SECONDARY EDUCATION CURRICULUM (SCIENCE) Program Standard: The learner demonstrates understanding of basic Science concepts and processes

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

General Standard: The learner demonstrates understanding of fundamental concepts and processes in Chemistry, Physics, Space Science and Ecology in an integrative way to analyze/solve problems critically, think innovatively/creatively, and make informed decisions in order to protect the environment, conserve resources and sustain quality life. Quarter 1 A The Scientific Method Stage 1: Results/Outcomes Standard Content The learner demonstrates understanding on scientific methods.
I. Formulating Research Problem 1. Definition and sources of research problem/ topic 2. Selection of communitybased research problem/ topic 3.Main and sub-objectives of research problem/ topic 4. Significance of the research problem/ topic 5. Scope and limitations 6. Variables II. Formulating Hypothesis III. Planning the Research Design 1.Research as a process 2.Applied and basic research

Performance Learners perform in groups at least one teacher-guided community-based investigation using scientific method(s).

Essential Understanding Question Scientific methods are When do scientific valuable when methods become internalized as a valuable? process to: a) solve problems in life; b) explain natural phenomena, and c) develop/invent useful products.

Product / Performance Conduct of a teacher-guided community-based science investigation using scientific methods

Stage 2: Assessment Level of Understanding EXPLANATION Synthesize how scientific knowledge is acquired and validated. Criteria a. Thorough (explaining all needed steps of scientific methods used until conclusions are reached to generate scientific knowledge; and explaining how results of science investigations are subjected to review and testing of other scientists) b. Clear (expressing with clarity the scientific thought in oral or written form) c. Justifiable ( providing depth and breadth of scientific reasoning) INTERPRETATION Make sense of the importance of translating the data collected through tables and graphs while using scientific methods. Criteria a. Meaningful ( giving brief yet

Level of Performance Performance assessment of the conduct of a teacherguided science investigation based on the following criteria: Communitybased Using scientific methods

Stage 1: Results/Outcomes Standard Content

3. Experimental design 4. Time Table 5. Materials and methods IV. Conducting Actual Experiment 1.Use of laboratory apparatus 2.Precision and accuracy 3.Proper handling and disposal procedures 4.Notetaking and data collection (using qualitative and quantitative observations) V. Detecting Patterns and Trends 1. Classification of data 2.Use of graphs and tables 3.Describing data 4. Testing of hypothesis VI. Making Conclusions and Recommendations VII. Abstract Writing

Performance

Essential Understanding Question

Product / Performance

Stage 2: Assessment Level of Understanding substantial discussion on the importance of graphing/ tabulating data while using scientific methods) b.Illustrative (using given graphed or tabulated data to show relationships or connections between organizing or transforming raw data and the provision of a more compact and organized way based on specific purposes; how relationships or connections can be used in determining pattern and trend) APPLICATION Use scientific methods in solving problem at home/community (eg. increase of insect pests) considering either economic, social, cultural or other factors. Criteria a. Appropriate (illustrating how scientific method(s) can be used/ adapted/ customized in solving problems at home or community) b.Practical (discussing how scientific methods can be done easily to solve a problem at home or in the community) c.Efficient (expounding how time and resources can be used productively,

Level of Performance

Stage 1: Results/Outcomes Standard Content

VIII. Peer Review

Performance

Essential Understanding Question

Product / Performance

Stage 2: Assessment Level of Understanding how safety measures can be done throughout the investigation, and how data can be recorded objectively or honestly) d.Effective (discussing how the desired/ expected results/outputs can be achieved after using scientific method/s) PERSPECTIVE Analyze how approaches/ procedures of investigations done by some scientists differ from or similar to those of others. Criteria a. Insightful (providing similarities and differences on the approaches/ procedures after considering all situations/ views) b.Credible (using authoritative sources of information while expounding similarities and differences) c.Reflective of critical thinking (combining research, knowledge of historical context, and balanced judgment to prove similarities and differences; becoming skeptical of another view point based on very small sample of data; distinguishing between

Level of Performance

Stage 1: Results/Outcomes Standard Content Performance Essential Understanding Question Product / Performance

Stage 2: Assessment Level of Understanding irrelevant and relevant or inaccurate and accurate information, and appropriate and inappropriate analogies) EMPATHY Assume the role of a scientist. Be open to emulate scientists the way they develop their attitudes and values while using scientific method/s. Criteria a. Perceptive (recognizing scientific attitudes and values developed by scientists while doing scientific method/s) b. Receptive (accepting readily/ willingly that these scientific attitudes and values must be developed by scientists and oneself) c. Responsive (exhibiting how scientists develop scientific attitudes and values while using scientific methods)

Level of Performance

SELF-KNOWLEDGE Recognize ones best contribution to community using scientific method.

