The approach of the Philippines in teaching Ocean Literacy is not the same as its ASEAN counterpart. It is surprising why the Philippines is an archipelagic country has no Ocean University
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
This lesson plan related to STEM education.
Learning Outcomes
• Define the term “mineral” in
your own words.
• Evaluate the usefulness of
various physical properties
for describing and identifying
different minerals.
• Explore how mineral crystals
are constructed and how the
external form of a crystal
reflects its ionic structure.
• Identify a variety of mineral
specimens according to their
physical properties
Concepts:
‣A. Minerals are homogeneous solid earth materials. ‣B. Minerals have distinct physical properties that enable them to be distinguished from one another. ‣C. For most common minerals, the most useful properties for hand sample identification include hardness, cleavage or fracture patterns, translucency, and color. ‣D. Metallic minerals are uncommon, but economically important. ‣E. For metallic minerals, the additional properties of streak and magnetism are useful for hand sample identification. ‣F. Completely unambiguous identification of minerals often requires sophisticated laboratory analysis
Week 9 Earth and Space SciencesThe Earth and Space Sciences sub-s.docxmelbruce90096
Week 9: Earth and Space SciencesThe Earth and Space Sciences sub-strand
This week we will be exploring the Science Understanding sub-strand of Earth and Space Sciences. The study of Earth and Space Sciences focuses on developing students’ understandings of their place both within the broader universe and at a much closer level developing their understanding of geological processes and the weather and environment on Earth. We will continue our exploration of models to support understanding and provide examples of how to use digital technology in our science lessons.
Begin by watching the video Science & Space: Solar System 101(National Geographic Kids, 2014). What do you recall from your own education and what is new information for you?
Then watch the short video Make a mini solar system (ABC Splash, 2014) about modelling a mini solar system and think about how do we get across to students the sheer size of something as big as the solar system?
The week at a glance
Explore
Investigate
Dynamic Earth
Extending the use of models
Science and culture (an introduction to the Science as a Human Endeavour strand)
Suggested activities
Primary Connections resource and audio tour: Earthquake explorers
Primary Connections resource and audio tour: Earth's place in space
Links to and use of digital technologies
Planning toolkit
Science & Space: Solar System 101 (2014)<http://tinyurl.com/phy5khd>
Make a mini solar system (ABC Splash, 2014) <http://ab.co/1uBjHvr>
Click to go to theABC splash website for resources and ideas for teaching this topic.Dynamic Earth
The Australian Curriculum: Science (ACARA, 2014) Earth and Space sciences sub-strand is concerned with "Earth’s dynamic structure and its place in the cosmos." You can read the full description of this sub-strand within the Australian Curriculum: Science Content structure overview (ACARA, 2014). What does ‘ Earth’s dynamic structure and its place in the cosmos’ mean within a primary school and what we need to teach from F-6?Scope and sequence
The scope and sequence chart for Earth and space sciences allows us, at a glance, to see the content descriptions from Foundation to Year 6 and therefore how students’ understanding of Earth and space sciences progresses in both depth and breadth (ACARA, 2014). As shown in the scope and sequence screenshot, in Foundation year students learn that daily and seasonal changes in our environment, including the weather, affect everyday life and by Year 6 that sudden geological changes or extreme weather conditions can affect Earth’s surface.
Foundation Year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Earth and space sciences
Daily and seasonal changes in our environment, including the weather, affect everyday life.
Observable changes occur in the sky and landscape.
Earth's resources including water, are used in a variety of ways.
Earth's rotation on its axis causes regular changes, including day and night.
Earth's surface changes over time as a result of natural process.
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
This lesson plan related to STEM education.
Learning Outcomes
• Define the term “mineral” in
your own words.
• Evaluate the usefulness of
various physical properties
for describing and identifying
different minerals.
• Explore how mineral crystals
are constructed and how the
external form of a crystal
reflects its ionic structure.
