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Learning Strand 2
SCIENTIFIC AND CRITICAL THINKING SKILLS
May 2019
Alternative Learning System K to 12 Basic Education Curriculum (ALS K to 12 BEC)
This curriculum guide is specific for Learning Strand 2 which is about Scientific Literacy and Critical Thinking Skills. Primarily this is the continuum of
science content area and learning competencies for the Alternative Learning System (ALS) K to 12 Basic Education Curriculum (BEC). This serves as a guide
for ALS implementers in their learning interventions for various literacy levels: (a) lower elementary; (b) advanced elementary; (c) lower junior high school;
and (b) advanced junior high school. Consistent with the ALS K to 12 BEC framework, Learning Strand 2 is not implemented for the basic level. Similarly, this
curriculum guide is not for the senior high school level as it will have its own version.
There is only one (1) content standard in this curriculum guide which emphasizes the application of scientific ways of thinking in daily life.
Subsequently, there are six (6) performance standards. These performance standards are categorizations of science areas, specifically on scientific values
and attitudes, superstitions and scientific inquiry, scientific method, biological science, disaster risk reduction and readiness management, and physical
science. It is designed that in each performance standard, there are sets of learning competencies that are qualifying and facilitative in nature to attain the
desired science skill level intended for ALS learners.
There are five (5) major columns designed in each performance strand: (1) competency number – there are major competencies indicated with a
whole number which are then supported with enabling competencies that are enumerated with decimal places; (2) learning competency – these are the skills
to be developed among the ALS learners and these are carefully sequenced in progression; (3) K to 12 code – these are the corresponding codes in the
formal school to confirm the parallelism of ALS learning skills; (4) ALS code – these are the codes which encapsulates the learning strand, content and
performance standards, literacy level, and learning competency number (see appendix for the guide to read ALS code); and (5) the corresponding literacy
levels – the ticked levels are the applicable levels for learning interventions and these may be ticked in more than one level to support the spiral progression
and therefore reinforces mastery of the learning competencies.
It is worth noting that concepts in disaster risk reduction and readiness management are infused in this learning strand which are to be applied
across all literacy levels. This corroborates to the efforts done by the government for the ALS learners to be readily responsive to natural and human-induced
calamities.
In sum, the expected outcomes of this learning strand are for the ALS learners to be critical and creative problem-solver, innovative and inventive
thinker, informed decision maker, dynamic collaborator, effective communicator, and responsible steward of nature. These are manifestations of the 21st
century skills that DepEd is targeting in general for the learners to be future-ready and adaptive in the real world.
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The ultimate goal of this learning strand is for the learners to attain scientific literacy and apply critical thinking skills in daily life situations to improve
their lives, as well as the quality of life of the people, the community and the country as a whole.
Consistent to the framework of the K to 12 science curriculum that is spiral progression, the spiraling of learning competencies is highlighted in this
learning strand. These competencies are spiraled in all levels: basic, elementary, and secondary. Science concepts and skills learned by the learners in the
basic level will be encountered again in elementary and secondary levels. In this way, mastery of the learning competencies are achievable.
The learning competencies appears repetitive, but they are sequenced progressively such that foundational science competencies are tackled first
before learners are led to higher level competencies. Particularly, the learning competencies are arranged in a logical and sequential order: from simple to
complex, concrete to abstract, familiar to unfamiliar, specific to general, and narrow to broad.
Basic Level 8.1.1 Observe plants found at home and in the community.
Elementary Level 8.1.2 Name some plants found in the home and in the community.
Secondary Level 8.1.3 Identify the different parts of a plant and give the functions of each part, e.g., roots, stems, branches,
leaves, spores, if any, flowers, fruits and seeds, if flowering.
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The learning competencies for the three levels in Example 1 follow a spiral and sequential development of skills such that in the basic level, learners
will do the process skill of observing plants at home and in the community. In the elementary level, the process skill of identification follows as the learners
will name some plants. And finally in the secondary level, learners will gain the complex skill in plant morphology as parts of the plants are related to its
functions. This hierarchical arrangement of skills will help the learners apply scientific thinking in daily life situations in a fashion that is facilitative and
contextual.
Basic Level 8.2.1 Identify the animals found in the home and in the community.
Elementary Level 8.2.3 Differentiate between vertebrates and invertebrates (learners will be made to differentiate animals with
backbone and without backbone found in the home and in the community).
Secondary Level 8.2.4 Classify these animals according to their structure, food, habitat, and manner of reproduction.
Like in the previous example, the learning competencies in Example 2 are in spiral progression. In the basic level, the process skill of identifying
animals found in the home and in the community is the focus. In the elementary level, the process skill of differentiating animals follows. In the secondary
level, learners are geared to classifying animals in more detailed manner. This hierarchy of skills accords to the spiral progression of the learning
competencies as the literacy level of the learners increases.