Stage 1: Results/Outcomes Standard Content Performance Essential Understanding Question Product / Performance Criteria

Stage 2: Assessment Level of Understanding

Level of Performance

a. Reflective(becoming aware of ones limitations in applying scientific methods, and of how ones thought is influenced/ shaped by these) b.Responsive (reacting positively as a result of change in ones view from using scientific method/s; reacting positively showing how the learner can use scientific methods beneficial to the community)

Quarter IB - Matter Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question The learner demonstrates Learners, working in groups, Understanding on How does understanding on changes in manifest understanding on changes in properties understanding on Stage 2: Assessment Level of Understanding EXPLANATION

Product / Performance Manifestation of understanding on

Level of Performance Performance assessment of the

Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question properties of matter. changes in properties of of matter is important changes in matter and their benefits to when manifested in properties of I .Properties and Phases of ones health and the creating products that matter become Matter environment through are significantly beneficial? creating innovative, beneficial to ones 1.Properties of matter (physical: marketable, replicable and health and the extensive or intensive; cost-effective products. environment. chemical)
2. Phases of matter (solid, liquid, gas and plasma) II. Classification of Matter I. 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. Effects of Physical and Chemical Changes on Health and the Environment

Product / Performance changes in properties of matter through creation of innovative, marketable, replicable and costeffective products that are beneficial to ones health and the environment.

Stage 2: Assessment Level of Understanding Prove that matter undergoes physical or chemical change or both. Criteria: a. Thorough ( discussing completely why matter undergoes physical or chemical change or both) b.Justifiable ( providing depth and breadth of scientific reasoning) c.Clear (expressing with clarity scientific thoughts in written or oral form) INTERPRETATION Make sense of the data gathered from investigations that indicate changes in properties of matter. Criteria: a. Meaningful (drawing inference or making justification on the data presented) b. Illustrative (discussing accurately and comprehensively the details of information) APPLICATION Propose ways on how understanding on changes in properties of matter can

Level of Performance manifestation of understanding on changes in properties of matter through creation of product(s) based on the following criteria: Innovativeness/ creativity - originality - critical thinking in finding ways/means to produce the product Marketability - quality - aesthetic value - usability Replicability of the production processes - easy/simple production process - availability of materials Cost- effectiveness - quality product at

Content

Stage 1: Results/Outcomes Standard Essential Performance Understanding Question

Product / Performance

Stage 2: Assessment Level of Understanding be used in life. Criteria a. Appropriate (proposing ways or approaches in regard to how the understanding on changes in properties of matter can be used/adapted/ customized in relation to ones life) b.Practical (suggesting how these ways or approaches can be done easily) c.Efficient (expounding how the proposed ways or approaches will employ the productive use of time and resources) d.Effective (achieving the desired result in using the understanding on changes in properties of matter) PERSPECTIVE Argue on the use of some commercially available products (fertilizers, detergents, instant noodles, toothpaste, shampoos, automobiles, toys with high content of lead, milk and other dairy products with melamine content, refrigerators , etc..) based on their effects on health and the environment. Criteria a. Insightful (developing ones

Level of Performance low cost - availability of materials

Manifestation of changes in properties of matter Benefits to ones health and the environment

- usability - practicality - safety in using the product

Content

Stage 1: Results/Outcomes Standard Essential Performance Understanding Question

Product / Performance

Stage 2: Assessment Level of Understanding argument after considering all effects of some commercially-available products on health and the environment) b.Credible (citing authoritative sources of information while arguing or defending a point of view) c.Reflective of critical thinking (combining research, knowledge of historical context, and balanced judgment to choose the most reasonable view based on objectivity and discretion to disregard personal biases/ prejudices) EMPATHY Role play a workers feeling (that of a farmer, fisherman, etc depending on the context of learners community) when there is less production due to some changes/practices that evolved (long term use of pesticides, rampant use of illegal fishing activities, etc). Criteria a. Perceptive (recognizing the problem a worker faces) b. Receptive (accepting readily/ willingly a workers feeling about the less yield of products due to some changes