• Identify a variety of mineral
specimens according to their
physical properties
Concepts:
‣A. Minerals are homogeneous solid earth materials. ‣B. Minerals have distinct physical properties that enable them to be distinguished from one another. ‣C. For most common minerals, the most useful properties for hand sample identification include hardness, cleavage or fracture patterns, translucency, and color. ‣D. Metallic minerals are uncommon, but economically important. ‣E. For metallic minerals, the additional properties of streak and magnetism are useful for hand sample identification. ‣F. Completely unambiguous identification of minerals often requires sophisticated laboratory analysis
Week 9 Earth and Space SciencesThe Earth and Space Sciences sub-s.docxmelbruce90096
Week 9: Earth and Space SciencesThe Earth and Space Sciences sub-strand
This week we will be exploring the Science Understanding sub-strand of Earth and Space Sciences. The study of Earth and Space Sciences focuses on developing students’ understandings of their place both within the broader universe and at a much closer level developing their understanding of geological processes and the weather and environment on Earth. We will continue our exploration of models to support understanding and provide examples of how to use digital technology in our science lessons.
Begin by watching the video Science & Space: Solar System 101(National Geographic Kids, 2014). What do you recall from your own education and what is new information for you?
Then watch the short video Make a mini solar system (ABC Splash, 2014) about modelling a mini solar system and think about how do we get across to students the sheer size of something as big as the solar system?
The week at a glance
Explore
Investigate
Dynamic Earth
Extending the use of models
Science and culture (an introduction to the Science as a Human Endeavour strand)
Suggested activities
Primary Connections resource and audio tour: Earthquake explorers
Primary Connections resource and audio tour: Earth's place in space
Links to and use of digital technologies
Planning toolkit
Science & Space: Solar System 101 (2014)<http://tinyurl.com/phy5khd>
Make a mini solar system (ABC Splash, 2014) <http://ab.co/1uBjHvr>
Click to go to theABC splash website for resources and ideas for teaching this topic.Dynamic Earth
The Australian Curriculum: Science (ACARA, 2014) Earth and Space sciences sub-strand is concerned with "Earth’s dynamic structure and its place in the cosmos." You can read the full description of this sub-strand within the Australian Curriculum: Science Content structure overview (ACARA, 2014). What does ‘ Earth’s dynamic structure and its place in the cosmos’ mean within a primary school and what we need to teach from F-6?Scope and sequence
The scope and sequence chart for Earth and space sciences allows us, at a glance, to see the content descriptions from Foundation to Year 6 and therefore how students’ understanding of Earth and space sciences progresses in both depth and breadth (ACARA, 2014). As shown in the scope and sequence screenshot, in Foundation year students learn that daily and seasonal changes in our environment, including the weather, affect everyday life and by Year 6 that sudden geological changes or extreme weather conditions can affect Earth’s surface.
Foundation Year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Earth and space sciences
Daily and seasonal changes in our environment, including the weather, affect everyday life.
Observable changes occur in the sky and landscape.
Earth's resources including water, are used in a variety of ways.
Earth's rotation on its axis causes regular changes, including day and night.
Earth's surface changes over time as a result of natural process.
Development and validation of a Learning Progression of basic astronomy pheno...Silvia Galano
Presentation of the Phd project for ESERA Summer School 2016.
Presentazione del progetto di ricerca di dottorato per la Scuola di Dottorato ESERA del 2016
Poster: DEVELOPMENT AND VALIDATION OF A LEARNING PROGRESSION OF BASIC ASTRONO...Silvia Galano
Poster presented during ISE2A Conference at University of Utrecth.
Authors: Silvia Galano, Irene Marzoli, Arturo Colantonio, Silvio Leccia, Emanuella Puddu and Italo Testa
Unit Plan - Year 10 - Big Ideas of ScienceAndrew Joseph
A unit plan currently being implemented in a school on the north side of Brisbane. The unit sticks closely to the curriculum, with lessons to give students experience in a variety of research and presentation modes, culminating in a presentation as the formal assessment. The presentation must follow the progression of one of the big ideas of science through history,from its inception to our current understanding.
This research primarily aims to generate data on gender equality and cultural awareness issues involving women seafarers and cadets
towards proposing a program and/or policy that would promote gender and development in the maritime higher education institutions (MHEIs) and the maritime sector, in general.
(WIMPH project)
This presents the two (2) Major Global Challenges and the two (2) Ways to Address these Global Challenges. For clarity, competencies is defined with quality synonymous to global competency is emphasized.Two Global Professional Associations namely: NI andIMAREST and their e-learning tools are introduced. Further, some tips in Building One's Global Competency are provided, and for fun, a mathematical Formula is provided to see which ranked first among the components of competency (knowledge, skill, or attitude). Finally ends with remarks.