There are six performance standards in this learning strand that are arranged progressively as well:
Performance Standards
A Demonstrate scientific values and desirable attitudes in dealing with various life
situations.
B Relate how science and technology affect people’s beliefs, practices and ways of
thinking.
C Practice the application of the scientific method in different life situations.
D Apply biological science concepts in daily life situation.
E Use science and technology to cope with natural and human-induced calamities.
F Employ physical science concepts that contribute to sustaining life.
These performance standards are corollary to the basic science concepts and areas learned in formal schools, such as the scientific values and
attitudes, superstitions and scientific inquiry, scientific method, biological science, disaster risk reduction and readiness management, and physical science.
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CONCEPTUAL FRAMEWORK
As our learners in the Alternative Learning System attain scientific literacy and apply critical thinking skills in daily life situations, the three learning
domains are addressed: cognitive, affective and behavioral. Correspondingly, it is manifested by the learners as they understand and apply scientific
knowledge (cognitive), develop and demonstrate scientific values and attitude (affective), and demonstrate scientific inquiry skills (behavioral). The
interrelatedness of these learning domains achieves holistic development of science skills among the learners as they attend the learning interventions.
This will pave way for ALS learners to be critical and creative problem-solver, innovative and inventive thinker, informed decision maker, dynamic
collaborator, effective communicator, and responsible steward of nature.
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Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
1 Openness to Change/Flexibility
LS2SC-AS-PSA-
1.1 Investigate a societal issue before making a judgment √ √ √ √
LE/AE/LJHS/AJHS-1.1
EN5LC-IIIa-
2.15
Recognize and consider new evidence/options/findings EN6OL-IIIa- LS2SC-AS-PSA-
1.2 √ √ √ √
brought up even if decisions have already been made. 1.27 LE/AE/LJHS/AJHS-1.2
EN7RC-IVg-
10.4
Gather information from experts in the field related to the LS2SC-AS-PSA-
1.3 √ √ √ √
issue LE/AE/LJHS/AJHS-1.3
2 Awareness of Options/Open-Mindedness
LS2SC-AS-PSA-
2.1 Recognize alternative ways of addressing an issue √ √ √ √
LE/AE/LJHS/AJHS-2.1
LS2SC-AS-PSA-
2.2 List down several options in coming up with a decision. EN9LC-IIIi-8.2 √ √ √ √
LE/AE/LJHS/AJHS-2.2
LS2SC-AS-PSFA-
2.3 Identify issues affecting family and society.
LE/AE/LJHS/AJHS-2.3 √ √ √ √
3 Honesty in Gathering, Recording and Reporting Data
Demonstrate honesty and accuracy, e.g., proper use/correct
reading of measuring devices such as weighing scales, tape LS2SC-AS-PSA-
3.1 √ √ √ √
measures, a meter stick, exact counting of objects or items, LE/AE/LJHS/AJHS-3.1
recording of observations as actually seen or heard.
Interpret data truthfully and accurately, e.g., correct and
LS2SC-AS-PSA-
3.2 exact interpretation of data, no guesswork and/or alterations √ √ √ √
LE/AE/LJHS/AJHS-3.2
of results.
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Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
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Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
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Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
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Code EL JHS
BL
No. Learning Competency LE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 7-8) (Gr 9-10)
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Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
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Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
LS2SC-AS-PSC-
1.9 Analyze and synthesize data collected. √ √ √ √
LE/AE/LJHS/AJHS-1.10
LS2SC-AS-PSC-
1.12 Make conclusions based on data gathered. √ √ √ √
LE/AE/LJHS/AJHS-1.13
Make recommendations to persons/authorities concerned to
help solve identified problems, e.g., Rural Health Center, LS2SC-AS-PSC-
1.13 √ √ √ √
Barangay Units, Local Government Units and Department of LE/AE/LJHS/AJHS-1.14
Education.
Apply appropriate solutions to identified problems using
scientific thinking skills, e.g., attending classes and
participating in health education programs,practicing good
health habits and personal hygiene, proper waste/garbage LS2SC-AS-PSC-
1.14 √ √ √ √
disposal, preparation of a balanced diet, boiling and/or LE/AE/LJHS/AJHS-1.15
filtering water to make it safe for drinking, keeping food safe
from flies, cockroaches and rats and participating in a “clean
and green” project.