Level of Performance

Content

Stage 1: Results/Outcomes Standard Essential Performance Understanding Question

Product / Performance

Stage 2: Assessment Level of Understanding (changes in properties of the soil, long term use of pesticides, rampant use of illegal fishing activities, etc) c.Sensitive (demonstrating how a worker reacts to this situation) SELF-KNOWLEDGE Realize how understanding on changes in properties of matter affects ones view on health and the environment. Criteria a. Reflective (becoming aware how ones view on health and the environment is affected by the understanding on changes in properties of matter) b.Responsive (reacting positively as a result of redirecting/ changing ones thought or view)

Level of Performance

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Quarter 2A The Laws of Motion Stage 1: Results/Outcomes Standard Content The learner demonstrates understanding on the laws of motion.
I. Description of Motion 1.Distance, displacement, speed and velocity 2.Uniform velocity & uniform acceleration

Performance Learners, working in pairs, integrate their understanding on the laws of motion in a clear, practical/ applicable and comprehensive guide on safety and protection.

Essential Understanding Question The laws of motion In what ways are are valuable when the laws of motion integrated in important? observing safety measures.

Product / Performance Integration of the laws of motion in a clear, practical/ applicable and comprehensive guide on safety and protection

Stage 2: Assessment Level of Understanding EXPLANATION Predict when an accident is bound to happen (because something / someone in the incident did not consider the laws of motion). Justify. Criteria a. Accurate (using correct science concept/s behind the cited event)

Level of Performance Performance assessment of integration of the laws of motion in a guide on safety and protection based on the following criteria: Clarity

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Stage 1: Results/Outcomes Standard Content

3.Free fall, projectile and circular motion II. Cause of Motion 1. Newtons laws of motion a. Force and Inertia: the first law b. Force, mass, and acceleration: the second law c. Action and reaction: the third law III. Forces and the Laws of Motion 1. Mass, weight and gravity 2. Friction 3.Equilibrium IV. Implications of the Laws of Motion on safety and protection

Performance

Essential Understanding Question

Product / Performance

Stage 2: Assessment Level of Understanding b.Clear (expressing with clarity scientific thoughts in written / oral form) INTERPRETATION Translate by using graphs, the varied motion of bodies in real life.

Level of Performance Practicality/ Applicability in varied contexts

Criteria a. Accurate (presenting true and correct illustrations) b.Comprehensive (presenting possible motion examples existing in real life)

Comprehensi veness

Accuracy (accurate integration of the laws of motion)

APPLICATION Propose ways on how the laws of motion can be used in life. Criteria a. Appropriate (citing the laws of motion that fits the situation / event) b. Effective (achieving the desired result) PERSPECTIVE

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Stage 1: Results/Outcomes Standard Content Performance Essential Understanding Question Product / Performance

Stage 2: Assessment Level of Understanding Argue the need for safety gadgets or protective devices /gears when engaged in fast moving activities (cycling, running, playing rough games, etc.). Criteria a. Credible (citing authoritative source/s of information while arguing for or against a point of view) b.Insightful (creating ones own view after considering all the situations) EMPATHY Assume the role of a victim of an accident due to inability to apply the laws of motion. Criteria a. Receptive (becoming ready / willing to accept that humans fail to remember to take precautions either due to negligence or lack of knowledge) b.Perceptive ( recognizing emotions of others) c.Responsive (exhibiting others feelings and reciprocate it in some ways) SELF-KNOWLEDGE

Level of Performance

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Stage 1: Results/Outcomes Standard Content Performance Essential Understanding Question Product / Performance

Stage 2: Assessment Level of Understanding Realize that the laws of motion help one become safety conscious. Criteria a. Reflective (becoming aware of how ones thoughts are influenced by certain factors like accidents which happen because some people neglect to consider the laws of motions) b.Responsive (reacting positively from ones understanding of the laws of motion)

Level of Performance

Quarter 2B Energy Transfer Stage 1: Results/Outcomes Standard Content The learner demonstrates understanding on energy transfer. I. Energy Transfer (spontaneous transfer of energy, deliberate transfer of energy, work, machines, kinetic and potential energy, power and efficiency of machines, power rating of Performance Learners, working in groups, advocate wise use of energy and its alternative sources in the community through a cooperatively planned, relevant, comprehensive, accurate and creative or Essential Understanding Question Advocating for Why should we efficient energy advocate for transfer is a means of efficient energy using energy transfer? resources wisely and its alternative sources in the community. Product / Performance Conduct of advocacy for wise use of energy and its alternative sources through a cooperatively planned, relevant, comprehensive, and creative or innovative activity Stage 2: Assessment Level of Understanding EXPLANATION Demonstrate how energy is transferred efficiently. Criteria a. Accurate (giving correct data / information) b.Clear (expressing with clarity the scientific thought)