The full paper and ppt presentation are prepared and presented as a member of the IAMU PAES working group (https://iamu-edu.org/working-group/wg-on-iamu-paes/). The presentation is outlined with the Background and Rationale ( IAMU -PAESP Project meetings; IAMU-PAESP project objectives /purpose; and the IAMU-PAESP project 3 Distinctive phases. There is no Related Literature/Studies. It is more on the forms of assessment and student learning because this is the first of its kind and a challenge to the researcher. The methodology is used in data collections are Observation, Interview, Survey Questionnaires pilot tested, and Literature Search/ content analysis. The Results and Findings include the Benefits from 3 perspectives: From MAAP WG member/coordinator (experience and observation); From MAAP officers, faculty, and staff (observation, interview, and questionnaire), and the MAAP students' perspectives (Observation and interviews) . The benefits were analyzed quantitatively and qualitatively. The benefits have been summarized using the acronym IAMU-PAES -P for easy recall.
or challenges as P. The paper ends with concluding remarks and recommendations. References are also cited.
Invited in Kathmandu Nepal for the International Conference on Innovations of TVET for Socio-Economic Development ( Oct 4-5, 2018), the maritime researcher presented a brief overview of the Philippine Maritime Industry; the educational and training system in the Philipines, and the latest trends in Philippines MET. The paper emphasized the need for a TVET quality assurance and a TVET Trainer/Assessors Qualification Standards in the Maritime Industry to ensure the success of the
programs because the continuous training of human resources is the key to success. The paper ends with concluding remarks with five recommendations to MARINA. If realized, the five projected implications and impact of TVET quality assurance and qualification standards in the maritime industry are also advanced.
This presents the types of corruption, its obstacles, and cost.
Finally, suggestions on how to address the corruption both from the individual level and the level of the concerned agencies. From the 10 suggested solutions, which do you think is the best to fight corruption in the country? Any other solution to share to stop or at least weaken corruption in the Philippines? Indeed, addressing corruption in the Philippines is a multi-pronged strategy to raise general community awareness about
the corruption problem and to create public pressure to make public officials more accountable for their actions.
Sharing in part the MAAP-AUSN research-based community
extension partnership with the Aeta community in the Province of Bataan (Sitio Matalangao Barangay Banawang Bagac; Morong and Mariveles), examining their traditional knowledge and indigenous healing practices. MAAP also partnered with the National Research Council of The Philippines (NRCP- Div 1 Chair Dr.Epifania Tabadda) ) and St Francis Xavier Parish
Church (Rev Fr. Julius Descartin) for an NRCP funded livelihood project in one of the adopted IP communities. Coordination and permission have been sought from all concerned agencies for this philosophical dialogue worth sharing and documenting as we learn from the philosophy of the IP. s paper, we, therefore, argue that in their life and statements, the Aeta women healers are indigenous philosophers.They may not have a Doctorate or even higher education, but this is not the qualification to be a philosopher. The message is the philosophy for all is the continuing motivation to ask questions about everything and to apply wisdom to the life we live.
Presented on Sept 30, 2020 during the 2020 UNSUMMIT EUROPE Smart Transport System. Shared the recent Philippines’ Smart Transport System and its contribution to SDGs using the two IAMU accomplished funded projects: GECAMET ( 2017-2018) and SDIMET (2018-2019) project as a model or framework.
As an off shoot of the MAAP extension Services ( livelihood project) conducted in partnership with NRCP Division1 led by Dr Prof Epifania Tabadda and NRCP staff in 2015 , with one of MAAP adopted community, we have the privilege to meet the Aeta Community. In addition from sharing and cooking nutritious food , we also learned their various healing practices and philosophy.