Recognize the importance of recycle, reduce, reuse, recover LS2SC-AS-PSC-
1.15 √ √ √ √
and repair in waste management. LE/AE/LJHS/AJHS-1.16
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Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
LS2SC-AS-PSD-
1 Cite some applications of science in areas like: √ √ √ √
LE/AE/LJHS/AJHS-1
1.1 Biotechnology
LS2SC-AS-PSD-
1.1.1 Discuss the concept of biotechnology. √ √ √ √
LE/AE/LJHS/AJHS-1.1.1
Give some important applications of biotechnology, e.g., LS2SC-AS-PSD-
1.1.2 √ √ √ √
food preservation and hydroponics. LE/AE/LJHS/AJHS-1.1.2
1.2 Food Preservation
Demonstrate scientific procedures in food preservation, e.g.,
LS2SC-AS-PSD-
1.2.1 sterilization, pasteurization (milk), refrigeration, canning, √ √ √ √
LE/AE/LJHS/AJHS-1.2.1
salting, drying, etc.
1.3 Hydroponics
Describe hydroponics as an alternative method of growing LS2SC-AS-PSD-
1.3.1 √ √ √ √
plants LE/AE/LJHS/AJHS-1.3.1
LS2SC-AS-PSD-
1.3.2 Cite the advantages and disadvantages of hydroponics. √ √ √ √
LE/AE/LJHS/AJHS-1.3.2
1.4 Personal and Community Health
Describe the concept of health, e.g., health is not simply the
LS2SC-AS-PSD-
1.4.1 absence of disease, it is the over-all physical, mental and √ √ √ √
LE/AE/LJHS/AJHS-1.4.1
social well-being of a person.
Describe a healthy person, e.g., strong body, sound √
LS2SC-AS-PSD-
1.4.2 judgment, emotionally stable, socially adjusted and in √ √ √ √
harmony with his/her physical and social environment. LE/AE/LJHS/AJHS-1.4.2
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Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
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Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
15 of 42
Code EL JHS
BL
o. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
16 of 42
Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
17 of 42
Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
(K-Gr 1)
LE AE LJHS AJHS
K to 12 ALS
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
LS2SC-AS-PSD-
14.3 Explain the menstrual cycle. S5LT-IIc-3 AE/LJHS/AJHS- √ √ √
14.3
LS2SC-AS-PSD-
14.4 Describe the changes that occur during puberty. S5LT-IIb-2 AE/LJHS/AJHS- √ √ √
14.4
Cite some ailments associated with the reproductive system, LS2SC-AS-PSD-
14.5 their causes, symptoms, prevention and cure, e.g., tumor, S4LT-IIa-b-3 AE/LJHS/AJHS- √ √ √
myoma, cancer of the uterus and cancer of the prostate. 14.5
Demonstrate healthful habits in taking care of the LS2SC-AS-PSD-
14.6 reproductive system, e.g., personal hygiene and good health S5LT-IId-4 AE/LJHS/AJHS- √ √ √
habits. 14.6
Avail of health information and services from government
and non-government agencies, health centers, clinics,
hospitals, e.g., priority health programs of the Department
of Health and the local government units, such as:
• Expanded Program on Immunization
• National Family Planning Program
• Prevention and control of cardio-vascular diseases and
H3CH-IIIj-11
cancer LS2SC-AS-PSD-
15 H10CH-Ia-b- √ √ √ √
• Environmental Health Program LE/AE/LJHS/AJHS-15
19
• Hospitals as Centers of Wellness Program
• Control of tuberculosis and other communicable diseases
• National AIDS Program
• Herbal and Philippine Traditional Medicine Program
• Prohibited Drug Policy Program
• Nutrition Program
• Safe water and sanitation
Identify health services available in the community, e.g., LS2SC-AS-PSD-
H6PH-Ig-h-24
15.1 rural health centers, Botika sa Barangay, hospitals and LE/AE/LJHS/AJHS- √ √ √ √
H7GD-Ii-j-24
clinics. 15.1
Code BL EL JHS
No. Learning Competency
K to 12 ALS (K-Gr 1) LE AJHS
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Code BL EL JHS
No. Learning Competency
K to 12 ALS (K-Gr 1) LE AJHS
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Code BL EL JHS
No. Learning Competency
K to 12 ALS (K-Gr 1) LE AJHS
21 of 42
LS2SC-AS-PSD-
19.2 Name some plants found at home and in the community. √ √
LE/AE-19.2
LS2SC-AS-PSD-
19.3 Describe plants found at home and in the community. √ √
LE/AE-19.3
Identify the different parts of a plant and give the functions
LS2SC-AS-PSD-
19.4 of each part, e.g., roots, stems, branches, leaves, spores, √ √
LE/AE-19.4
and flowers, fruits and seeds if flowering.