Level of Performance Performance assessment of the conduct of advocacy activity for wise use of energy and its alternative sources in the community based on the following criteria: I. Cooperation

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Stage 1: Results/Outcomes Standard Content electrical appliances, human activities that impact on the thermal environment) II. The Law of Conservation of Energy III. Conserving Energy and Energy Resources (energy use and sources) Performance innovative activity. Essential Understanding Question . Product / Performance

Stage 2: Assessment Level of Understanding c.Thorough (giving complete explanation in terms of how energy is transferred efficiently in two or more ways) d.Justifiable (providing depth and breadth of scientific reasoning) INTERPRETATION Evaluate how energy is conserved as reflected in the different power ratings of electrical appliances. Criteria a. Illustrative (discussing in details how power ratings vary) b.Meaningful (showing the importance of having different power ratings by relating these to conserving energy) c.Accuracy (computing energy use of appliance/s of different power ratings) APPLICATION Propose ways to minimize energy consumption. Criteria a. Appropriate (expressing varied ways how energy consumption can be

Level of Performance Teamwork (members work together; each member performs a specific task) Communication (members communicate thought processes and strategies by asking questions, discussing ideas, offering constructive criticisms, and summarizing discoveries as a result of the groups effort to come up with an advocacy) 2. Relevance/ suitability in the context of ones community 3. Comprehensiveness 4. Innovativeness/ Creativity in the design and/or implementation of the

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Stage 1: Results/Outcomes Standard Content Performance Essential Understanding Question Product / Performance

Stage 2: Assessment Level of Understanding minimized within ones context or experience) b.Practical (illustrating how such ways can be done easily) c.Efficient (expounding how these proposed ways can be done using time and resources productively) d.Effective (presenting documents showing that desired results are achieved) PERSPECTIVE Infer how proposed ways to minimize energy consumption contribute to global campaign on the wise use of energy. Criteria a. Credible(citing authoritative source of information / data while arguing for/against a view) b. Reflective of critical thinking (reaching the view impartially and without bias by combining research, knowledge of historical context, and having a balanced judgment) c.Insightful ( creating ones own view after considering all the situations / views)

Level of Performance activity 5. With a focus on the wise use of energy and its alternative sources in the community

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Stage 1: Results/Outcomes Standard Content Performance Essential Understanding Question Product / Performance

Stage 2: Assessment Level of Understanding EMPATHY Imagine how you will live in a world characterized by the abundance of nonuseful form of energy. Criteria a. Receptive (being ready / willing to accept the possibility of having a lack of useful form of energy) b.Perceptive (recognizing emotions / world view of others) c. Responsive (exhibiting others feelings or worldview and able to reciprocate it) SELF-KNOWLEDGE Recognize the need to use energy and its alternative sources wisely. Criteria a. Reflective (becoming aware of how ones thoughts are influenced by certain factors (e.g., acquisition of a comprehensive knowledge and skills on energy demands) b.Responsive (reacting positively from ones understanding of energy transfer)

Level of Performance

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Stage 1: Results/Outcomes Standard Content Performance Essential Understanding Question Product / Performance

Stage 2: Assessment Level of Understanding

Level of Performance

Quarter 2C Plate Tectonics Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question The learner demonstrates Learners, working in Understanding on What does understanding on plate pairs, manage the plate tectonics helps understanding on tectonics effects on human us realize that we plate tectonics tell lives and the share the same us? I. Evidence of Plate Tectonics environment of planet in which there events associated are many events 1.Lithosphere and with plate tectonics whose effects should asthenosphere through informed be managed 2.Continental drift theory decision making. because they Stage 2: Assessment Level of Understanding Explanation Describe how plate tectonics cause earthquakes and formation of mountains and volcanoes. Criteria a. Thorough (explaining the science concepts how earthquakes and

Product / Performance Informed decision making on actions learners need to take to manage the effects on human lives and the environment of events associated with plate tectonics

Level of Performance Performance assessment of the learners capability to make decisions based on the following criteria: 1.informed decision 2. Actions learners

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Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question 3.Seafloor spreading inevitably affect human lives and the 4.Relationship of laws of environment.
motion & energy transfer to plate tectonics

