Republic of the Philippine

Department of Education
DepEd Complex, Meralco Avenue
Pasig City

K to 12 Basic Education
Curriculum for the
Alternative Learning System
(ALS-K to 12)
Learning Strand 2
SCIENTIFIC LITERACY AND CRITICAL THINKING SKILLS

2017
 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

LEARNING STRAND 2: SCIENTIFIC LITERACY AND CRITICAL THINKING SKILLS

The ultimate goal of this learning strand is to enable the learners to apply critical thinking skills and problem solving in daily life situations in order to
improve their lives, as well as the quality of life of the people, the community and the country as a whole. The objectives, competencies and skills on critical
thinking are sequenced in such a way that the learners will experience success in learning. The sequencing helps the learners to move from easy to difficult by
increasing the degree of complexity as the literacy level increases and as learning progresses. It follows a logical and sequential order: from simple to complex,
concrete to abstract, familiar to unfamiliar, specific to general, narrow to broad. Note how this is demonstrated in the examples below:

Example 1: Performance Standard B : Apply scientific thinking in daily life situations.

Learning Competency 8.1 : Describe the plants found at home and in the community.

8.1.1 Observe plants found at home and in the community.

Basic Level
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.

The learning objectives for the three levels in example 1 follow a sequence that allows learning to be meaningful to the learners. In the basic level, the
process skill of observation (observe plants in the home and in the community) using the five senses will enable the learners to know about the characteristics of plants
and animals and their interaction with their environment. After observation, the process skill of naming (some plants found at home and in the community) follows.
After naming some plants in the home and in the community, learners will now identify the different parts of the plants found in the home and the community and
will be able to give the functions of each part. This hierarchical arrangement of skills will help the learners apply scientific thinking in daily life situations and also
achieve the outcomes of learning to be measured after studying the lesson.

Example 2: Learning Competency - E.O. 8.2 : Describe/observe animals found at home and in the community.
Secondary level 8.2.4 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).
Elementary level 8.2.3 Classify these animals according to their structure, food, habitat, and manner of reproduction.
Basic level: 8.2.1 Identify the animals found in the home and in the community.

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

The learning objectives in example 2 for the three levels follow a sequence that enables learners to learn basic scientific thinking and process skills. 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
classifying follows. In the secondary level, learners are expected to master not only the basic scientific thinking and process skill of identification and
classification, but also differentiation which is a higher order level thinking skill in Science. This hierarchy of skills is the basis for sequencing the objectives
and increasing the degree of complexity as the literacy level of the learners increases and as learning progresses.

There are objectives, competencies and skills that spiral across all three levels – basic, elementary and secondary. To achieve an objective in each
level, it is effective to provide content and experiences suited to the particular level and set targets that are achievable. It should be remembered that there
is a need to consider the age, level of experience, interests, background and knowledge of the learners at each level when developing learning materials and
planning learning sessions for a particular group of learners. The sequencing of content and experiences should move from easy to difficult by going from
familiar to unfamiliar, simple to complex, immediate to remote and narrow to broad to ensure learning effectiveness. For example, terminal objective D:

Example 1: Performance Standard D. Relate how science and technology affect people’s beliefs, practices and ways of
thinking.

Learning Competency 1. Cite local superstitious beliefs and practices/ways of thinking that are related to
science and technology and those without scientific basis.

Identify existing superstitious beliefs and practices in the home and the community.
Basic Level
Elementary Level Identify existing superstitious beliefs and practices in the home and the community involving stages in family
life from birth to death or pamahiin about courtship, married life and death.

Secondary Level Identify existing superstitious beliefs and practices in the home and the community involving stages in family
life from birth to death or pamahiin about courtship, married life and death, and activities in agriculture,
construction of houses/buildings, selection of dates for important events, influence of numbers, the moon and
stars in one's life, etc.

In the examples given above, the learner is helped to master a skill or competency by spiraling it across all three levels – basic, elementary and
secondary levels. In the basic level example, the learners identify existing superstitious beliefs and practices in their homes and their community, a skill which
is easy and simple.

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

This skill of identifying increases in degree as the learner’s level of literacy increases. In the elementary level, the skill/competency moves from easy
to difficult. The learners do not only identify existing superstitious beliefs and practices in their homes and communities, but also those involving stages in
family life which concern birth to death, courtship, married life and death. In the secondary level, the learners will now experience, learn and develop a
competency, which is broader in scope. The skills to be learned go beyond identifying existing superstitious beliefs in the homes and communities. It involves
stages in family life and activities to include agriculture, construction of houses/buildings, selection of dates for important events, influence of numbers, the
moon and stars on oneself, etc. Such spiraling of an objective ensures mastery of the basic skill or competence.

To complete SHS and be eligible for middle skills development, entrepreneurship, and employment, ALS learners must complete the competencies
that are specified in Inquiries, Investigations and Immersion (which is an applied subject).

College-bound ALS learners in SHS must complete the core subjects Earth and Life Science, Physical Science, Physical Education and Health and
Disaster Readiness and Risk Reduction (or their equivalents).

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Learning Strand 2: Scientific Literacy and Critical Thinking Skills

Content Standard : Application of Scientific Ways of Thinking in Daily Life

Performance Standard A: Acquire scientific thinking skills through exposure to and practice in problem solving in different life situations.

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS

Design and conduct a simple study/investigation on factors

LS2SC-AS-PSA-
1 affecting the health and well-being of the family and the √ √ √ √ √
BL/LE/AE/LS/AS-1
community.

Identify existing problems affecting the health of the family LS2SC-AS-PSA-

1.1 √ √
and the community. LE/AE-1.1
Cite health hygienic and dietary practices of the family and LS2SC-AS-PSA-
1.2 √ √ √
community. BL/LE/AE-1.2
Describe waste/garbage disposal of the family and the LS2SC-AS-PSA-
1.3 √ √ √
community. BL/LE/AE-1.3
LS2SC-AS-PSA-
1.4 Identify diseases prevalent in the community. √ √ √
BL/LE/AE-1.4
LS2SC-AS-PSA-
1.5 Describe the components of a scientific investigation. S7MT-Ia-1 √ √ √
BL/LE/AE-1.5
Record observations of the existing conditions at home and in LS2SC-AS-PSA-
1.6 √ √ √
the community using an observation/survey guide. BL/LE/AE-1.6

Conduct simple experiments to test hypotheses about different LS2SC-AS-PSA-

1.7 √ √ √ √
life situations in the community. LE/AE/LS/AS-1.7
Classify data (observations) collected according to set criteria
e.g., grouping the observations (data) under specific headings/
LS2SC-AS-PSA-
1.8 categories like health practices, personal hygiene, nutrition, √ √
LE/AE-1.8
environmental sanitation, shelter, water supply, livelihood and
income; education, diseases, etc.
LS2SC-AS-PSA-
1.9 Analyze and synthesize data collected. √ √ √ √
LE/AE/LS/AS-1.9

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Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
Evaluate the facilities/services available in the community e.g.,
LS2SC-AS-PSA-
1.1 water supply, shelter, school health services, recreation center, √ √ √
BL/LE/AE-1.10
etc.
State the factors affecting the health and well-being of the
family and the community, e.g., poor health habits and
LS2SC-AS-PSA-
personal hygiene, malnutrition/ poor eating habits, dirty
1.11 BL/LE/AE/LS/AS- √ √ √ √ √
surroundings/ improper waste and garbage disposal, unsafe
1.11
water supply, low income, unemployment, low educational
attainment, lack of health services, etc.
LS2SC-AS-PSA-
1.12 Make conclusions based on data gathered. √ √ √ √
LE/AE/LS/AS-1.12
Make recommendations to persons/authorities concerned to
help solve identified problems, e.g., Rural Health Center, LS2SC-AS-PSA-
1.13 √ √ √ √
Barangay Units, Local Government Units and Department of LE/AE/LS/AS-1.13
Education.
Apply appropriate solutions to identified problems using
scientific thinking skills, e.g., attending classes and
participating in health education programs, practicing good
LS2SC-AS-PSA-
health habits and personal hygiene, proper waste/garbage
1.14 BL/LE/AE/LS/AS- √ √ √ √ √
disposal, preparation of a balanced diet, boiling and/or filtering
1.14
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-PSA-
1.15 √ √
and repair in waste management. BL/LE-1.15

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Learning Strand 2: Scientific Literacy and Critical Thinking Skills

Content Standard: Application of Scientific Ways of Thinking in Daily Life

Performance Standard B: Apply scientific thinking in daily life situations.