This presents the contribution of the Maritime Academy of Asia and the Pacific to the Bataan state of the coast thru instruction, research and extension services ( 2005--2018 ) with Dr Angelica Baylon as MAAP pioneer Director and member of the Bataan Coastal Care Foundation representing Vadm Eduardo Ma R Santos , AFP ( Ret)
This is the 10-year accomplishments of MAAP in reseearch since its establishment in 1998 with Dr. Angelica Baylon as its pioneer Executive Dean ( 1999-2002) and the Director for Research and Extension Services from May 3, 1999 to May 3, 2009 and now External Relations Director of MAAP
This provides the Philippine maritime stakeholders actions in addressing global maritime crises . This also provides an analysis on Philippine maritime strengths , threats and challenges and ends with concluding remarks
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Current K to 12 Ocean Literacy in the Philippines Thru Science Education Framework 4.33 ocean lieracy in the philippines
1. Current K to 12 Ocean Literacy in the Philippines
thru Science Education Framework
Prof Angelica M Baylon,
PhD, AFNI, IMAREST MAAP
External Relations Director
2. Abstract
While the Asia counterpart countries do offer a discipline exclusively for Ocean, it is surprising
why in the Philippines being an archipelagic country, there is no Ocean University or a course for
a degree on Oceanography.
2
4. How much do our students know of the importance of the
ocean and marine biodiversity, the threats to them, and the
interventions implemented by various sectors of society?
How much love and respect do our people have for the
ocean and marine biodiversity?
Does the K to 12 curriculums promote ocean literacy in the
Philippines?
These questions have been motivated by the
Asian Maritime Educators Association (AMEA)‘s
Ocean Literacy International Conference led by the
National Taiwan Ocean University (NTOU).
4
5. Tracks in the K to 12 Curriculum
Track 1. Technical-Vocational-Livelihood
Track 2. Sports andArts
Track 3.Academic
Strand 1.
Science, Technology,Engineering, & Mathematics (STEM)
Strand 2.
Humanities, Education, and Social Sciences (HES)
Strand 3.
Business, Accountancy, and Management (BAM) 17
6. The aim of K to 12 is to help graduates..
• acquire mastery of basic competencies
• be more emotionally mature
• be socially aware, pro-active, involved in public
and civic affairs
• be adequately prepared for the world of work or
entrepreneurship or higher education
• be legally employable with potential for better
earning
• be globally competitive
6
9. Scientific literacy refers to
an individual’s…
* scientific knowledge and use of that
knowledge to identify questions,
acquire new knowledge, explain
scientific phenomena and draw
evidence-based conclusions about
science related issuesunderstanding of the
characteristic features of science
as a form of human knowledge
and inquiry
9
10. University of Melbourne, Curriculum
Comparison Study for Kto12, 2011
“Compartmentalization of topics within broad curriculum areas such as
biology, chemistry, and physics within the science curriculum is likely to
inhibit transfer of learning across topics.
… students who exit school early do not have the basic functioning skills
across requisite areas of science.”
10
11. Science Framework,
Philosophy & Curriculum
Components
The science curriculum is designed
around three domains of learning
science.
11
12. The Science Curriculum
is constructed around the development of scientifically, technologically
and environmentally literate Filipinos who are
critical problem solvers
responsible stewards of nature
innovative and creative citizens
informed decision makers
effective communicators
12
13. Monitoring should answer the following:
1. Does the actual curriculum match the design?
Are the students acquiring the knowledge, skills,
and attitudes through the designed curriculum?
Are the learners able to demonstrate the acquired
knowledge, skills, and attitudes?
13
15. Component 2 : Content and Connections
Living Things & Their
Environment
Characteristics
Structure and Function
Processes
Interactions
Force, Motion and Energy
Movement
Effects of Force
Forms of Energy and
Transformation
Matter
Properties and Structure
Changes
Interactions
Earth and Space
Surroundings: Land, Water,
Air, Weather and Climate
Solar system
Science
Content
(Gr3-10)
Sequence may vary from grade to grade.
27
16. Component 3: Scientific Attitudes and Values
Intellectual honesty
Objectivity
Perseverance
Active listening
Assuming responsibility
Taking initiative
Independent learning
Analyzing and evaluating information, procedures,
and claims.
Making decisions based on sound judgment and
logical reasoning. 28
17. The focus of scientific inquiry is
proposing explanations for
observations about the world
around us.
Inquiry into authentic questions generated from student
experiences is the central strategy for teaching science.
National Science Education Standards, p. 31 .
17
18. Inquiry-based science teaching enables students to…
ask questions and use evidence to answer
them;
conduct an investigation and collect evidence
from a variety of sources;
develop an explanation from the data; and
communicate and defend their conclusions.