Product / Performance

Stage 2: Assessment Level of Understanding formation of mountains and volcanoes are caused by plate tectonics) b.Clear (expressing with clarity the scientific thought in oral or written form) c.Justifiable ( providing depth and breadth of scientific reasoning) d. Accurate (providing correct science concepts in explaining how earthquakes, and formation of mountains and volcanoes are caused by plate tectonics) INTERPRETATION Make sense of the connections involving recent occurrences of earthquakes and tsunamis that affected countries around the world. Criteria

II. Managing Effects of Natural Phenomena associated with Plate Tectonics 1.Earthquake a. Causes of earthquake b. Damages caused by earthquake on human lives and the environment. c. Earthquake and tsunami d. Management of damages caused by earthquake

Level of Performance need to take to manage the effects on human lives and the environment of events associated with plate tectonics.

2.Mountain formation a. Plate tectonics and formation of types of mountain 3.Volcanoes a. Types of volcanoes b.Volcanic activities

a. Meaningful (seeing the connections within the immediate context of the learner) b.Illustrative (discussing in detail the connections involving recent occurrences of earthquakes and tsunamis among countries) APPLICATION

c.Effects of volcanic eruptions on humans and the

Propose implementation of safety

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Content
environment

Stage 1: Results/Outcomes Standard Essential Performance Understanding Question

Product / Performance

Stage 2: Assessment Level of Understanding measures before, during, and after the occurrence of earthquakes, tsunamis and volcanic eruptions. Criteria a. Appropriate (providing safety measures before, during, and after the occurrence/s of these natural phenomena and telling how such measures can be used, adapted and customized in different/several situations or contexts) b.Practical (discussing how safety measures can be done easily) c.Efficient (expounding how time and resources can be used productively while using, adapting and customizing such safety measures ) d.Effective(discussing how the desired/ expected results can be achieved after using safety measures) PERSPECTIVE Analyze government efforts (international, national and local) in reducing damages of earthquakes, tsunamis and volcanic eruptions reasonable based on cost effectiveness. Criteria

Level of Performance

d.Making predictions for the country in regard to volcanic activities e.Monitoring and safeguards for volcanic activities

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Content

Stage 1: Results/Outcomes Standard Essential Performance Understanding Question

Product / Performance

Stage 2: Assessment Level of Understanding a. Insightful (developing ones view after considering all government efforts in reducing damages of earthquakes and volcanic eruptions) b.Credible (citing authoritative/primary sources of information while arguing for the reasonability of government efforts in reducing damages of earthquakes and volcanic eruptions based on the cost effectiveness analysis) c.Reflective of critical thinking (combining research, knowledge of historical context, and balanced judgment to prove the reasonable or unreasonable government efforts in reducing damages of earthquakes and volcanic eruptions based on cost effectiveness analysis) EMPATHY Imagine what other people feel and how they adjust while living in areas frequented by earthquakes, tsunamis or volcanic eruptions. Criteria a. Perceptive (recognizing the effects on people living in areas frequented by earthquakes and volcanic eruptions) c.Sensitive (exhibiting what these people

Level of Performance

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Content

Stage 1: Results/Outcomes Standard Essential Performance Understanding Question

Product / Performance

Stage 2: Assessment Level of Understanding feel and how they adjust as a result of experiencing effects of these natural phenomena) SELF-KNOWLEDGE Self-assesses how the understanding on reducing damages of earthquakes, tsunamis and volcanic eruptions shapes/influences ones beliefs and values on volunteerism. a. Reflective (becoming aware of how ones beliefs and values on volunteerism are influenced/ shaped by knowledge on reducing damages brought about by earthquakes and volcanic eruptions) b.Responsive (reacting positively/how one must behave as a result of changing ones beliefs and values on volunteerism)

Level of Performance

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Quarter 3A Sun-Moon-Earth System Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question The learner demonstrates Learners, working Understanding on In what way is the understanding on effects of individually or in the Sun-Moon-Earth understanding on the Sun-Moon-Earth groups, make System is valuable the Sun-MoonSystem. informed decision to when used making Earth System manage the effects informed decision to valuable? I. Day and Night Cycle of the Sun-Moonmanage its effects Earth System on on activities involving 1.Causes of day and night activities related to livelihood, health and cycle livelihood, health and transportation. 2.Effects of day and night transportation.
cycle on human activities related to health, livelihood and transportation 3. Human practices/

Product / Performance Informed decision making on actions learners need to take to manage the effects of the SunMoon-Earth System on activities related to livelihood, health and transportation.