LS2SC-AS-PSD-
19.5 Describe the external parts of a leaf. √ √
LE/AE-19.5
LS2SC-AS-PSD-
19.6 Describe the internal parts of a leaf. √ √
LE/AE-19.6
LS2SC-AS-PSD-
19.7 Identify specific parts of a cross section of a leaf. √ √ √
LE/AE/LJHS-19.7
Differentiate asexual from sexual reproduction in terms of:
• number of individuals involved LS2SC-AS-PSD-
19.8 S7LT-IIg-7 √ √ √
• similarities of offspring to parents; individuals involved LE/AE/LJHS-19.8
• similarities of offspring to parents
Classify plants according to:
• habitat – soil, water, air
LS2SC-AS-PSD-
19.9 • structure and size –herb, vine, shrub, tree √ √ √
LE/AE/LJHS-19.9
• means of reproduction – asexual, (vegetative, e.g.,
cuttings, leaves, roots) sexual – spores, seed
(K-Gr 1)
LE AE LJHS AJHS
K to 12 ALS
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
LS2SC-AS-PSD-
19.10 Explain the importance of classifying plants. √ √ √
LE/AE/LJHS-19.10
Cite the uses of plants to man, e.g., food, fuel and
LS2SC-AS-PSD-
construction materials, furniture, handicrafts, clothing
19.11 LE/AE/LJHS/AJHS- √ √ √ √
materials, ropes, medicines, paper, shade, feed for animals
19.11
and aesthetic value.
Demonstrate proper ways of caring for and conserving
plants such as:
good soil/fertilizer LS2SC-AS-PSD-
19.12 adequate water LE/AE/LJHS/AJHS- √ √ √ √
proper spacing and planting 19.12
protection from insect pests and other animals
wise use of plant resources
Describe/observe animals found at home and in the LS2SC-AS-PSD-
19.13 √ √
community. LE/AE-19.13
LS2SC-AS-PSD-
19.14 Identify the animals found at home and in the community. S3LT-IIc-d-5 √ √
LE/AE-19.14
LS2SC-AS-PSD-
19.15 Identify the parts and functions of animals. √ √ √
LE/AE/LJHS-19.15
Classify these animals according to:
Structure – invertebrates, vertebrates
LS2SC-AS-PSD-
Food – omnivorous, herbivorous and carnivorous
19.16 S3LT-IIc-d-5 LE/AE/LJHS/AJHS- √ √ √ √
Habitat – terrestrial, arborial, aquatic
19.16
Reproduction – asexual (fission, conjugation), sexual
• (oviparous (egg), viviparous (live offspring)
LS2SC-AS-PSD-
19.17 Differentiate between vertebrates and invertebrates. S6MT-IIe-f-3 √
AE-19.17
LS2SC-AS-PSD-
19.18 Enumerate the characteristics of fishes. √
AE-19.18
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(K-Gr 1)
LE AE LJHS AJHS
K to 12 ALS
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
LS2SC-AS-PSD-
19.19 Enumerate the characteristics of amphibians. √
AE-19.19
LS2SC-AS-PSD-
19.20 Explain how amphibians can live both in water and on land. √
AE-19.20
LS2SC-AS-PSD-
19.21 Enumerate the characteristics of reptiles. √
AE-19.21
LS2SC-AS-PSD-
19.22 Enumerate the characteristics of birds. √
AE-19.22
LS2SC-AS-PSD-
19.23 Enumerate the characteristics of mammals. √
AE-19.23
LS2SC-AS-PSD-
19.24 Explain how mammals can adapt to different environments. √
AE-19.24
Differentiate between different types of mammals e.g., LS2SC-AS-PSD-
19.25 √
marsupials. AE-19.25
Compare some life cycles of animals, e.g., mosquito, LS2SC-AS-PSD-
19.26 S4LT-IIg-h-13 √
butterfly and frog. AE-19.26
LS2SC-AS-PSD-
Cite the importance of animals to man, e.g., food, beast of
19.27 S3LT-IIc-d-6 LE/AE- √ √
burden, pets, recreation and source of income.
19.27
Demonstrate proper care, handling and conservation of
animals, e.g., providing sufficient food and clean water, LS2SC-AS-PSD-
19.28 PNEKA-III g-6 √ √
clean habitat, treatment of their diseases, and tender loving LE/AE-19.28
care for pets and wise use of animal resources.