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
LS2SC-AS-PSB-
1 Cite some applications of science in areas like: √ √ √ √ √
BL/LE/AE/LS/AS-1
1.1 Biotechnology
LS2SC-AS-PSB-
1.1.1 Discuss the concept of biotechnology. √ √ √ √
LE/AE/LS/AS-1.1.1
Give some important applications of biotechnology, e.g., food LS2SC-AS-PSB-
1.1.2 √ √ √ √
preservation and hydroponics. LE/AE/LS/AS-1.1.2
1.2 Food Preservation
Demonstrate scientific procedures in food preservation, e.g.,
LS2SC-AS-PSB-
1.2.1 sterilization, pasteurization (milk), refrigeration, canning, √ √ √ √
BL/LE/AE/LS-1.2.1
salting, drying, etc.
1.3 Hydroponics
Describe hydroponics as an alternative method of growing LS2SC-AS-PSB-
1.3.1 √ √ √
plants LE/AE/LS-1.3.1
LS2SC-AS-PSB-
1.3.2 Cite the advantages and disadvantages of hydroponics. √ √ √ √
LE/AE/LS/AS-1.3.2
1.4 Personal and Community Health
Describe the concept of health, e.g., health is not simply the
LS2SC-AS-PSB-
1.4.1 absence of disease, it is the over-all physical, mental and √ √ √
BL/LE/AE-1.4.1
social well-being of a person.
Describe a healthy person, e.g., strong body, sound
LS2SC-AS-PSB-
1.4.2 judgment, emotionally stable, socially adjusted and in √ √ √
BL/LE/AE-1.4.2
harmony with his/her physical and social environment.
Cite factors that contribute to good health, e.g., proper
LS2SC-AS-PSB-
nutrition, adequate clothing, personal hygiene, clean
1.4.3 BL/LE/AE/LS/AS- √ √ √ √ √
environment, adequate shelter, social justice, education,
1.4.3
recreation, good habits.

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Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
LS2SC-AS-PSB-
Explain the concept of disease, e.g., alteration in the overall
1.4.4 BL/LE/AE/LS/AS- √ √ √ √ √
state of the well - being of a person.
1.4.4
Cite factors affecting the well-being of a person such as:
• congenital (existing at birth) diseases
• predisposition to certain diseases and acquired physical
LS2SC-AS-PSB-
2 defects √ √ √ √ √
BL/LE/AE/LS/AS-2
• poor resistance to germs
• inherited susceptibility to develop certain diseases like
diabetes, hypertension, and asthma
Enumerate the combination of factors that bring about many
diseases, e.g., poor nutrition, bad habits, overcrowding,
unhygienic practices, pollution, inadequate shelter, poor LS2SC-AS-PSB-
3 √ √ √ √ √
sanitation, ignorance, poverty, war, calamities, BL/LE/AE/LS/AS-3
environmental destructions, inherited/acquired disorders,
lack of basic health services and contaminated water.
Describe some communicable diseases in the community, H4DD-Iig-h-12
LS2SC-AS-PSB-
3.1 e.g., influenza (flu), pneumonia, tuberculosis (TB), typhoid √ √ √ √ √
BL/LE/AE/LS/AS-3.1
fever, dengue fever/H fever, malaria, rabies, hepatitis. H4DD-IIa-7
Cite causes and symptoms of diseases, e.g.
• Dengue fever – viral tropical disease transmitted by the
bite of the Aedes aegypti mosquito; characterized by high
fever, eruptions and severe pains in joints; and abdominal
pains.
H7DD-IVb-d-
• Malaria – caused by parasitic Plasmodium vivax, P.
25
falciparum and P. malariae; transmitted by the bite of the LS2SC-AS-PSB-
3.2 √ √ √ √ √
female anopheles mosquito. BL/LE/AE/LS/AS-3.2
H8DD-IIIb-c-
• TB caused by tubercule bacillus transmitted by affected
17
persons through coughing, sneezing and talking with them,
using their personal belongings characterized by on and off
fever and cough, considerable loss of weight, blood in the
sputum.

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
Demonstrate preventive and curative measures for diseases,
e.g., personal hygiene, cleanliness of surroundings, proper LS2SC-AS-PSB-
4 √ √ √ √ √
garbage disposal, proper nutrition and control of insects (flies, BL/LE/AE/LS/AS-4
mosquitoes, cockroaches) and animals (dogs and rats )
Demonstrate how to make water safe to drink e.g., boiling, LS2SC-AS-PSB-
5 H6EH-IIIc-3 √ √ √
filtering, chlorination. BL/LE/AE-5
LS2SC-AS-PSB-
6 Demonstrate how to prepare a balanced meal √ √ √
BL/LE/AE-6
7 Sensory System
LS2SC-AS-PSB-
7.1 Identify the different sense organs √ √ √ √
BL/LE/AE/LS-7.1
LS2SC-AS-PSB-
7.2 Relate the structure of the sense organs to its functions S3LT-IIa-b-1 √ √ √ √ √
BL/LE/AE/LS/AS-7.2
Describe the causes and symptoms of some diseases
associated with the sense organs, e.g.
 Eyes: ocerthalmium (night blindness), conjunctivitis, stye,
sore eyes, lesions of the eyes, foreign body
LS2SC-AS-PSB-
7.3  Nose: adenoids, foreign body S4LT-IIa-b-3 √ √ √ √ √
BL/LE/AE/LS/AS-7.3
 Ears: otitis, foreign body
 Tongue/mouth: oral thrush (singaw), Herpes simplex
 Skin: carbuncle, boils (pigsa), dermatitis and fungal
infections
Demonstrate healthful habits in taking care of the sense LS2SC-AS-PSB-
7.4 H2PH-Ii-j-8 √ √ √ √ √
organs BL/LE/AE/LS/AS-7.4
8 Nervous System
Relate the structure of the nervous system to its functions,
LS2SC-AS-PSB-
8.1 e.g., how the brain, spinal cord, and nerves help a person S10LT-IIIc-36 √ √ √ √ √
BL/LE/AE/LS/AS-8.1
respond to what is happening around him/her.

Enumerate some voluntary and involuntary reactions as a

LS2SC-AS-PSB-
8.2 response to certain stimuli, e.g., response to stimulus as √ √ √ √
LE/AE/LS/AS-8.2
perceived by the senses; reactions during danger/emergency.

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Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
Describe some common diseases associated with the nervous LS2SC-AS-PSB-
8.3 S4LT-IIa-b-3 √ √ √ √ √
system, e.g., headache, dizziness, numbness and paralysis. BL/LE/AE/LS/AS-8.3
Demonstrate healthful habits in taking care of the nervous
LS2SC-AS-PSB-
8.4 system, e.g., proper diet, exercise, personal hygiene, √ √ √ √ √
BL/LE/AE/LS/AS-8.5
cleanliness and proper handling of stress and tension.
9 Muscular - Skeletal Systems
Relate the structure of the muscular system to its functions,
e.g., the skeletal system consists of bones, joints, cartilages,
etc. The muscular system is made up of muscles, tendons, LS2SC-AS-PSB-
9.1 S4LT-IIa-b-1 √ √ √ √ √
ligaments, etc. It gives support and shape to the body and BL/LE/AE/LS/AS-9.1
helps it stand erect, protection to organs and bones and
provides surface for the attachment of muscles.
Identify injuries and diseases that can harm the skeletal and
LS2SC-AS-PSB-
9.2 muscular systems, e.g., sprain, cramps, fractures, muscle S4LT-IIa-b-3 √ √ √ √ √
BL/LE/AE/LS/AS-9.2
strain and osteoporosis.
Demonstrate first aid treatment for injuries to the skeletal and LS2SC-AS-PSB-
9.3 √ √ √ √
muscular systems. BL/LE/AE/LS-9.3
Demonstrate healthful habits in taking care of the skeletal and
LS2SC-AS-PSB-
9.4 the muscular systems, e.g., right food, exercise and √ √ √ √ √
BL/LE/AE/LS/AS-9.4
cleanliness.
10 Respiratory System
LS2SC-AS-PSB-
Relate the structure of the respiratory system to its functions,
10.1 S4LT-IIa-b-1 BL/LE/AE/LS/AS- √ √ √ √ √
e.g., nose, air passages or tubes, lungs, etc.
10.1
Describe some illnesses associated with the respiratory
system, their causes and symptoms, e.g., causes and LS2SC-AS-PSB-
10.2 symptoms of simple cough and colds, pneumonia, asthma, BL/LE/AE/LS/AS- √ √ √ √ √
tuberculosis (TB), emphysema, whooping cough and 10.2
diphtheria.

LS2SC-AS-PSB-
Cite preventive and curative measures for respiratory
10.3 S9LT-lc-27 BL/LE/AE/LS/AS- √ √ √ √ √
diseases.
10.3

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
11 Digestive System
Relate the structure of the digestive system to its functions,
LS2SC-AS-PSB-
11.1 e.g., mouth and teeth, esophagus, stomach, small intestine, S4LT-IIa-b-1 √ √ √
BL/LE/AE-11.1
liver, gall bladder, pancreas, large intestine and anus.
Describe the common ailments of the digestive system, e.g.,
LS2SC-AS-PSB-
11.2 the causes, symptoms, prevention and cure of diarrhea, S4LT-IIa-b-3 √ √ √ √
LE/AE/LS/AS-11.2
hyperacidity, peptic ulcer, and indigestion.
Demonstrate healthful habits in taking care of the digestive LS2SC-AS-PSB-
11.3 system, e.g., proper diet, personal hygiene, sanitation and BL/LE/AE/LS/AS- √ √ √ √ √
good health habits. 11.3
12 Excretory System
LS2SC-AS-PSB-
Relate the structure of the excretory system to its functions,
12.1 S4LT-IIa-b-1 BL/LE/AE/LS/AS- √ √ √ √ √
(e.g. kidneys, skin and liver)
12.1
LS2SC-AS-PSB-
Describe the common ailments of the excretory system (e.g.
12.2 BL/LE/AE/LS/AS- √ √ √ √ √
kidney stones, UTI and urethritis)
12.2
Demonstrate healthful habits in taking care of the excretory LS2SC-AS-PSB-
12.3 system, e.g., proper diet (avoid salty food), personal hygiene, BL/LE/AE/LS/AS- √ √ √ √ √
sanitation and good health habits. 12.3
13 Circulatory System (Cardio–Vascular)
LS2SC-AS-PSB-
Relate the structure of the cardio-vascular system to its
13.1 S4LT-IIa-b-1 BL/LE/AE/LS/AS- √ √ √ √ √
functions
13.1
Describe the common ailments associated with the cardio- LS2SC-AS-PSB-
13.2 vascular system, e.g., hypertension, angina pectoris, BL/LE/AE/LS/AS- √ √ √ √ √
hematoma, varicose veins and anemia. 13.2
Demonstrate healthful habits in taking care of the cardio-
vascular system, e.g., proper diet (avoid fatty, high LS2SC-AS-PSB-
13.3 cholesterol, salty food), personal hygiene, exercise, good BL/LE/AE/LS/AS- √ √ √ √ √
health habits (e.g., avoid smoking and drinking alcohol 13.3
excessively).