1Stage 2: Assessment Level of Understanding EXPLANATION Demonstrate how the Sun-Moon-Earth System causes different natural phenomena. Criteria a. Thorough (explaining science concepts behind each natural phenomenon caused by Sun-MoonEarth System) b.Clear (expressing with clarity the scientific thought in oral or written form)

Level of Performance Performance assessment of the learners capability to make decisions based on the following criteria: 1.informed decision 2. Actions learners need to take to manage the effects of the Sun-MoonEarth System on activities related to

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Content

Stage 1: Results/Outcomes Standard Essential Performance Understanding Question

superstitious beliefs common in the community related to the phenomenon II. Seasonal Patterns 1.Causes of seasonal patterns 2. Effects of seasonal patterns on human activities related to health, livelihood and transportation 3. Human practices/ superstitious beliefs common in the community related to the phenomenon

Product / Performance

1Stage 2: Assessment Level of Understanding c.Justifiable ( providing depth and breadth of scientific reasoning) d. Accurate (providing correct science concepts in explaining how each phenomenon is caused by Sun-MoonEarth System) INTERPRETATION Illustrate through graphs the phenomena caused by the Sun-MoonEarth System

Level of Performance livelihood, health and transportation.

Criteria
III. Phases of the moon 1.Causes of phases of the moon 2. Effects of phases of the moon on human activities related to health, livelihood and transportation 3. Human practices/ superstitious beliefs common in the community related to the phenomenon IV. Eclipses

a. Meaningful (providing substantive information of the phenomena being illustrated ) b. Accuracy (depicting correct data or information through graphs) APPLICATION Propose ways of adopting/adapting safety measures during the occurrence of some natural phenomena caused by Sun-Moon-Earth System. Criteria a. Appropriate (providing safety

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Content
1.Causes of eclipses

Stage 1: Results/Outcomes Standard Essential Performance Understanding Question

Product / Performance

1Stage 2: Assessment Level of Understanding measures during the occurrence/s of these natural phenomena and telling hhow such measures can be used, adapted and customized in different/several situations or contexts) b.Practical (discussing how safety measures can be done easily) c.Efficient (expounding how time and resources can be used productively while using, adapting and customizing such safety measures) d.Effective (discussing how the desired/ expected results can be achieved after using safety measures) PERSPECTIVE Infer 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 (developing ones view after considering all superstitious beliefs and community practices related to natural phenomena caused by the Sun-MoonEarth System) b.Credible ( citing authoritative/primary sources of information while arguing for

Level of Performance

2. Effects of eclipses on human activities related to health, livelihood and transportation 3. Human practices/ superstitious beliefs common in the community related to the phenomenon V. Tides 1.Causes of tides 2. Effects of tides on human activities related to health, livelihood and transportation

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Content

Stage 1: Results/Outcomes Standard Essential Performance Understanding Question

Product / Performance

1Stage 2: Assessment Level of Understanding limited or adequate evidences of superstitious beliefs and community practices) c.Reflective of critical thinking (combining research, knowledge of historical context, and balanced judgment to prove the limitations or adequacy of evidences for superstitious beliefs and community practices; becoming skeptical of arguments based on small samples of data, biased samples or samples for which there was no control sample; distinguishing between irrelevant and relevant or inaccurate and accurate information, illogical and logical conclusions, and appropriate and inappropriate analogies) EMPATHY Relate how people living in different topographical locations (highland, lowland, coastal areas, riverbanks, etc) might feel about being affected by the Sun-Moon-Earth System. Criteria a. Perceptive (recognizing the effects of the Sun-Moon-System methods to people living in different topographical locations)

Level of Performance

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Content

Stage 1: Results/Outcomes Standard Essential Performance Understanding Question

Product / Performance

1Stage 2: Assessment Level of Understanding c.Sensitive (exhibiting what these people feel and how they adapt as a result of the effects of the Sun-Moon-Earth System they have been experiencing) SELF-KNOWLEDGE Reflect on how the understanding on Sun-Moon-Earth System influences ones beliefs, behavior, practices and way of life. a. Reflective (becoming aware of how ones beliefs, behavior, practices and way of life are influenced/ shaped by the understanding on Sun-Moon-Earth System) b.Responsive (reacting positively/how one must behave as a result of changing ones view)