Source: NRC, 1997
18
19. Spiral Progression Approach
The scope and sequence
of the content are
developed such that
concepts and skills are
revisited at each grade
level with increasing depth.
As more facts and principles
on each topic are
encountered, the
understanding grows in
breadth and depth, creating
a metaphorical spiral.
In a spiral progression approach to teaching and learning…
• New concepts are built on pupils’prior knowledge and skills to allow gradual mastery from one
grade level to the next.
• There is “vertical articulation” or a progression of competencies from elementary to high sch3o1ol.
20. Grade 7 Grade 8 Grade 9
From a simple understanding
of motion, students learn more
scientific ways of describing (in
terms of distance, speed, and
acceleration) and representing
(using motion diagrams,
charts, and graphs) the motion
of objects in one dimension.
This time, students learn about
the concept of force and its
relationship to motion. They
use Newton’s Laws of Motion
to explain why objects move
(or do not move) the way they
do (as described in Grade 7).
They also realize that if force is
applied on a body, work can be
done and may cause a change
in the energy of the body.
Todeepen their understanding
of motion, students use the
Law of Conservation of
Momentum to further explain
the motion of objects.
FORCE AND MOTION
20
21. Grade 7 Grade 8 Grade 9
This time students recognize
that different forms of energy
travel in different ways−light
and sound travel through
waves, heat travels through
moving or vibrating particles,
and electrical energy travels
through moving charges.
Students learn that transferred
energy may cause changes in
the properties of the object.
They relate the observable
changes in temperature,
amount of current, and speed
of sound to the changes in
energy of the particles
Students explain how
conservation of mechanical
energy is applied in some
structures such as roller
coasters and in natural
environments such as
waterfalls. They further
describe the transformation of
energy that takes place in
hydroelectric power plants.
ENERGY
21
22. Grade 7 Grade 8 Grade 9
In Grade 5, they learned about
the different modes of heat
transfer. This time, they
explain these modes in terms
of the movement of particles.
Students learn that transferred
energy may cause changes in
the properties of the object.
They relate the observable
changes in temperature,
amount of current, and speed
of sound to the changes in
energy of the particles
Students also learn about the
relationship between heat and
work and apply this concept to
explain how geothermal power
plants operate. After they have
learned how electricity is
generated in power plants,
students further develop their
understanding of transmission
of electricity from power
stations to homes.
ENERGY (con’t)
22
23. Grade 7 Grade 8 Grade 9
Students will learn how to
locate places using a
coordinate system. They will
discover that our country’s
location near the equator and
along the Ring of Fire
influences what makes up the
Philippine environment (e.g.
natural resources, climate).
As a result of being located
along the Ring of Fire, the
Philippines is prone to
earthquakes. Using models,
students will explain how
quakes are generated by
faults. They will try to identify
faults in the community and
differentiate active faults from
inactive ones.
Being located along the Ring of
Fire, the Philippines is home to
many volcanoes. Using
models, students will explain
what happens when volcanoes
erupt. They will describe the
different types of volcanoes
and differentiate active
volcanoes from inactive ones.
They will also explain how
energy from volcanoes may be
tapped for human use.
GEOLOGY
23
24. Grade 7 Grade 8 Grade 9
Students will explain the
occurrence of the seasons and
eclipses as a result of the
motions of the Earth and the
Moon. Using models, students
will explain that because the
Earth revolves around the Sun,
the seasons change, and
because the Moon revolves
around the Earth, eclipses
sometimes occur.
Students will complete their
survey of the Solar System by
describing the characteristics
of asteroids, comets, and other
members of the Solar System.
Students will now leave the
Solar System and learn about
the stars beyond. They will
infer the characteristics of stars
based on the characteristics of
the Sun. Using models,
students will show that
constellations move in the
course of a night because of
Earth’s rotation while different
constellations are observed in
the course of a year because
of the Earth’s revolution.
ASTRONOMY
24
25. Grade 7 Grade 8 Grade 9
Students will explain the
occurrence of atmospheric
phenomena (breezes,
monsoons, ITCZ) that are
commonly experienced in the
country as a result of the
Philippines’ location with
respect to the equator, and
surrounding bodies of water
and landmasses.
