behavior or way of life;
31. infer on the adequacy or insufficiency of evidence of superstitious beliefs and community practices related to the
phases of the moon (FU: Perspective);
32. infer that phases of the moon are caused by the moon’s motion in relation to the observer’s location on Earth;
33. communicate how health, livelihood, and transportation are affected by phases of the moon;
34. conduct a community survey or observation to determine human actions related to health, livelihood and transportation in
response to effects of phases of the moon;
35. propose ways of adopting/adapting safety measures before, during and after the occurrence of change in seasonal
pattern (FU: Application); and
36. revisit prior knowledge, misconceptions and/or TI on phases of the moon, if any. (TN: The teacher may ask each group of
learners to discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation.
This group shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the
activities conducted and analyses made.)

9. 2010 Secondary Education Curriculum
Integrated Science
Eclipses
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
37. watch a segment of the film (eg., “Apocalipto”) featuring an occurrence of eclipse and compare this to other superstitious
beliefs associated with the phenomenon;
38. infer how these beliefs influence the norms or culture of society;
39. infer on the adequacy or insufficiency of evidence of superstitious beliefs and community practices related to the
occurrence of eclipse (FU: Perspective);
40. make a compilation of news articles or downloadable video clips from internet on eclipses;
41. simulate news casting / news reporting based on the compiled or downloaded materials;
42. infer that eclipses are caused by the alignment of Sun, Moon and Earth based on the compiled materials;
43. discuss how health, livelihood, and transportation are affected by eclipses, if any;
44. propose ways of adopting/adapting safety measures before, during and after the occurrence of eclipses (FU:
Application); and
45. revisit prior knowledge, misconceptions and/or TI on eclipse, if any. (TN: The teacher may ask each group of learners to
discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This group
shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the activities
conducted and analyses made.)
Tides
Using the chosen prior knowledge, misconceptions and/or tentative ideas (TI) to the EQ as starting/focal points of investigation,
learners shall:
46. infer that tides are caused by gravity;

10. 2010 Secondary Education Curriculum
Integrated Science
47. work in groups to develop a creative presentation on how health, livelihood, and transportation are affected by tides;
48. observe human practices and superstitious beliefs common in the community that are related to the
phenomenon;
49. infer on the adequacy or insufficiency of evidence of superstitious beliefs and community practices related to tides
(FU: Perspective);
50. identify areas in the country or in their province which are affected by tides;
51. make an actual visit to any nearby coastal area and observe human actions related to health, livelihood and transportation
in response to effects of tides;
52. propose ways of adopting/adapting safety measures before, during and after the occurrence of eclipses (FU:
Application); and
53. revisit prior knowledge, misconceptions and/or TI on tides, if any. (TN: The teacher may ask each group of learners to
discuss those prior knowledge, misconceptions and/or TI which the group previously chose for investigation. This group
shall be asked to reason out for either assessing, confirming or rejecting these respectively in the light of the activities
conducted and analyses made.)
DEEPEN
Here, learners shall be engaged in understanding scientific knowledge which includes the processing and making meanings out
of the information. Learners need to reflect, revisit, revise and rethink their ideas; express their understandings and engage in
meaningful self-evaluation; and undergo in-depth discussion of the Sun-Moon-Earth System using multiple sources of
information and various modalities of manifesting learning.
Given enough time, learners shall:
54. generate more questions on the phenomena related to the Sun-Moon-Earth System and keep a record of their answers;

11. 2010 Secondary Education Curriculum
Integrated Science
55. keep an updated record of observations on the Sun-Moon-Earth System’s phenomena occurring in their own community;
56. interview personnel from the National Disaster Coordinating Council (NDCC) on their preparations, strategies and
approaches before, during and after calamities;
57. evaluate their future career and occupational prospect(s) of science fields by attending related career orientation program(s)
in school.
At the level of understanding, learners shall:
58. demonstrate how the Sun-Moon-Earth System causes different natural phenomena (FU: Explanation);
59. illustrate through graphs the different phenomena associated with the Sun-Moon-Earth System (FU: Interpretation);
60. relates how people living in different topographical locations (highland, lowland, coastal areas, riverbanks, etc) might feel
about being affected by events related to the Sun-Moon-Earth System (FU: Empathy); and
61. reflect how one’s beliefs, behavior, practices and way of life are shaped or influenced by events related to the Sun-Moon-
Earth System (FU: Self-knowledge).
To draw out Essential Understanding, learners shall:
62. contemplate on the Essential Question:
• In what way is the understanding of Sun-Moon-Earth System valuable?
63. reexamine their previous answers; and
64. justify the TI based on the understanding(s) gained.
Given enough time, advanced learners shall:
65. conduct a symposium/forum/seminar on disaster preparedness (in campus: learners may invite speakers and they
themselves together with other learners are the participants; off campus: learners shall organize this activity in the
community, make their own presentations with other speakers or invite resource persons, and invite community members as
target participants).

12. 2010 Secondary Education Curriculum
Integrated Science
66. critique how reasonable any of the solutions/ varied approaches applied to prevent, minimize or address the problems
when calamity results from the phenomena of the Sun-Moon-Earth System
TRANSFER ++
There is a need to encourage learners to organize their learning experiences so that they can move from teacher-guided and
concrete activities to independent applications where they may create or produce new knowledge in science. This is to
challenge learners to transfer their learning in new settings and use this creatively to generate new ideas or view things
differently. Learners shall manifest informed decisions in managing the effects of the Sun-Moon-Earth System related to
livelihood, health and transportation.
Learners shall:
67. prepare a tangible Output (Decision Matrix, Action Plan, etc) demonstrating informed decisions made on actions learners
need to take to manage the effects of the Sun-Moon-Earth System on activities related to livelihood, health and
transportation.
68. evaluate their product/performance
Note: Learners shall be given 25 days to prepare this output since day 1.
Resources (Web sites, Software, etc.)
• http://www.deped.gov.ph/iSchool Web Board/Science Web Board
• http://www.deped.gov.ph/skoool.ph
• http://www.deped.gov.ph/e-turo
• http://www.deped.gov.ph/BSE/iDEP
• http://www.pjoedu.wordpress/Philippine Studies/FREE TEXTBOOKS
• http://www.teacherplanet.com
• http://www.pil.ph
• http://www.alcob.com/ICT Model School Network
• http://www.APEC Cyber Academy.com

13. 2010 Secondary Education Curriculum
Integrated Science
• http://www.globalclassroom.net
• http://www.think.com
Materials/Equipment Needed:
• Computer(s)
• Models
• Miniatures
• Downloadable music or artworks related to day and night, eclipses, tides, phases of the moon, seasonal changes
• Illustrations
• Pictures
• Videos, video clips, documentary films, science fiction movies, CONSTEL tapes