Level of Performance

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Quarter 3B Earth and Space Explorations Stage 2: Assessment Stage 1: Results/Outcomes Standard Content Performance The learner demonstrates Learners, working in understanding on earth and groups, advocate the space explorations. use of technologies and recent I. Space-based Observations of discoveries/ the Earth (historical breakthroughs development, types and uses of resulting from earth satellites in exploring mineral and space deposits, weather events, explorations for the topography, etc) benefit of society.
II. Explorations of Earths Waters (Earth as the water planet, freshwater resources, ocean systems and ocean environments) III. Earth-based and Spacebased Observations of Space (historical development of

Essential Understanding Question Earth and space To what extent are explorations lead to earth and space breakthroughs/ explorations discoveries and useful? Explain. develop technologies, the use of which should be advocated for the benefit of society.

Product / Performance Conduct of an activity clearly advocating the use of technologies and recent discoveries or breakthroughs resulting from earth and space explorations for the benefit of society

Level of Understanding EXPLANATION Describe in your own words the significance of advances in earth and space explorations. Criteria a. Thorough (explaining completely the significance of advances in earth and space explorations ) b.Clear (expressing with clarity the scientific thought in oral or written form) c.Justifiable (providing depth and breadth of scientific reasoning) INTERPRETATION

Level of Performance Performance assessment of an advocacy activity based on the following criteria:

Clear advocacy on the use of technologies and recent discoveries and breakthroughs resulting from earth and space explorations Beneficial to society

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Stage 2: Assessment Stage 1: Results/Outcomes Standard Content

astronomy form ancient to modern, technologies or tools used to explore the space: telescopes, spacecrafts, orbiters, landers, probes and flyby; space flights and challenges encountered by astronauts/ cosmonauts, explorations within the Solar System, explorations outside of the Solar System) III. Recent Discoveries or Breakthroughs (latest information/ discoveries about earth and space, latest theories developed on space/ universe, benefits of the society from spinoffs of technologies used in earth and space explorations)

Performance

Understanding

Essential Question

Product / Performance

Level of Understanding Evaluate the advances made through earth and space explorations. Criteria a. Meaningful (giving substantial insights about earth and space explorations) b. Illustrative (discussing in detail these insights using varied examples; becoming aware that there may be more than one way to interpret data on space explorations) APPLICATION Use practically the information gained from space-based observations of the Earth. Criteria a. Appropriate (discussing how the information gained from spaced-based observations of the earth can be used, adapted and customized daily in ones context) b.Practical (illustrating how the use, adaptation and customization of these information can be done easily) c.Efficient (expounding how the use of these information employs the productive utilization of time and resources)

Level of Performance

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Stage 2: Assessment Stage 1: Results/Outcomes Standard Content Performance Understanding Essential Question Product / Performance Level of Understanding d.Effective (discussing how the desired/ expected results can be achieved after using the information from space-based observations of the earth) Level of Performance

PERSPECTIVE Infer on the risks and cost effectiveness of efforts done in earth and space explorations. Criteria a. Insightful (developing ones view after considering all efforts in earth and space explorations) b. Credible (citing authoritative/primary sources of information while arguing for the reasonability of efforts in earth and space explorations based on the cost effectiveness analysis) c.Reflective of critical thinking (combining research, knowledge of historical context, and balanced judgment to prove the reasonable or unreasonable efforts in earth and space explorations based on cost effectiveness analysis)

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Stage 2: Assessment Stage 1: Results/Outcomes Standard Content Performance Understanding Essential Question Product / Performance Level of Understanding EMPATHY Role play how astronauts/ cosmonauts or oceanographers might feel about adjusting to problems in earth or space explorations. a. Perceptive (recognizing problems faced by astronauts/ cosmonauts or oceanographers during earth or space explorations) b. Receptive (accepting readily/ willingly the feeling of astronauts/ cosmonauts about adjusting to problems encountered during earth or space explorations) c. Responsive (exhibiting how cosmonauts/ astronauts or oceanographers feel and adjust to problems encountered during earth or space explorations) SELF-KNOWLEDGE Be aware on how information from earth and space explorations help one become more objective and appreciative of the wonders of nature. Criteria a. Reflective (becoming aware that information from earth and space explorations make one objective and Level of Performance

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Stage 2: Assessment Stage 1: Results/Outcomes Standard Content Performance Understanding Essential Question Product / Performance Level of Understanding appreciative of wonders of nature) b.Responsive (reacting positively as a result of having information from earth and space explorations changed ones view) Level of Performance