Describe the different levels of biological organization from LS2SC-AS-PSD-
19.29 S7LT-IIc-3 √ √
cell to biosphere; AE/LJHS-19.29
Differentiate plant and animal cells according to presence or LS2SC-AS-PSD-
19.30 S7LT-IId-4 √
absence of certain organelles. LJHS-19.30
Explain why the cell is considered the basic structural and LS2SC-AS-PSD-
19.31 S7LT-IIE-5 √ √
functional unit of all organisms AE/LJHS-19.31
Code BL EL JHS
No. Learning Competency
K to 12 ALS (K-Gr 1) LE AJHS
24 of 42
Compare mitosis and meiosis and their role in the cell division LS2SC-AS-PSD-
19.32 S8LT-IVd-16 √ √
cycle. LJHS/AJHS-19.32
Explain the significance of meiosis in maintaining the LS2SC-AS-PSD-
19.33 S8LT-IVe-17 √ √
chromosomes number. LJHS/AJHD-19.33
Predict phenotypic expressions of traits following simple LS2SC-AS-PSD-
19.34 S8LT-IVf-18 √ √
patterns of inhiretance. LJHS/AJHS-19.34
Differentiate basic features and importance of photosynthesis LS2SC-AS-PSD-
19.35 S9LT-Ig-j-31 √ √
and respiration. LJHS/AJHD-19.35
Describe the interrelationships among plants, animals and LS2SC-AS-PSD-
19.36 √ √
other organisms concerning their food. AE/LJHS-19.36
Illustrate feeding relationships through the food chain and
food web e.g., producers (plants); first order consumers
LS2SC-AS-PSD-
19.37 (grasshoppers, birds); second order consumers (snake, √ √
AE/LJHS-19.37
lizard); third order consumer (hawk). Decomposers eat
dead bodies of organisms.
LS2SC-AS-PSD-
19.38 Describe the transfer of energy through the trophic levels. S8LT-IVi-22 √ √ √
AE/LJHS/AJHS-19.38
Explain the food nutrient cycle and the importance of
LS2SC-AS-PSD-
19.39 decomposers in making food nutrients available to plants, √ √ √
AE/LJHS/AJHS-19.39
e.g., oxygen-carbon dioxide cycle.
LS2SC-AS-PSD-
19.40 Compare living with non-living things. S3LT-IIe-f-11 √
LE-19.40
LS2SC-AS-PSD-
19.41 Infer that living things reproduce. S3LT-IIg-h-12 √
LE-19.41
Code BL EL JHS
No. Learning Competency
K to 12 ALS (K-Gr 1) LE AJHS
25 of 42
Code BL EL JHS
No. Learning Competency
K to 12 ALS (K-Gr 1) LE AJHS
26 of 42
Code EL JHS
BL
No. Learning Competency AJHS
K to 12 ALS (K-Gr 1) LE
AE LJHS (Gr 9-10)
27 of 42
LS2SC-AS-PSD-
19.58 Classify organisms using hierarchical taxonomic system. S8LT-IVh-20 √ √
LJHS/AJHS-19.58
LS2SC-AS-PSD-
Explain the advantage of high biodiversity in maintaining the
19.59 S8LT-IVh-21 LE/AE/LJHS/AJHS- √ √ √ √
stability of an ecosystem.
19.59
Suggest ways to minimize human impact on the LS2SC-AS-PSD-
19.60 S8LT-IVj-25 √ √ √
environment. AE/LJHS/AJHS-19.60
Demonstrate commitment and concern in LS2SC-AS-PSD-
19.61 √ √ √
preserving/conserving the balance of life in the ecosystem. AE/LJHS/AJHS-19.61
List ways to control and to prevent harmful effects of
human activities on the environment, e.g., stopping kaingin,
LS2SC-AS-PSD-
19.62 preventing illegal logging and dynamite fishing, proper √ √ √
AE/LS/AJHS-19.62
waste/garbage disposal, reforestation, green revolution,
organic farming and using resources wisely.
LS2SC-AS-PSD-
19.63 Analyze the roles of organisms in the cycling of materials. S8LT-IVi-23 √ √ √
AE/LJHS/AJHS-19.63
Participate in campaigns and activities for LS2SC-AS-PSD-
19.64 √ √ √
improving/managing one’s environment. AE/LJHS/AJHS-19.64
Discuss the family planning program of the government LS2SC-AS-PSD-
19.65 H8FH-Iig-h-41 √ √ √
through responsible parenthood. AE/LJHS/AJHS-19.65
Apply scientific thinking skills in solving problems affecting LS2SC-AS-PSD-
19.66 √ √ √
one’s personal, family and community life. AE/LJHS/AJHS-19.66
Make a simple project proposal to address one prevalent LS2SC-AS-PSD-
19.67 √ √ √
problem in your community AE/LJHS/AJHS-19.67
Performance Standard E: Use science and technology to cope with natural and human induced calamities.
Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
Simple Machines
Develop and use tools and simple machines made from LS2SC-AS-PSE-
1 √ √
local/indigenous materials. AE/LJHS-1
Demonstrate how simple machines help make work easier
and faster:
• Lever
• Inclined plane LS2SC-AS-PSE-
1.1 S6FE-IIIc-j-4 √ √
• Wedge AE/LJHS-1.1
• Screw
• Wheel and axle, e.g., bicycle
• Pulley
Compare the work done using different kinds of simple
LS2SC-AS-PSE-
1.2 machines to demonstrate the mechanical advantage of using √ √
AE/LJHS-1.2
them.