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
Describe how the respiratory and circulatory systems work LS2SC-AS-PSB-
13.4 together to transport nutrients, gases, and other molecules to S9LT-la-b-26 BL/LE/AE/LS/AS- √ √ √ √ √
and from the different parts of the body. 13.4
14 Reproductive System
Relate the structure of the reproductive system to its
functions, e.g.,
LS2SC-AS-PSB-
 male reproductive system: prostate gland, testicles,
14.1 S4LT-IIa-b-1 BL/LE/AE/LS/AS- √ √ √ √ √
scrotum, penis, vas deferens, sperm, urethra
14.1
 female reproductive system: ovaries, egg cells, fallopian
tubes, uterus or womb, vagina and clitoris
LS2SC-AS-PSB-
14.2 Explain the process of fertilization through an illustration. √ √ √
LE/AE/LS-14.2
Compare mitosis and meiosis and their role in the cell-division LS2SC-AS-PSB-
14.3 S8LT-IVd-16 √ √ √ √
cycle. LE/AE/LS/AS-14.3
LS2SC-AS-PSB-
14.4 Explain the menstrual cycle. S5LT-IIc-3 BL/LE/AE/LS/AS- √ √ √ √ √
14.4
LS2SC-AS-PSB-
14.5 Describe the changes that occur during puberty. S5LT-IIb-2 BL/LE/AE/LS/AS- √ √ √ √ √
14.5
Cite some ailments associated with the reproductive system, LS2SC-AS-PSB-
14.6 their causes, symptoms, prevention and cure, e.g., tumor, S4LT-IIa-b-3 BL/LE/AE/LS/AS- √ √ √ √ √
myoma, cancer of the uterus and cancer of the prostate. 14.6
Demonstrate healthful habits in taking care of the LS2SC-AS-PSB-
14.7 reproductive system, e.g., personal hygiene and good health S5LT-IId-4 BL/LE/AE/LS/AS- √ √ √ √ √
habits. 14.7
Avail of health information and services from government
and non-government agencies, health centers, clinics,
H3CH-IIIj-11
hospitals, e.g., priority health programs of the Department
LS2SC-AS-PSB-
15 of Health and the local government units, such as: √ √ √ √ √
H10CH-Ia-b- BL/LE/AE/LS/AS-15
• Expanded Program on Immunization
19
• National Family Planning Program
• Prevention and control of cardio-vascular diseases and

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Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
cancer
• Environmental Health Program
• 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
H6PH-Ig-h-24 LS2SC-AS-PSB-
Identify health services available in the community, e.g., rural
15.1 BL/LE/AE/LS/AS- √ √ √ √ √
health centers, Botika sa Barangay, hospitals and clinics.
H7GD-Ii-j-24 15.1
Participate in community related projects related to
reproductive health such as information dissemination, e.g.,
immunization, vaccination (polio, DPT, anti-tetanus), periodic LS2SC-AS-PSB-
15.2 √ √ √
medical check-up, dental treatment, family planning, nutrition BL/LE/AE-15.2
and sanitation campaign, safe water supply, use of herbal
medicine.
16 Herbal Medicine
Identify plants with medicinal value growing in the community
and their uses in treating certain ailments, e.g.,
 Banaba for difficulty in urination
 Guava for loose bowel movement, wounds, mouth
infection, sore gums and tooth decay
 Sabila for falling hair
 Lagundi (five – leg chaste tree) for asthma, cough, body LS2SC-AS-PSB-
16.1 pains BL/LE/AE/LS/AS- √ √ √ √ √
 Sambong for swelling and increased urination 16.1
 Tsaang gubat for stomach ache
 Ulasimang bato or pansit-pansitan for arthritis (gout),
 Garlic for high blood pressure and decreasing cholesterol
in the blood
 Niyog-niyogan for intestinal worms (ascaris)
 Akapulco for ring worm, athletes foot, scabies

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June 2017
 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
 Ampalaya for diabetes (mild non-insulin dependent).
LS2SC-AS-PSB-
Demonstrate correct procedure in the preparation of medicine
16.2 BL/LE/AE/LS/AS- √ √ √ √ √
from herbs growing in the community.
16.2
Use herbal medicines in the treatment of particular LS2SC-AS-PSB-
16.3 √ √ √ √
diseases/illnesses. LE/AE/LS/AS-16.3
LS2SC-AS-PSB-
Demonstrate how to plant and care for medicinal herbs using
16.4 BL/LE/AE/LS/AS- √ √ √ √ √
organic fertilizers
16.4
17 Modern Medicinal Drugs
Identify over-the-counter medicines for common illnesses
like headaches, dizziness, fever, cough and colds among LS2SC-AS-PSB-
17.1 others and injuries like first degree burns, bruises, insect H6CH-IVe-17 BL/LE/AE/LS/AS- √ √ √ √ √
bites, e.g., analgesics, expectorants, ointments, disinfectants, 17.1
household remedies and first aid kits.
Describe the effects of prohibited drugs on the health and LS2SC-AS-PSB-
17.2 well being of a person and the community, e.g., marijuana, H9S-IIe-f-21 BL/LE/AE/LS/AS- √ √ √ √ √
LSD, shabu, heroin, opium. 17.2
LS2SC-AS-PSB-
17.3 Cite signs and symptoms of drug abuse. H9S-IId-20 √ √ √ √
LE/AE/LS/AS-17.3
Describe the physical, psychological, social and economic
LS2SC-AS-PSB-
implications of drug abuse such as physical, emotional and
17.4 H9S-IIe-f-21 BL/LE/AE/LS/AS- √ √ √ √ √
mental instability which may result in being a social and
17.4
economic burden to society.
LS2SC-AS-PSB-
17.5 Discuss drug prevention and rehabilitation H9S-IIe-f-23 BL/LE/AE/LS/AS- √ √ √ √ √
17.5
18 Agriculture and Industry
Apply scientific procedures in agriculture, e.g., seed/stock
LS2SC-AS-PSB-
collection, grafting, marcotting, budding, irrigation, contour
18.1 BL/LE/AE/LS/AS- √ √ √ √ √
plowing, crop rotation and modern farm
18.1
equipment/machineries
LS2SC-AS-PSB-
18.2 Differentiate the characteristics of various types of soil. S4ES-Iva-1 √ √ √ √
LE/AE/LS/AS-18.2

Learning Strand 2 Scientific Literacy and Critical Thinking Page 14 of 39

June 2017
 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
LS2SC-AS-PSB-
18.3 Describe how rocks turn into soil. S5FE-Iva--1 √ √ √ √
BL/LE/AE/LS-18.3
LS2SC-AS-PSB-
18.4 Communicate the data collected from soil investigation. S5FE-IVC-3 √ √ √
LE/AE/LS-18.4
LS2SC-AS-PSB-
Demonstrate skills in crop rotation, the use of diversion and
18.5 BL/LE/AE/LS/AS- √ √
contour farming.
18.5
Conduct an orientation on the proper use of organic fertilizer, LS2SC-AS-PSB-
18.6 √ √ √
pest control and genetic diversity of crops AE/LS/AS-18.6
19 Environmental Management
LS2SC-AS-PSB-
Describe the effects of human intervention in plants and
19.1 BL/LE/AE/LS/AS- √ √ √ √ √
animals.
19.1
LS2SC-AS-PSB-
19.2 Describe plants found at home and in the community. √ √ √
BL/LE/AE-19.2
LS2SC-AS-PSB-
19.3 Name some plants found at home and in the community. √ √ √
BL/LE/AE-19.3
Identify the different parts of a plant and give the functions
LS2SC-AS-PSB-
19.4 of each part, e.g., roots, stems, branches, leaves, spores, and √ √ √
BL/LE/AE-19.4
flowers, fruits and seeds if flowering.
LS2SC-AS-PSB-
19.5 Describe the external parts of a leaf. √ √ √
BL/LE/AE-19.5
LS2SC-AS-PSB-
19.6 Describe the internal parts of a leaf. √ √ √
BL/LE/AE-19.6
LS2SC-AS-PSB-
19.7 Identify specific parts of a cross section of a leaf. √ √ √
BL/LE/AE-19.7
Differentiate asexual from sexual reproduction in terms of:
• number of individuals involved LS2SC-AS-PSB-
19.8 S7LT-IIg-7 √ √ √
• similarities of offspring to parents; individuals involved BL/LE/AE-19.8
• similarities of offspring to parents
Classify plants according to:
LS2SC-AS-PSB-
19.9 • habitat – soil, water, air √ √ √
LE/AE/LS-19.9
• structure and size –herb, vine, shrub, tree