Being located beside the
Pacific Ocean, the Philippines
is prone to typhoons. In Grade
5, the effects of typhoons were
tackled. Here, students will
explain how typhoons develop,
how typhoons are affected by
landforms and bodies of water,
and why typhoons follow
certain paths as they move
within the Philippine Area of
Responsibility
In this grade level, students will
distinguish weather from
climate. They will explain how
different factors affect the
climate of an area. They will
also be introduced to climatic
phenomena that occur over a
wide area (El Niño and global
warming).
METEOROLOGY
25
26. Grade 7 Grade 8
• Doing Scientific Investigations
• Ways of acquiring knowledge
• Diversity of Materials in the Environment
- Solutions
- Substances & Mixtures
- Elements & Compounds
- Acids & Bases
- Metals & Non-metals
• Particle model of matter the behaviour of
matter in terms of the particles it is made of
• Atomic structure
• Periodic table of elements
MATTER
26
27. Grade 7 Grade 8 Grade 9
In Grade 6, students learned
how to distinguish
homogenous from
heterogeneous mixtures. In
Grade 7, students investigate
properties of solutions which
are homogeneous mixtures.
They learn how to express
concentrations of solutions
qualitatively and quantitatively.
They distinguish mixtures from
substances based on a set of
properties.
Using models, students
learn that matter is made
up of particles, the
smallest of which is the
atom. These particles are
too small to be seen
through a microscope.
Using their understanding of atomic
structure learned in Grade 8,
students describe how atoms can
form units called molecules. They
also learn about ions. Further, they
explain how atoms form bonds (ionic
and covalent) with other atoms by
the transfer or sharing of electrons.
They also learn that the forces that
hold metals together are caused by
the attraction between flowing
electrons and the positively charged
metal
PROPERTIES AND STRUCTURE
27
28. Grade 7 Grade 8 Grade 9
They distinguish mixtures from
substances based on a set of
properties.
Students begin to do guided
and semi guided
investigations, making sure
that the experiment they are
conducting is a fair test.
The properties of
materials that they have
observed in earlier
grades can now be
explained by the type of
particles involved and the
attraction between these
particles.
They also learn that the forces that
hold metals together are caused by
the attraction between flowing
electrons and the positively charged
metal ions. Students explain how
covalent bonding in carbon forms a
wide variety of carbon compounds.
Recognizing that matter consists of
an extremely large number of very
small particles, counting these
particles is not practical. So,
students are introduced to the unit,
mole.
PROPERTIES AND STRUCTURE
28
29. Grade 7 Grade 8 Grade 9
Students recognize that materials
combine in various ways and through
different processes, contributing to the
wide variety of materials. Given this
diversity of materials, they recognize
the importance of a classification
system. They become familiar with
elements and compounds, metals and
non-metals, acids and bases.
Further, students demonstrate that
homogeneous mixtures can be
separated using various techniques.
Students learn that particles are
always in motion. They can now
explain that the changes from solid
to liquid, solid to gas, liquid to solid,
and liquid to gas, involve changes in
the motion of and relative distances
between the particles, as well as the
attraction between them.
They also recognize that the same
particles are involved when these
changes occur. In effect, no new
substances are formed.
Students explain how
new compounds are
formed in terms of the
rearrangement of
particles.
They also recognize
that a wide variety of
useful compounds
may arise from such
rearrangements
CHANGES THAT MATTER UNDERGO
29
30. Grade 7 Grade 8
• Microscopy
• Levels of Organization
• Asexual and sexual reproduction in plants
• Cells in humans, animals & plants
• Biodiversity, the collective variety of
species living in an ecosystem
• Interactions: explaining the food chain in
an ecosystem
• Parts & function: digestive system and how
enzymes affect digestion
• Cellular reproduction & genetics
LIVING THINGS AND THEIR ENVIRONMENT
30
31. Grade 7 Grade 8 Grade 9
In Grade 7, students are
introduced to the levels
of organization in the
human body and other
organisms. They learn
that organisms consist
of cells, most of which
are grouped into organ
systems that perform
specialized functions.
In Grade 8, students learn how the body
breaks down food into forms that can be
absorbed through the digestive system and
transported to cells.