Quarter 4 Basics of Ecology and Human Impact on Ecosystems Stage 1: Results/Outcomes Standard Content The learner demonstrates understanding on basics of ecology and human impact on ecosystems.
I. Basics of Ecology 1.Basic units of ecology (organism to biosphere 2.Components of ecosystem (ecological communities, ecological habitats, ecological niches) 3.Functions of ecosystem (selfregulating: carrying capacity, maximum sustainable yield, waste assimilative capacity, natural enemies; self-

Performance Learners, working in groups, contribute to conservation of resources and/or solution of an ecological problem existing in the immediate community through the cooperative conduct of an innovative/ creative environmental activity or project.

Essential Understanding Question Humans, as Why are humans stewards of our finite stewards of our earth, are tasked to finite earth? contribute to (a) conservation of resources and (b) solution of ecological problems through cooperative conduct of environmental activities or projects.

Product / Performance Conserving resources and/or solving an ecological problem existing in the immediate community through the cooperative conduct of an innovative/ creative environmental activity or project (either clean-up drive, eco-fun run, tree planting, riprapping, IGP for an environmental

Stage 2: Assessment Level of Understanding EXPLANATION Prove how organisms affect the environment. Criteria a. Thorough (discussing completely why organisms affect the environment) b.Justifiable ( providing depth and breadth of scientific reasoning) c.Clear (expressing with clarity scientific thoughts in written or oral form) INTERPRETATION Evaluate how understanding on

Level of Performance Performance assessment of a conduct of an environmental activity based on the following criteria: 1. Cooperation Teamwork ( members work together; each member performs a specific task) Communication (members communicate thought processes and strategies by asking questions, discussing ideas, offering constructive criticisms, and summarizing discoveries as a result of the groups involvement in an

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Stage 1: Results/Outcomes Standard Content

perpetuating) II.Human Impact on Ecosystems 1.Altering biotic and abiotic factors 2.Human contributions to pollution and its impact on ecosystems (impact on the quality of air and water, global warming and climate change) III. Seven (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)

Performance

Essential Understanding Question

Product / Performance cause, etc.)

Stage 2: Assessment Level of Understanding ecosystems benefits humans. Criteria a. Meaningful (giving the importance of ecosystems using ones immediate context) b.Illustrative (discussing vividly how ecosystems are valuable to humans)

Level of Performance environmental activity)

2. Innovativeness/ Creativity Active learning (group members explore new ways or approaches to address an ecological problem

APPLICATION Design how resources can be sustained using basic concepts of ecology. Criteria a. Appropriate (discussing how each key concept of ecology can help in sustaining resources) b.Practical (illustrating how the design can be done easily) c.Efficient (expounding how the use of these key concepts will result to utilizing time and needed materials/ equipment productively) d.Effective (discussing how the desired/ expected results-eg.sustaining resources, can be achieved after using

3. Contribution to
conservation of resources and/or solution of an ecological problem existing in the immediate community

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Stage 1: Results/Outcomes Standard Content Performance Essential Understanding Question Product / Performance

Stage 2: Assessment Level of Understanding important concepts of ecology) PERSPECTIVE Argue on thinking globally and acting locally to protect ecosystems. Criteria a. Insightful ( developing ones own view after exhausting all views about thinking globally and acting locally) b.Credible ( citing authoritative sources of information while arguing or defending ones view) c.Reflective of critical thinking (combining research, knowledge of historical context, and balanced judgment to choose the most reasonable view; distinguishing between irrelevant and relevant or inaccurate and accurate information, logical and illogical conclusions, and appropriate and inappropriate analogies) EMPATHY Assume the role of an environmentalist committed to protect the Earth. Criteria a. Perceptive (recognizing the task of an

Level of Performance

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Stage 1: Results/Outcomes Standard Content Performance Essential Understanding Question Product / Performance

Stage 2: Assessment Level of Understanding environmentalist to the Earth) b. Receptive (accepting readily/ willingly that every environmentalist is tasked to protect Earth) c. Responsive (exhibiting the task of an environmentalist to protect the environment and conserve Earths resources) SELF-KNOWLEDGE Realize ones contribution to environmental protection and conservation of resources. Criteria a. Reflective (becoming aware of ones contribution to environmental protection and conservation) b.Responsive (reacting positively as a result of redirecting/ changing ones thought or view)

Level of Performance

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