Electronics and Information Technology
Cite the conveniences brought about by developments in LS2SC-AS-PSE-
2 √ √
electronics and information technology. AE/LJHS-2
Describe how to use common household electrical, electronic
devices and IT machines, e.g., electric stove/rice LS2SC-AS-PSE-
2.1 √
cooker/electric heater, stereo/radio/VCD player, TV and AE-2.1
desktop computer/laptop/cell phones.
LS2SC-AS-PSE-
2.2 Cite the advantages of using electronic devices. √ √
AE/LJHS-2.2
LS2SC-AS-PSE-
2.3 Manipulate electrical, electronic, and IT machines. √ √ √
AE/LJHS/AJHS-2.3
Code EL JHS
BL
No. Learning Competency AJHS
K to 12 ALS (K-Gr 1) LE
AE LJHS (Gr 9-10)
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Code EL JHS
BL
No. Learning Competency AJHS
K to 12 ALS (K-Gr 1) LE
AE LJHS (Gr 9-10)
30 of 42
Climate
LS2SC-AS-PSE-
5 Describe how climate affects life. √ √ √ √
LE/AE/LJHS/AJHS-5
Describe the various factors that affects weather system, LS2SC-AS-PSE-
5.1 √ √ √
location and topography AE/LJHS/AJHS-5.1
LS2SC-AS-PSE-
5.2 Describe the types of climate in the Philippines. √ √ √ √
LE/AE/LS-5.2
Describe the factors that affect climate change:
• Greenhouse effect LS2SC-AS-PSE-
5.3 √ √ √ √
• Global warming LE/AE/LJHS/AJHS-5.3
• Pollution
Describe certain climatic phenomena that occur on a global LS2SC-AS-PSE-
5.4 S9ES-IIIf-31 √ √ √
level. AE/LJHS/AJHS-5.4
Describe how people adapt to the climatic condition of a
LS2SC-AS-PSE-
5.5 place, e.g., people in mountainous areas in islands/seashore, √ √ √ √
LE/AE/LJHS/AJHS-5.5
interior (landlocked area), plains, one’s own place.
LS2SC-AS-PSE-
5.6 List down the effects of various weather disturbances √ √ √
AE/LJHS/AJHS-5.6
Describe the effects of certain weather systems in the LS2SC-AS-PSE-
5.7 S7ES-IVg-8 √ √ √
Philippines. AE/LJHS/AJHS-5.7
Use models to relate the length of daytime, the amount of
S7ES-IVh-9 LS2SC-AS-PSE-
5.8 energy received, the height of the Sun in the sky and the √ √
AE/LJHS-5.8
latitude of an area to the tilt of the earth.
Show what causes change in the seasons in the Philippines LS2SC-AS-PSE-
5.9 S7ES-IVi-10 √ √
using models. AE/LJHS-5.9
LS2SC-AS-PSE-
5.10 Describe the changes in the weather over a period of time. S3ES-IVe-f-3 √ √
LE/AE-5.10
Communicate how different types of weather affect activities LS2SC-AS-PSE-
5.11 S3ES-IVg-h-4 √ √
in the community LE/AE-5.11
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Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
Typhoon
LS2SC-AS-PSE-
6 Describe the effects of typhoons. S5FE-IVe-5 √ √ √ √
AE/AE/LJHS/AJHS-6
LS2SC-AS-PSE-
6.1 Explain how a typhoon develops and moves. S8ES-IId-18 √ √
AE/LJHS-6.1
LS2SC-AS-PSE-
6.2 Infer why the Philippines is prone to typhoons. S8ES-IId-19 AE/LJHS-6.2 √ √
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Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
33 of 42
Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
34 of 42
States of Matter
LS2SC-AS-PSF-
1 Describe the roles of matter in improving life. √ √ √ √
LE/AE/LJHS/AJHS-1
Explain the properties of solid, liquid and gas based on the LS2SC-AS-PSF-
S8MT-IIIa-b-8 √ √
1.1 particle nature of matter AE/LJHS-1.1
Classify objects and materials as solid, liquid, and gas based LS2SC-AS-PSF-
1.2 S3MT-Ic-d-2 √ √
on some observable characteristics. LE/AE-1.2