Students learn that gases are exchanged
through the respiratory system. This
provides the oxygen needed by cells to
release the energy stored in food.
They also learn that dissolved wastes are
removed through the urinary system; solid
wastes are eliminated through the
excretory system.
Students learn the coordinated
functions of the digestive,
respiratory, and circulatory
systems.
They also learn that nutrients
enter the bloodstream and
combine with oxygen that was
taken in through the respiratory
system. Together, they are
transported to the cells where
oxygen is used to release the
stored energy.
PARTS AND FUNCTION
31
32. Grade 7 Grade 8 Grade 9
After learning how flowering
and nonflowering plants
reproduce, Grade 7 students
learn that asexual reproduction
results in genetically identical
offspring whereas sexual
reproduction gives rise to
variation.
Students learn the process of
cell division by mitosis and
meiosis. They understand that
meiosis is an early step in
sexual reproduction that leads
to variation.
Students learn the structure of
genes and chromosomes, and
the functions they perform in
the transmission of traits from
parents to offspring.
Students learn the structure of
genes and chromosomes, and
the functions they perform in
the transmission of traits from
parents to offspring.
HEREDITY – INHERITANCE AND VARIATION
32
33. Grade 7 Grade 8 Grade 9
Students learn that the cells in
similar tissues and organs in
other animals are similar to
those in human beings but
differ somewhat from cells
found in plants.
Students learn that species
refers to a group of organisms
that can mate with one another
to produce fertile offspring.
They learn that biodiversity is
the collective variety of species
living in an ecosystem. This
serves as an introduction to the
topic on hierarchical taxonomic
system.
Students learn that most
species that have once existed
are now extinct. Species
become extinct when the
environment changes and they
fail to adapt.
BIODIVERSITY AND EVOLUTION
33
34. Grade 7 Grade 8 Grade 9
Students learn that interactions
occur among the different
levels of organization in
ecosystems. Organisms of the
same kind interact with each
other to form populations;
populations interact with other
populations to form
communities.
Students learn how energy is
transformed and how materials
are cycled in ecosystems.
Students learn how plants
capture energy from the Sun
and store energy in sugar
molecules (photosynthesis).
This stored energy is used by
cells during cellular respiration.
These two processes are
related to each other.
ECOSYSTEMS
34
35. KaSaMa Teachers Online Community
• Special Acknowledgement:
Dr. Marlene B. Ferido, Ph.D. of UP NISMED
• UP NISMED initiated an online community with the country’s science
and mathematics educators called KaSaMa Teachers (Ka Science,
Ka Mathematics). http://kasamateachers.ning.com
• Members contribute, participate, and interact to share practices,
ideas, challenges, and solutions.
• Membership is free.As of 04 July 2013, KaSaMa Teachers has 751
members.
• For more T/L materials for science education , visit
http://curriculum.nismed.upd.edu.ph/
35
36. CONCLUDING REMARKS
Ocean literacy is understanding the influence of the ocean on us and our
influence on the ocean.
An ocean-literate person:
understands the essential
principles and fundamental
concepts about the functioning of
the ocean;
can communicate about the ocean
in a meaningful way;
is able to make informed and
responsible decisions regarding
the ocean and its resources
36
37. The ocean is a major
influence on weather and
climate;
The ocean makes Earth
habitable;
The ocean supports a great diversity of life and
ecosystems;
The ocean and people are inextricably interconnected and the ocean is
largely unexplored.
The ocean and life in the
ocean shape the features of
the Earth;
The Earth has one big ocean
with many features;
The seven essential principles
(each supported by several fundamentalconcepts)
37
38. In a spiral progression approach
to teaching and learning;
38
• New concepts are built on pupils’ prior knowledge and skills to allow gradual
mastery from one grade level to the next
• There is “vertical articulation” or a progression of competencies from
elementary to high school.
• The Philippines has to learn from its Asian counterpart on their best
practices in promoting ocean literacy in their K to 12 curriculums.
• Todate, series of free webinars for science educators in the country are
being provided which aims to share critical information, resources, &
updates to support science teachers in their implementation of the K to 12
science curriculum.
• PowerPoint presentations, webinar recordings, and ongoing discussions on
the webinars and on K to 12 science are available in KaSaMa Teachers by
UPNISMED.
•