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
• means of reproduction – asexual, (vegetative, e.g.,
cuttings, leaves, roots) sexual – spores, seed
LS2SC-AS-PSB-
19.10 Explain the importance of classifying plants. √ √ √
LE/AE/LS-19.10
Cite the uses of plants to man, e.g., food, fuel and
construction materials, furniture, handicrafts, clothing LS2SC-AS-PSB-
19.11 √ √ √
materials, ropes, medicines, paper, shade, feed for animals BL/LE/AE-19.11
and aesthetic value.
Demonstrate proper ways of caring for and conserving
plants such as:
• good soil/fertilizer
LS2SC-AS-PSB-
19.12 • adequate water √ √
LE/AE-19.12
• proper spacing and planting
• protection from insect pests and other animals
• wise use of plant resources
Describe/observe animals found at home and in the LS2SC-AS-PSB-
19.13 √ √
community. LE/AE-19.13
LS2SC-AS-PSB-
19.14 Identify the animals found at home and in the community. S3LT-IIc-d-5 √ √
LE/AE-19.14
LS2SC-AS-PSB-
19.15 Identify the parts and functions of animals. √ √
LE/AE-19.15
Classify these animals according to:
• Structure – invertebrates, vertebrates
• Food – omnivorous, herbivorous and carnivorous LS2SC-AS-PSB-
19.16 S3LT-IIc-d-5 √ √
• Habitat – terrestrial, arborial, aquatic LE/AE-19.16
• Reproduction – asexual (fission, conjugation), sexual
• (oviparous (egg), viviparous (live offspring)
LS2SC-AS-PSB-
19.17 Differentiate between vertebrates and invertebrates. S6MT-IIe-f-3 √ √ √
LE/AE/LS-19.17
LS2SC-AS-PSB-
19.18 Enumerate the characteristics of fishes. √ √ √
LE/AE/LS-19.18
LS2SC-AS-PSB-
19.19 Enumerate the characteristics of amphibians. √ √ √
LE/AE/LS-19.19

Learning Strand 2 Scientific Literacy and Critical Thinking Page 16 of 39

June 2017
 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
LS2SC-AS-PSB-
19.20 Explain how amphibians can live both in water and on land. √ √ √
LE/AE/LS-19.20
LS2SC-AS-PSB-
19.21 Enumerate the characteristics of reptiles. √ √ √
LE/AE/LS-19.21
LS2SC-AS-PSB-
19.22 Enumerate the characteristics of birds. √ √ √
LE/AE/LS-19.22
LS2SC-AS-PSB-
19.23 Enumerate the characteristics of mammals. √ √ √
LE/AE/LS-19.23
LS2SC-AS-PSB-
19.24 Explain how mammals can adapt to different environments. √ √ √ √
LE/AE/LS/AS-19.24
Differentiate between different types of mammals e.g., LS2SC-AS-PSB-
19.25 √ √ √ √
marsupials. LE/AE/LS/AS-19.25
Compare some life cycles of animals, e.g., mosquito, butterfly LS2SC-AS-PSB-
19.26 S4LT-IIg-h-13 √ √ √ √
and frog. LE/AE/LS/AS-19.26
LS2SC-AS-PSB-
Cite the importance of animals to man, e.g., food, beast of
19.27 S3LT-IIc-d-6 BL/LE/AE/LS/AS- √ √ √ √ √
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, clean LS2SC-AS-PSB-
19.28 PNEKA-III g-6 √ √ √ √
habitat, treatment of their diseases, and tender loving care LE/AE/LS/AS-19.28
for pets and wise use of animal resources.
Describe the different levels of biological organization from LS2SC-AS-PSB-
19.29 S7LT-IIc-3 √ √ √ √
cell to biosphere; BL/LE/AE/LS-19.29
Describe the interrelationships among plants, animals and LS2SC-AS-PSB-
19.30 √ √ √
other organisms concerning their food. BL/LE/AE-19.30
Illustrate feeding relationships through the food chain and
food web e.g., producers (plants); first order consumers
LS2SC-AS-PSB-
19.31 (grasshoppers, birds); second order consumers (snake, √ √ √ √
BL/LE/AE/LS-19.31
lizard); third order consumer (hawk). Decomposers eat dead
bodies of organisms.
LS2SC-AS-PSB-
19.32 Describe the transfer of energy through the trophic levels. S8LT-IVi-22 √ √ √
BL/LE/AE-19.32

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
Explain the food nutrient cycle and the importance of
LS2SC-AS-PSB-
19.33 decomposers in making food nutrients available to plants, √ √ √
BL/LE/AE-19.33
e.g., oxygen-carbon dioxide cycle.
LS2SC-AS-PSB-
19.34 Compare living with non-living things. S3LT-IIe-f-11 BL/LE/AE/LS/AS- √ √ √ √ √
19.34
LS2SC-AS-PSB-
19.35 Infer that living things reproduce. S3LT-IIg-h-12 BL/LE/AE/LS/AS- √ √ √ √ √
19.35
Identify observable characteristics that are passed on from LS2SC-AS-PSB-
19.36 S3LT-IIg-h-13 √ √ √
parents to offspring (e.g., humans, animals, plants). BL/LE/AE-19.36
LS2SC-AS-PSB-
19.37 Identify beneficial and harmful microorganisms. S7LT-IIf-6 √ √ √
AE/LS/AS-19.37
Explain how some activities of people disrupt the cycles of an LS2SC-AS-PSB-
19.38 √ √ √ √
ecosystem. LE/AE/LS/AS-19.38
Describe how peoples’ practices/ activities affect plant and
animal life and the environment in general, e.g., Dynamite
fishing – destruction of fishes and other marine resources,
LS2SC-AS-PSB-
19.39 e.g., coral reefs, Improper disposal of waste and garbage – √ √ √ √
LE/AE/LS/AS-19.39
pollution of soil, water and air and Fishing/Hunting
endangered species, e.g., whale sharks, green turtles
(pawikan) and sea horses.
Explain the effects of overpopulation in a community, e.g.,
shortage of food, water and space, land, water and air LS2SC-AS-PSB-
19.40 √ √ √ √
pollution, adverse effect on health and well-being, depleted LE/AE/LS/AS-19.40
natural resources and upsetting of ecological balance.
LS2SC-AS-PSB-
19.41 State the importance of the water cycle. S4ES-IVc-3 √ √ √ √
LE/AE/LS/AS-19.41
Describe the interactions among living things and non-living LS2SC-AS-PSB-
19.42 S5LT-IIh-8 √ √
things in estuaries and intertidal zones. LE/AE-19.42
Identify the different ecosystem in the community, province
LS2SC-AS-PSB-
19.43 and region such as: √ √
LE/AE-19.43
• Lowland Ecosystem

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
• Coastal Ecosystem
• Upland Ecosystem
• Urban Ecosystem
Identify the natural resources available for human use in the
different ecosystem such as:
• Land resources, e.g., soil, farmlands, forest, croplands,
trees, pasture lands, vegetative farming, hilly lands,
mountains and rocks
• Water resources, e.g., rivers, lakes, streams, creeks,
swamps, ocean and groundwater LS2SC-AS-PSB-
19.44 √ √
• Air resources, e.g., oxygen, nitrogen, carbon dioxide and LE/AE-19.44
water vapor
• Fauna (Animal Life), e.g., birds, fowls, poultry, wild life,
domesticated animals and insects
• Flora (Plant Life), e.g., air plant, e.g., orchids (waling-
waling, cattleya), water plants, shrubs/bush, ferns, vines
and ornamental plants
Explain the use of water from different sources in the context LS2SC-AS-PSB-
19.45 S4ES-IVb-2 √ √ √ √
of daily activities. LE/AE/LS/AS-19.45
Explain the need to protect and conserve estuaries and LS2SC-AS-PSB-
19.46 S5LT-Ii-j-10 √ √ √
intertidal zones. BL/LE/AE-19.46
LS2SC-AS-PSB-
19.47 Differentiate biotic from abiotic components of an ecosystem. S7LT-IIh-9 √ √
LE/AE-19.47
Describe the different ecological relationships found in an LS2SC-AS-PSB-
19.48 S7LT-IIh-10 √ √ √
ecosystem. BL/LE/AE-19.48
Predict the effect of changes in one population on other LS2SC-AS-PSB-
19.49 S7LT-IIi-11 √ √ √ √
populations in the ecosystem. LE/AE/LS/AS-19.49
Explain the advantage of high biodiversity in maintaining the LS2SC-AS-PSB-
19.50 S8LT-IVh-21 √ √ √ √
stability of an ecosystem. LE/AE/LS/AS-19.50
LS2SC-AS-PSB-
19.51 Suggest ways to minimize human impact on the environment. S8LT-IVj-25 √ √ √
AE/LS/AS-19.51
Demonstrate commitment and concern in LS2SC-AS-PSB-
19.52 √ √ √ √
preserving/conserving the balance of life in the ecosystem. LE/AE/LS/AS-19.52