Explain physical changes in terms of the arrangement and LS2SC-AS-PSF-
S8MT-IIIa-c-d-9 √ √
1.3 motion of atoms and molecules. LJHS/AJHS-1.3
Identify changes in matter
LS2SC-AS-PSF-
1.4 a. Physical S3MT-Ih-j-4 √ √
LE/AE-1.4
b. Chemical
Describe ways on the proper use and handling solid, liquid LS2SC-AS-PSF-
1.5 S3MT-Ie-g-3 √ √ √
and gas found at home and in school. LE/AE/LJHS-1.5
LS2SC-AS-PSF-
1.6 Differentiate useful and harmful materials. √ √
LE/AE-1.6
Demonstrate knowledge on how to use pressure valves of
technologies using gas, such as:
• LPG tank LS2SC-AS-PSF-
1.7 √ √ √ √
• Hospital oxygen tank LE/AE/LJHS/AJHS-1.7
• Machine shop (oxygen-acetylene gas)
• Kerosene powered refrigerators
LS2SC-AS-PSF-
1.8 Distinguish mixtures from pure substances. S7MT-Ie-f-4 √ √
AE/LS-1.8
LS2SC-AS-PSF-
1.9 Distinguish the properties of elements and compounds S7MT-Ig-h-5 √ √
AE/LJHS-1.9
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K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)
Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
LS2SC-AS-PSF-
1.10 Differentiate the properties of acidic and basic mixtures. S7MT-Ii-6 √ √
AE/LJHS-1.10
LS2SC-AS-PSF-
1.11 Differentiate metallic from non-metallic elements S7MT-Ij-7 √ √ √
AE/LJHS/AJHS-1.11
Determine the number of protons, neutrons and electrons in a LS2SC-AS-PSF-
1.12 S8-MT-IIIe-f-10 √ √
particular atom. LJHS/AJHS-1.112
Trace the development of the periodic table from observations LS2SC-AS-PSF-
1.13 S8MT-IIIg-h-11 √ √
based on similarities in properties of elements. LJHS/AJHS-1.113
Use the periodic table to predict the chemical behavior of an LS2SC-AS-PSF-
1.14 S8MT-IIIi-j-12 √ √
element. LJHS/AJHS-1.114
Recognize different types of compounds (ionic or covalent)
LS2SC-AS-PSF-
1.15 based on their properties such as melting point, hardness, S9MT-IIb-14 √ √ √
AE/LJHS/AJHS-1.15
polarity, and electrical and thermal conductivity.
Explain how the factors affecting rates of chemical reactions
S10MT-IVh-j- LS2SC-AS-PSF-
1.16 are applied in food preservation and materials production, √ √ √
24 AE/LJHS/AJHS-1.16
control of fire, pollution, and corrosion.
Force, Motion and Energy
Recognize the relationship on how force, motion and energy LS2SC-AS-PSF-
2 √ √ √
are interrelated. AE/LJHS/AJHS-2
Describe the movements of objects such as fast/slow, LS2SC-AS-PSF-
2.1 S3FE-IIIe-f-3 √ √
forward/backward, stretching/compressing. LE/AE-2.1
LS2SC-AS-PSF- √ √
2.2 Differentiate quantities in terms of magnitude and direction. S7FE-IIIa-2
LJHS/AJHS-2.2
Describe the motion of an object in terms of distance or LS2SC-AS-PSF- √ √
2.3 S7FE-IIIa-1
displacement, speed or velocity, and acceleration. LJHS/AJHS-2.3
Create and interpret visual representation of the motion of LS2SC-AS-PSF- √ √
2.4 S7FE-IIIb-3
objects such as tape charts and motion graphs. LJHS/AJHS-2.4
LS2SC-AS-PSF-
2.5 Explain the effects of force applied to an object. S4FE-IIIa-1 √ √ √
AE/LJHS/AJHS-2.5
LS2SC-AS-PSF- √ √ √
2.6 Demonstrate how a body responds to changes in motion. S8FE-Ib-17
AE/LJHS/AJHS-2.6
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K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)
Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
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Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