Learning Strand 2 Scientific Literacy and Critical Thinking Page 19 of 39

June 2017
 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
List ways to control and to prevent harmful effects of human
activities on the environment, e.g., stopping kaingin,
LS2SC-AS-PSB-
19.53 preventing illegal logging and dynamite fishing, proper √ √ √
AE/LS/AS-19.53
waste/garbage disposal, reforestation, green revolution,
organic farming and using resources wisely.
LS2SC-AS-PSB-
19.54 Analyze the roles of organisms in the cycling of materials. S8LT-IVi-23 √ √ √ √
LE/AE/LS/AS-19.54
Participate in campaigns and activities for LS2SC-AS-PSB-
19.55 √ √ √ √
improving/managing one’s environment. LE/AE/LS/AS-19.55
Discuss the family planning program of the government LS2SC-AS-PSB-
19.56 H8FH-Iig-h-41 √ √ √ √
through responsible parenthood. LE/AE/LS/AS-19.56
Apply scientific thinking skills in solving problems affecting LS2SC-AS-PSB-
19.57 √ √ √ √
one’s personal, family and community life. LE/AE/LS/AS-19.57
Make a simple project proposal to address one prevalent LS2SC-AS-PSB-
19.58 √ √
problem in your community LS/AS-19.58

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June 2017
 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Learning Strand 2: Scientific Literacy and Critical Thinking Skills

Content Standard: Application of Scientific Ways of Thinking in Daily Life

Performance Standard C: Use science and technology to understand and cope with natural and human induced calamities and improve the quality of life

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
Simple Machines
Develop and use tools and simple machines made from LS2SC-AS-PSC-
1 √ √ √ √
local/indigenous materials. BL/LE/AE/LS-1
Demonstrate how simple machines help make work easier
and faster:
• Lever
• Inclined plane LS2SC-AS-PSC-
1.1 S6FE-IIIa-1 √ √ √ √
• Wedge BL/LE/AE/LS-1.1
• Screw
• Wheel and axle, e.g., bicycle
• Pulley
Compare the work done using different kinds of simple
LS2SC-AS-PSC-
1.2 machines to demonstrate the mechanical advantage of using √ √ √ √
BL/LE/AE/LS-1.2
them.
Electronics and Information Technology
Cite the conveniences brought about by developments in LS2SC-AS-PSC-
2 √ √ √
electronics and information technology. BL/LE/AE-2
Describe how to use common household electrical, electronic
devices and IT machines, e.g., electric stove/rice LS2SC-AS-PSC-
2.1 √ √ √ √ √
cooker/electric heater, stereo/radio/VCD player, TV and BL/LE/AE/LS/AS-2.1
desktop computer/laptop/cell phones.
LS2SC-AS-PSC-
2.2 Describe what a computer is, e.g., history of the computer √ √ √
BL/LE/AE-2.2
Explain the uses of computers, e.g., home, office, business, LS2SC-AS-PSC-
2.3 EPP4IE -0c-5 √ √ √
communications. BL/LE/AE-2.3
Name the basic parts of a computer, e.g. CPU, monitor, LS2SC-AS-PSC-
2.4 √ √ √
keyboard, mouse BL/LE/AE-2.4

Learning Strand 2 Scientific Literacy and Critical Thinking Page 21 of 39

June 2017
 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
LS2SC-AS-PSC-
2.5 Give examples of computers. √ √ √ √
BL/LE/AE/LS-2.5
Identify basic computer programs, e.g. Microsoft office, LS2SC-AS-PSC-
2.6 √ √ √ √
internet explorer BL/LE/AE/LS-2.6
LS2SC-AS-PSC-
2.7 Cite the advantages of using electronic devices. √ √ √
BL/LE/AE-2.7
LS2SC-AS-PSC-
2.8 Manipulate electrical, electronic, and IT machines. √ √ √
AE/LS/AS-2.8
Identify different kinds of communications technology, e.g. LS2SC-AS-PSC-
2.9 √ √ √ √ √
handset, cellular phones BL/LE/AE/LS/AS-2.9
Cite the advantages of using communication technologies,
LS2SC-AS-PSC-
2.10 e.g., facilitate information dissemination and business √ √ √
BL/LE/AE-2.10
transactions and save time.
State the importance of using appropriate technologies in LS2SC-AS-PSC-
2.11 waste recycling, reducing energy consumption, improving BL/LE/AE/LS/AS- √ √ √ √ √
work efficiency etc. 2.11
Laboratory Equipment and Apparatus
Improvise simple laboratory equipment/apparatuses LS2SC-AS-PSC-
3 √ √ √
commonly used. LE/AE/LS-3
Identify commonly used laboratory equipment/apparatuses
LS2SC-AS-PSC-
3.1 and their uses, e.g., burner, cylinder, beaker, microscope √ √ √
AE/LS/AS-3.1
and magnifying lens.
LS2SC-AS-PSC-
3.2 Develop improvised simple laboratory apparatus. √ √ √
AE/LS/AS-3.2
LS2SC-AS-PSC-
3.3 Identify the parts of the microscope and their functions. S7LT-IIa-1 √ √ √
AE/LS/AS-3.3
State the importance of using appropriate technologies in
LS2SC-AS-PSC-
4 waste recycling, reducing energy consumption, improving √ √ √
AE/LS/AS-4
work efficiency etc.
Discuss the implications of technology in preparing for and
LS2SC-AS-PSC-
5 coping with weather changes, natural and human induced √ √ √
AE/LS/AS-5
calamities and other hazards.

Learning Strand 2 Scientific Literacy and Critical Thinking Page 22 of 39

June 2017
 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
Climate
LS2SC-AS-PSC-
6 Describe how climate affects life. √ √ √ √
BL/LE/AE/LS-6
Describe the various factors that affects weather system, LS2SC-AS-PSC-
6.1 √ √ √ √
location and topography BL/LE/AE/LS-6.1
LS2SC-AS-PSC-
6.2 Describe the types of climate in the Philippines. √ √ √ √
BL/LE/AE/LS-6.2
Describe the factors that affect climate change:
• Greenhouse effect LS2SC-AS-PSC-
6.3 √ √ √ √ √
• Global warming BL/LE/AE/LS/AS-6.3
• Pollution
Describe certain climatic phenomena that occur on a global LS2SC-AS-PSC-
6.4 S9ES-IIIf-31 √ √ √ √ √
level. BL/LE/AE/LS/AS-6.4
Describe how people adapt to the climatic condition of a
LS2SC-AS-PSC-
6.5 place, e.g., people in mountainous areas in islands/seashore, √ √ √ √ √
BL/LE/AE/LS/AS-6.5
interior (landlocked area), plains, one’s own place.
LS2SC-AS-PSC-
6.6 Explain the effects of weathering and erosion. √ √ √
BL/LE/AE-6.6
Describe the effects of certain weather systems in the LS2SC-AS-PSC-
6.7 S7ES-IVe-8 √ √ √
Philippines. BL/LE/AE-6.7
Use models to relate the length of daytime, the amount of
S7ES-IVe-9 LS2SC-AS-PSC-
6.8 energy received, the height of the Sun in the sky and the √ √ √
S7ES-IVe-10 BL/LE/AE-6.8
latitude of an area to the tilt of the earth.
Show what causes change in the seasons in the Philippines LS2SC-AS-PSC-
6.9 S7ES-IVe-11 √ √ √
using models. BL/LE/AE-6.9
LS2SC-AS-PSC-
6.10. Describe the changes in the weather over a period of time. S3ES-IVe-f-3 √ √ √
BL/LE/AE-6.10
Communicate how different types of weather affect activities LS2SC-AS-PSC-
6.11 S3ES-IVg-h-4 √ √ √
in the community BL/LE/AE-6.11
Typhoon
LS2SC-AS-PSC-
7 Describe the effects of typhoons. S5FE-IVe-5 √ √ √
AE/AE/LS-7

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
LS2SC-AS-PSC-
7.1 List down the effects of various weather disturbances √ √
LE/AE-7.1
LS2SC-AS-PSC-
7.2 Explain how a typhoon develops and moves. S8ES-IId-18 √ √
LE/AE-7.2
LS2SC-AS-PSC-
7.3 Infer why the Philippines is prone to typhoons. S8ES-IId-19 √ √ √
BL/LE/AE-7.3
Explain how landmasses and bodies of water affect LS2SC-AS-PSC-
7.4 S8ES-IIe-20 √ √ √
typhoons. LE/AE/LS-7.4
Trace the path of typhoons that enter the Philippine Area of LS2SC-AS-PSC-
7.5 S8ES-IIf-21 √ √ √
Responsibility (PAR) using a map and tracking data. BL/LE/AE-7.5
Simulate precautionary measures to take before, during and LS2SC-AS-PSC-
7.6 S3ES-IVg-h-5 √ √ √ √ √
after a typhoon. BL/LE/AE/LS/AS-7.6
Earthquake
Use models to explain how movements along faults generate LS2SC-AS-PSC-
8 S8ES-IIa-14 √ √ √
earthquakes. BL/LE/AE-8
Differentiate the epicenter of an earthquake from its focus,
LS2SC-AS-PSC-
8.1 intensity of an earthquake from its magnitude and active and S8ES-IIa-15 √ √ √
BL/LE/AE-8.1
inactive faults.
Demonstrate how underwater earthquakes generate LS2SC-AS-PSC-
8.2 S8ES-IIa-16 √ √ √
tsunamis. BL/LE/AE-8.2

Describe the effects of an earthquake on people and the

LS2SC-AS-PSC-
8.3 environment, e.g., destruction of lives and properties, √ √ √ √
BL/LE/AE/LS-8.3
changes in land features.
Describe how an earthquake develops, e.g., movement of LS2SC-AS-PSC-
8.4 √ √
the earth’s crust, volcanic eruptions, etc. LE/AE-8.4
LS2SC-AS-PSC-
8.5 Simulate how a tectonic plate moves under another. √ √
LE/AE-8.5
Identify earthquake areas in the world particularly in the
LS2SC-AS-PSC-
8.6 Philippines, e.g., volcanic ring of fire around the Pacific √ √ √
BL/LE/AE-8.6
Ocean Coast including the Philippines.