LS2SC-AS-PSF-
2.21 Explain the importance of earthing or grounding. S7LT-IIIj-14 √ √
LJHS/AJHS-2.21
LS2SC-AS-PSF-
2.22 Describe the force exerted by magnets. S4FE-IIId-e-3 √ √ √
AE/LJHS/AJHS-2.22
Design an experiment to determine the factors that affect LS2SC-AS-PSF-
2.23 S5FE-IIIi-j-9 √ √ √
the strength of the electromagnet. AE/LJHS/AJHS-2.23
Demonstrate the generation of electricity by movement of a LS2SC-AS-PSF-
2.24 S10FE-IIi-53 √ √
magnet through a coil. LJHS/AJHS-2.24
Explain the operation of a simple electric motor and LS2SC-AS-PSF-
2.25 S10FE-IIj-54 √ √
generator. AE/LJHS/AJHS-2.25
Light, Heat & Sound
LS2SC-AS-PSF- √ √
3 Describe how light, heat and sound affect the quality of life.
LJHS/AJHS-3
LS2SC-AS-PSF-
3.1 Enumerate uses of light, sound, heat and electricity. S3FE-IIIi-j-3 √ √ √ √
LE/AE/LJHS/AJHS-3.1
LS2SC-AS-PSF-
3.2 Investigate properties and characteristics of light and sound. S4FE-IIIh-5 √ √ √
AE/LJHS/AJHS-3.2
LS2SC-AS-PSF-
3.3 Describe how light, sound and heat travel. S4FE-IIIf-g-4 √ √ √
AE/LJHS/AJHS-3.3
LS2SC-AS-PSF-
3.4 Infer that light travels in a straight line. S7LT-IIIg-11 √ √ √
AE/LJHS/AJHS-3.4
LS2SC-AS-PSF- √ √
3.5 Explain the hierarchy of colors in relation to energy.
LJHS/AJHS-3.5
Relate characteristics of light such as color and intensity to LS2SC-AS-PSF-
3.6 S7LT-IIIf-10 √ √
frequency and wavelength. LJHS/AJHS-3.6
Relate the ability of the material to block, absorb or transmit LS2SC-AS-PSF-
3.7 S5FE-IIIe-5 √ √ √
light to its use. AE/LJHS/AJHS-3.7
Infer how black and colored objects affect the ability to LS2SC-AS-PSF-
3.8 S5FE-IIId-4 √ √ √
absorb heat. AE/LJHS/AJHS-3.8
38 of 42
Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
39 of 42
Code EL JHS
BL
No. Learning Competency LE AE LJHS AJHS
K to 12 ALS (K-Gr 1)
(Gr 2-3) (Gr 4-6) (Gr 7-8) (Gr 9-10)
LS2SC-AS-PSF-
4.11 Describe the different seasons in the Philippines. S6ES-IVc-3 √ √ √
LE/AE/LJHS-4.11
Discuss appropriate activities for specific seasons of the LS2SC-AS-PSF-
4.12 S6ES-IVd-4 √ √ √
Philippines. LE/AE/LJHS-4.12
Demonstrate rotation and revolution of the Earth using a
LS2SC-AS-PSF-
4.13 globe to explain day and night and the sequence of S6ES-IVe-f-5 √ √ √
LE/AE/LJHS-4.13
seasons.
Enumerate the benefits that people get from soil, water, LS2SC-AS-PSF-
4.14 S7ES-IVb-3 √ √ √ √
rocks, coal, and other fossil fuels LE/AE/LJHS/AJHS-4.14
LS2SC-AS-PSF-
4.15 Enumerate ways of using Earth's resources sustainably. S7ES-IVc-4 √ √ √ √
LE/AE/LJHS/AJHS-4.15
Discuss how energy from the sun interacts with the layers of LS2SC-AS-PSF-
4.16 S7ES-IVd-5 √
the atmosphere. LJHS-4.16
LS2SC-AS-PSF-
4.17 Explain how some human activities affect the atmosphere. S7ES-IVe-6 √ √
LJHS-4.17
LS2SC-AS-PSF-
4.18 Explain how solar and lunar eclipses occur. S7ES-IVj-11 √
LJHS-4.18
Identify the beliefs and practices of the community in LS2SC-AS-PSF-
4.19 S7ES-IVj-12 √
relation to eclipses. LJHS-4.19
Describe the characteristics of stars based on the LS2SC-AS-PSF-
4.20 S9ES-IIIg-32 √
characteristics of the sun. LJHS-4.20
Infer that the arrangement of stars in a group (constellation) LS2SC-AS-PSF-
4.21 S9ES-IIIh-33 √
does not change. LJHS-4.21
LS2SC-AS-PSF-
4.22 Describe the position of a constellation. S9ES-IIIi-34 √
LJHS-4.22
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CODE LEGEND
Filipino
Basic Literacy BL Basic Literacy BL
Elementary Level (Lower) LE Antas Elementarya (Mababa) AEMB
Elementary Level (Advanced) AE Antas Elementarya (Mataas) AEMT
Junior High School (Lower) LJHS Junior High School (Mababa) ASMB
Junior High School (Advance) AJHS Junior High School (Mataas) ASMT
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LEGEND SAMPLE
Learning Strand 2 Scientific Literacy and Critical
First Entry Learning Strand LS2SC
Thinking Skills
Content Standard Application of Scientific Ways of Thinking in Daily Life AS
Performance Standard Performance Standard C PSC
Basic Literacy/
Uppercase Letter/s
Elementary Level (Lower)/
Level BL/LE/AE/LS
Elementary Level (Advanced)/
Junior High School
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