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
Describe how an earthquake is detected and measured, e.g.,
behavior of some animals before eruption, certain signs LS2SC-AS-PSC-
8.7 √ √ √
observed by folks. Intensity is measured by the Richter LE/AE/LS-8.7
Scale.
Demonstrate some precautionary measures before, during LS2SC-AS-PSC-
8.8 S6ES-IVb-2 √ √ √ √
and after an earthquake. LE/AE/LS/AS-8.8
Volcanoes
LS2SC-AS-PSC-
9 Describe the effects of volcanic eruptions S9ES -IIIb-28 √ √ √ √
BL/LE/AE/LS-9
Identify some volcanoes and indicate where they are
located, e.g.,
 Mayon Volcano - Albay
LS2SC-AS-PSC-
9.1  Mt. Pinatubo - Central Luzon √ √ √
BL/LE/AE-9.1
 Hibok-Hibok – Camiguin
 Canlaon – Negros
 Taal Volcano – Batangas
Classify which volcanoes are active, dormant and extinct and LS2SC-AS-PSC-
9.2 √ √ √
indicate their last eruptions. LE/AE/LS-9.2
LS2SC-AS-PSC-
9.3 Explain how a volcanic eruption occurs. S9ES -IIIb-28 √ √ √
LE/AE/LS-9.3
Name the beneficial/harmful effects of volcanic eruptions,
LS2SC-AS-PSC-
9.4 e.g., making the soil fertile is beneficial but the destruction √ √ √ √ √
BL/LE/AE/LS/AS-9.4
of life, property and resources is not.
Demonstrate precautionary measures to take before and LS2SC-AS-PSC-
9.5 √ √ √ √ √
after volcanic eruptions. BL/LE/AE/LS/AS-9.5
Illustrate how energy from volcanoes may be tapped for LS2SC-AS-PSC-
9.6 S9ES-IIIc-d-29 √ √ √ √ √
human use. BL/LE/AE/LS/AS-9.6
Human Induced Calamities
Describe the effects of human induced calamities and other LS2SC-AS-PSC-
10 √ √ √ √ √
hazards. BL/LE/AE/LS/AS-10
Enumerate the effects of careless handling of fire, e.g., LS2SC-AS-PSC-
10.1 burning of houses and buildings, people and animals, forest BL/LE/AE/LS/AS- √ √ √ √ √
fire or conflagration. 10.1

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
Describe the consequences of fire or conflagration, e.g., LS2SC-AS-PSC-
10.2 destruction of properties, plant and animal life, loss of life, BL/LE/AE/LS/AS- √ √ √ √ √
etc. 10.2
Demonstrate precautionary measures to take before and LS2SC-AS-PSC-
10.3 √ √ √ √
during a fire. LE/AE/LS/AS-10.3
LS2SC-AS-PSC-
Cite the effects of absence of peace and order on the health
10.4 BL/LE/AE/LS/AS- √ √ √ √ √
and well-being of the people.
10.4
LS2SC-AS-PSC-
Cite conditions that disrupt peace and order in a place, e.g.,
10.5 BL/LE/AE/LS/AS- √ √ √ √ √
hostilities (army vs. rebels), civil disobedience, strike.
10.5
LS2SC-AS-PSC-
Practice precautionary measures in times of disruption of
10.6 BL/LE/AE/LS/AS- √ √ √ √ √
peace and order.
10.6
Identify the disaster prone areas in the Philippines and in the LS2SC-AS-PSC-
11 √ √ √ √ √
immediate community through a hazard map. BL/LE/AE/LS/AS-11
LS2SC-AS-PSC-
11.1 Make a hazard map of the immediate community. BL/LE/AE/LS/AS- √ √ √ √ √
11.1
LS2SC-AS-PSC-
11.2 State the importance of hazard map in times of calamities. √ √ √ √
LE/AE/LS/AS-11.2

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Learning Strand 2: Scientific Literacy and Critical Thinking Skills

Content Standard: Application of Scientific Ways of Thinking in Daily Life

Performance Standard D: Relate how science and technology affect people's beliefs, practices and ways of thinking.

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
Cite local superstitious beliefs and practices/ways of thinking
LS2SC-AS-PSD-
1 that are related to science and technology and those without √ √ √ √
LE/AE/LS/AS-1
scientific basis
Identify existing superstitious beliefs and practices in the
home and the community, e.g., superstitious beliefs and
practices involving stages in family life from birth to death;
LS2SC-AS-PSD-
1.1 pamahiin about courtship, married life, death; activities in √ √ √ √
LE/AE/LS/AS-1.1
agriculture, construction of houses/buildings; selection of
dates for important events; influence of numbers and the
moon and stars in one’s life, etc..
Explain scientifically the basis of common practices, beliefs
and phenomena e.g., not standing beside a tall object in an LS2SC-AS-PSD-
1.2 √ √ √ √
open field when there is lightning, harvesting mushrooms LE/AE/LS/AS-1.2
right after a lightning strikes.
Illustrate cause–effect relationships in nature, e.g., reaction to
LS2SC-AS-PSD-
1.3 stimulus which may either be positive or negative like leaves √ √ √ √
LE/AE/LS/AS-1.3
of a plant reacting positively to sunlight.
Explain the occurrence of evolution: LS2SC-AS-PSD-
1.4 S10LT-IIIg-40 √ √ √
• Adaptation and causes of extinction AE/LS/AS-1.4
LS2SC-AS-PSD-
2 Cite how science and technology influence people’s lives. √ √ √
AE/LS/AS-2
Use the scientific method to test hypothesis and reach
conclusions on issues and concerns affecting daily life LS2SC-AS-PSD-
2.1 √ √ √
situations e.g., AE/LS/AS-2.1
• Suspension of judgment until evidence is available,

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
avoidance of bias, prejudice and superstitions.

Develop skills necessary to make independent inquiries about

the natural world which affect personal, family, and
community life situations, e.g., Conduct a simple community
survey using sampling techniques on a problem affecting the
LS2SC-AS-PSD-
2.2 health of the people in the community like water, air and √ √ √
AE/LS/AS-2.2
garbage pollution; or an opinion survey on the practice of
family planning, sexual behavior, etc.; record and organize
the data gathered using tables and graphs and then analyze
the results.

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Learning Strand 2: Scientific Literacy and Critical Thinking Skills

Content Standard: Application of Scientific Ways of Thinking in Daily Life

Perfromance Standard E: Understand the factors that contribute to sustaining life.

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
States of Matter
LS2SC-AS-PSE-
1 Describe the roles of matter in improving life. √ √ √ √
BL/LE/AE/LS-1
Classify objects and materials as solid, liquid, and gas based LS2SC-AS-PSE-
1.1 S3MT-Ic-d-2 √ √ √ √
on some observable characteristics. BL/LE/AE/LS-1.1
Describe ways on the proper use and handling solid, liquid LS2SC-AS-PSE-
1.2 S3MT-Ie-g-3 √ √ √ √
and gas found at home and in school. BL/LE/AE/LS-1.2
Identify changes in matter
LS2SC-AS-PSE-
1.3 a. Physical S3MT-Ih-j-4 √ √ √ √
BL/LE/AE/LS-1.3
b. Chemical
LS2SC-AS-PSE-
1.4 Differentiate useful and harmful materials. √ √ √ √
BL/LE/AE/LS-1.4
Demonstrate knowledge on how to use pressure valves of
technologies using gas, such as:
• LPG tank LS2SC-AS-PSE-
1.5 √ √ √
• Hospital oxygen tank LE/AE/LS-1.5
• Machine shop (oxygen-acetylene gas)
• Kerosene powered refrigerators
LS2SC-AS-PSE-
1.6 Distinguish mixtures from pure substances. S7MT-Ie-f-4 √ √ √ √
BL/LE/AE/LS-1.6
LS2SC-AS-PSE-
1.7 Differentiate the properties of acidic and basic mixtures. S7MT-Ii-6 √ √ √ √
BL/LE/AE/LS-1.7
LS2SC-AS-PSE-
1.8 Distinguish the properties of elements and compounds S7MT-Ig-h-5 √ √ √
BL/LE/AE-1.8
Recognize different types of compounds (ionic or covalent)
LS2SC-AS-PSE-
1.9 based on their properties such as melting point, hardness, S9MT-IIb-14 √ √ √
BL/LE/AE-1.9
polarity, and electrical and thermal conductivity.

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
LS2SC-AS-PSE-
1.10. Differentiate metallic from non-metallic elements S7MT-Ij-7 √ √ √
BL/LE/AE-1.10
Explain how the factors affecting rates of chemical reactions
S10MT-IVh-j- LS2SC-AS-PSE-
1.11 are applied in food preservation and materials production, √ √ √
24 AE/LS/AS-1.11
control of fire, pollution, and corrosion.
Force, Motion and Energy
Recognize the relationship on how force, motion and energy LS2SC-AS-PSE-
2 √ √ √
are interrelated. AE/LS/AS-2
Describe the movements of objects such as fast/slow, LS2SC-AS-PSE-
2.1 S3FE-IIIe-f-3 √ √ √
forward/backward, stretching/compressing. AE/LS/AS-2.1
LS2SC-AS-PSE-
2.2 Explain the effects of force applied to an object. S4FE-IIIa-1 √ √ √
AE/LS/AS-2.2
Practice safety measures in physical activities and proper LS2SC-AS-PSE-
2.3 S4FE-IIIb-c-2 √ √ √
handling of materials. AE/LS/AS-2.3
LS2SC-AS-PSE-
2.4 Describe the force exerted by magnets. S4FE-IIId-e-3 √ √ √
AE/LS/AS-2.4
LS2SC-AS-PSE-
2.5 Demonstrate how a body responds to changes in motion. S8FE-Ib-17 √ √ √
AE/LS/AS-2.5
Demonstrate the applications of laws of motion in:
LS2SC-AS-PSE-
2.6 a. Linear motion (e.g. a running man on a straight line) √ √ √
AE/LS/AS-2.6
b. Circular motion (e.g. “a turning wheel”)
Identify situations in which work is done and in which no LS2SC-AS-PSE-
2.7 √ √ √
work is done in the absence and presence of force. AE/LS/AS-2.7
Describe the motion of an object in terms of distance or LS2SC-AS-PSE-
2.8 S7FE-IIIa-1 √ √ √
displacement, speed or velocity, and acceleration. AE/LS/AS-2.8
LS2SC-AS-PSE-
2.9 Differentiate quantities in terms of magnitude and direction. S7FE-IIIa-2 √ √ √
AE/LS/AS-2.9
Create and interpret visual representation of the motion of LS2SC-AS-PSE-
2.10. S7FE-IIIa-3 √ √ √
objects such as tape charts and motion graphs. AE/LS/AS-2.10
LS2SC-AS-PSE-
2.11 Explain the hierarchy of colors in relation to energy. √ √ √
AE/LS/AS-2.11

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
Investigate the relationship between the amount of force
LS2SC-AS-PSE-
2.12 applied and the mass of the object to the amount of change S8FE-Ia-15 √ √ √
AE/LS/AS-2.12
in the object’s motion.
Infer that when a body exerts a force on another, an equal LS2SC-AS-PSE-
2.13 S8FE-Ia-16 √ √ √
amount of force is exerted back on it. AE/LS/AS-2.13
LS2SC-AS-PSE-
2.14 Infer the relationship between current and charge. S8FE-Ih-30 √ √ √
AE/LS/AS-2.14
Explain the advantages and disadvantages of series and LS2SC-AS-PSE-
2.15 S8FE-Ii-31 √ √ √
parallel connections in homes. AE/LS/AS-2.15
LS2SC-AS-PSE-
2.16 Differentiate electrical power and electrical energy. S8FE-Ii-32 √ √ √
AE/LS/AS-2.16
Explain the functions of circuit breakers, fuses, earthing, LS2SC-AS-PSE-
2.17 S8FE-Ii-33 √ √ √
double insulation, and other safety devices in the home. AE/LS/AS-2.17
Light, Heat & Sound
LS2SC-AS-PSE-
3 Describe how light, heat and sound affect the quality of life. √ √ √
AE/LS/AS-3
LS2SC-AS-PSE-
3.1 Enumerate uses of light, sound, heat and electricity. S3FE-IIIi-j-3 √ √ √
AE/LS/AS-3.1
LS2SC-AS-PSE-
3.2 Describe how light, sound and heat travel. S4FE-IIIf-g-4 √ √ √
AE/LS/AS-3.2
LS2SC-AS-PSE-
3.3 Investigate properties and characteristics of light and sound. S4FE-IIIh-5 √ √ √
AE/LS/AS-3.3
Describe ways to protect oneself from exposure to excessive LS2SC-AS-PSE-
3.4 S4FE-IIIi-j-6 √ √ √
light, heat and sound. AE/LS/AS-3.4
Infer how black and colored objects affect the ability to LS2SC-AS-PSE-
3.5 S5FE-IIId-4 √ √ √
absorb heath. AE/LS/AS-3.5
Relate the ability of the material to block, absorb or transmit LS2SC-AS-PSE-
3.6 S5FE-IIIe-5 √ √ √
light to its use. AE/LS/AS-3.6
LS2SC-AS-PSE-
3.7 Infer the conditions necessary to make a bulb light up. S5FE-IIIf-6 √ √ √
AE/LS/AS-3.7
Determine the effects of changing the number or type of LS2SC-AS-PSE-
3.8 S5FE-IIIg-7 √ √ √
components in a circuit. AE/LS/AS-3.8

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
Design an experiment to determine the factors that affect LS2SC-AS-PSE-
3.9 S5FE-IIIi-j-9 √ √ √
the strength of the electromagnet. AE/LS/AS-3.9
Infer how friction and gravity affect movements of different LS2SC-AS-PSE-
3.10. S6FE-IIIa-b-1 √ √ √
objects. AE/LS/AS-3.10
Demonstrate how sound, heat, light and electricity can be LS2SC-AS-PSE-
3.11 S6FE-IIIc-d-2 √ √ √
transformed. AE/LS/AS-3.11
Relate characteristics of light such as color and intensity to LS2SC-AS-PSE-
3.12 S7LT-IIIf-10 √ √ √
frequency and wavelength. AE/LS/AS-3.12
LS2SC-AS-PSE-
3.13 Infer that light travels in a straight line. S7LT-IIIg-11 √ √ √
AE/LS/AS-3.13
S7LT-IIIh--i- LS2SC-AS-PSE-
3.14 Infer the conditions necessary for heat transfer to occur. √ √ √
12 AE/LS/AS-3.14
LS2SC-AS-PSE-
3.15 Describe the different types of charging processes. S7LT-IIIj-13 √ √ √
AE/LS/AS-3.15
LS2SC-AS-PSE-
3.16 Explain the importance of earthing or grounding. S7LT-IIIj-14 √ √
LS/AS-3.16
Demonstrate the existence of the color components of visible LS2SC-AS-PSE-
3.17 S8FE-If-26 √ √
light using a prism or diffraction grating. LS/AS-3.17
Demonstrate the generation of electricity by movement of a LS2SC-AS-PSE-
3.18 S10FE-IIi-53 √ √ √
magnet through a coil. AE/LS/AS-3.18
Explain the operation of a simple electric motor and LS2SC-AS-PSE-
3.19 S10FE-IIj-54 √ √
generator. AE/LS/AS-3.19
Earth & Space
LS2SC-AS-PSE-
4 Understand Earth and Space and their impact on life. √ √ √ √
BL/LE/AE/LS-4
S11ES-IId-28
Describe the layers of the earth and its composition, e.g., LS2SC-AS-PSE-
4.1 √ √ √ √
crust, mantle and core. BL/LE/AE/LS-4.1
S11ES-IIe-29
Describe the natural objects that are found in the sky during LS2SC-AS-PSE-
4.2 S3ES-IVg-h-6 √ √ √ √
daytime and nighttime. BL/LE/AE/LS-4.2
Communicate how the natural objects in the sky affect daily LS2SC-AS-PSE-
4.3 S3ES-IVg-h-7 √ √ √ √
activities. BL/LE/AE/LS-4.3

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
Identify the different types of clouds and their LS2SC-AS-PSE-
4.4 √ √ √ √
characteristics. (e.g. cirrus, cumulus, nimbus, stratus clouds) BL/LE/AE/LS-4.4
Enumerate safety measures to avoid the harmful effects of LS2SC-AS-PSE-
4.5 S3ES-IVg-h-8 √ √ √
the sun’s heat and light. BL/LE/AE-4.5
Use weather instruments to measure the different weather LS2SC-AS-PSE-
4.6 S4ES-IVe-5 √ √ √ √
components. BL/LE/AE/LS-4.6
LS2SC-AS-PSE-
4.7 Describe the effects of the sun. S4ES-IVj-11 √ √ √ √
BL/LE/AE/LS-4.7
Describe the effects of the winds, given a certain storm LS2SC-AS-PSE-
4.8 S5FE-IVf-6 √ √ √ √
warning signal. BL/LE/AE/LS-4.8
Infer the pattern in the changes in the appearance of the
LS2SC-AS-PSE-
4.9 moon and relate the cyclical pattern to the length of a S5FE-Ivg-h-7 √ √ √ √
BL/LE/AE/LS-4.9
month.
Identify star patterns that can be seen at particular times of LS2SC-AS-PSE-
4.10. S5FE-IVi-j-1 √ √ √ √
the year. BL/LE/AE/LS-4.10
LS2SC-AS-PSE-
4.11 Describe the different seasons in the Philippines. S6ES-IVc-3 √ √ √ √
BL/LE/AE/LS-4.11
Discuss appropriate activities for specific seasons of the LS2SC-AS-PSE-
4.12 S6ES-IVd-4 √ √ √ √
Philippines. BL/LE/AE/LS-4.12
Demonstrate rotation and revolution of the Earth using a LS2SC-AS-PSE-
4.13 S6ES-IVe-f-5 √ √ √ √
globe to explain day and night and the sequence of seasons. BL/LE/AE/LS-4.13
Enumerate the benefits that people get from soil, water, LS2SC-AS-PSE-
4.14 S7ES-IVb-3 √ √ √ √
rocks, coal, and other fossil fuels BL/LE/AE/LS-4.14
LS2SC-AS-PSE-
4.15 Enumerate ways of using Earth's resources sustainably. S7ES-IVb-4 √ √ √
BL/LE/AE-4.15
Discuss how energy from the sun interacts with the layers of LS2SC-AS-PSE-
4.16 S7ES-IVd-5 √ √ √ √
the atmosphere. BL/LE/AE/LS-4.16
LS2SC-AS-PSE-
4.17 Explain how some human activities affect the atmosphere. S7ES-IVd-6 √ √ √ √
BL/LE/AE/LS-4.17
LS2SC-AS-PSE-
4.18 Explain how solar and lunar eclipses occur. S7ES-IVj-12 √ √ √ √
BL/LE/AE/LS-4.18

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
Identify the beliefs and practices of the community in LS2SC-AS-PSE-
4.19 S7ES-IVj-13 √ √ √ √
relation to eclipses. BL/LE/AE/LS-4.19
Describe the characteristics of stars based on the LS2SC-AS-PSE-
4.20 S9ES-IIIg-32 √ √ √ √
characteristics of the sun. BL/LE/AE/LS-4.20
Infer that the arrangement of stars in a group (constellation) LS2SC-AS-PSE-
4.21 S9ES-IIIh-33 √ √ √ √
does not change. BL/LE/AE/LS-4.21
LS2SC-AS-PSE-
4.22 Describe the position of a constellation. S9ES-IIIi-34 √ √ √ √
BL/LE/AE/LS-4.22

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Learning Strand 2: Scientific Literacy and Critical Thinking Skills

Content Standard: Application of Scientific Ways of Thinking in Daily Life

Performance Standard F: Demonstrate scientific values and desirable attitudes in dealing with various life situations such as:

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
1 Openness to Change/Flexibility
LS2SC-AS-PSF-
1.1 Investigate a societal issue before making a judgment √ √ √ √ √
BL/LE/AE/LS/AS-1.1
EN5LC-IIIa-
2.15

Recognize and consider new evidence/options/findings EN6OL-IIIa- LS2SC-AS-PSF-

1.2 √ √ √ √ √
brought up even if decisions have already been made. 1.27 BL/LE/AE/LS/AS-1.2

EN7RC-IVg-
10.4
Gather information from experts in the field related to the LS2SC-AS-PSF-
1.3 √ √ √ √ √
issue BL/LE/AE/LS/AS-1.3
2 Awareness of Options/Open-Mindedness
LS2SC-AS-PSF-
2.1 Recognize alternative ways of addressing an issue √ √ √ √ √
BL/LE/AE/LS/AS-2.1
LS2SC-AS-PSF-
2.2 List down several options in coming up with a decision. EN9LC-IIIi-8.6 √ √ √ √ √
BL/LE/AE/LS/AS-2.2
LS2SC-AS-PSF-
2.3 Identify issues affecting family and society. √ √ √ √ √
BL/LE/AE/LS/AS-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-PSF-
3.1 √ √ √ √ √
measures, a meter stick, exact counting of objects or items, BL/LE/AE/LS/AS-3.1
recording of observations as actually seen or heard.
Interpret data truthfully and accurately, e.g., correct and
LS2SC-AS-PSF-
3.2 exact interpretation of data, no guesswork and/or alterations √ √ √ √ √
BL/LE/AE/LS/AS-3.2
of results.

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
4 Innovativeness and Creativity
Demonstrate innovativeness and creativity by coming up with
projects such as:
LS2SC-AS-PSF-
4.1 • hydroponics farming √ √ √
AE/LS/AS-4.1
• tissue culture techniques in propagating agricultural crops
• those using information technology (IT)
Create something new from something old, e.g., inventions,
LS2SC-AS-PSF-
4.2 new recipes, labor saving devices/methods, new and √ √ √
AE/LS/AS-4.2
improved ways of doing things.
5 Critical Judgment
Analyze various options concerning issues affecting daily life
LS2SC-AS-PSF-
5.1 situations, e.g., birth control issues, removal of life support √ √ √ √ √
BL/LE/AE/LS/AS-5.1
gadgets from a patient.
Choose options after weighing the pros and cons, advantages
LS2SC-AS-PSF-
5.2 and disadvantages, e.g., divorce, birth control, smoking, √ √ √ √ √
BL/LE/AE/LS/AS-5.2
genetic modified organism (GMO).
EN5OL-IIh-4

Take a stand on the issues presented, e.g., agree or disagree; EN6LC-IIIe- LS2SC-AS-PSF-
5.3 √ √ √ √ √
approve or disapprove. 3.1.13 BL/LE/AE/LS/AS-5.3

EN9VC-IVi-14
Explain the relationship between population growth and LS2SC-AS-PSF-
5.4 S10LT-IIIh-42 √ √ √ √ √
carrying capacity. BL/LE/AE/LS/AS-5.4
6 Future Orientation
Recognize that everything changes, nothing remains constant, LS2SC-AS-PSF-
6.1 √ √ √ √
and the only thing which is constant is change. BL/LE/AE/LS-6.1
Compare situations in the past with the present in terms of LS2SC-AS-PSF-
6.2 √ √ √ √
progress in science and technology. BL/LE/AE/LS-6.2
Describe progress in electronics e.g., from manual typewriter
LS2SC-AS-PSF-
6.3 to computer, from air mail to E-mail, from newspaper to √ √ √ √
BL/LE/AE/LS-6.3
internet.

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

Code EL SL
No. Learning Competency BL
K to 12 ALS LE AE LS AS
Infer that more sophisticated devices will be produced in the LS2SC-AS-PSF-
6.4 √ √ √
future. AE/LS/AS-6.4
Demonstrate awareness and interest in using recent products LS2SC-AS-PSF-
6.5 √ √ √ √
of advances in science and technology. LE/AE/LS/AS-6.5
Relate advances in science and technology to a better quality LS2SC-AS-PSF-
6.6 √ √ √
of life. AE/LS/AS-6.6
7 Appreciation of Science and Technology
Explain how outstanding contributions of science have LS2SC-AS-PSF-
7.1 √ √ √
enhanced the quality of life and levels of thinking. AE/LS/AS-7.1
Cite contributions made by Filipino/foreign scientists and their LS2SC-AS-PSF-
7.2 √ √ √ √
impact on one’s life and the community. LE/AE/LS/AS-7.2
Identify contributions of local scientists in improving life in the LS2SC-AS-PSF-
7.3 √ √ √ √
community. LE/AE/LS/AS-7.3
LS2SC-AS-PSF-
7.4 Recognize inventions that improve everyday life. √ √ √ √
LE/AE/LS/AS-7.4
Apply scientific values and demonstrate positive attitudes in
LS2SC-AS-PSF-
7.5 dealing with the advances of science and technology in √ √ √ √
LE/AE/LS/AS-7.5
various life situations.
Design a product out of local, recyclable solid and/ or liquid LS2SC-AS-PSF-
7.6 S5MT-Ih-i-4 √ √ √ √
materials in making useful products. LE/AE/LS/AS-7.6

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 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

CODE LEGEND

Learning Strand Code

Learning Strand 1 Communication Skills LS1CS

Learning Strand 2 Scientific Literacy and Critical Thinking Skills LS2SC
Learning Strand 3 Mathematical and Problem Solving Skills LS3MP
Learning Strand 4 Life and Career skills LS4LC
Learning Strand 5 Understanding the Self and Society LS5US
Learning Strand 6 Digital Literacy LS6DL

ALS Level Code

Basic Literacy BL Filipino

Elementary Level (Lower) LE Antas Elementarya (Mababa) Antas Elementarya (Mababa)
Elementary Level (Advanced) AE Antas Elementarya (Mataas) Antas Elementarya (Mataas)
Secondary Level (Lower) LS Antas Secondarya (Mababa) Antas Secondarya (Mababa)
Secondary Level (Advanced) AS Antas Secondarya (Mataas) Antas Secondarya (Mataas)

Learning Strand 2 Scientific Literacy and Critical Thinking Page 38 of 39

June 2017
 K TO 12 BASIC EDUCATION CURRICULUM FOR THE ALTERNATIVE LEARNING SYSTEM (ALS-K TO 12)

LEARNING STRAND 2-SCIENTIFIC LITERACY AND CRITICAL THINKING SKILLS

Sample: LS2SC-AS-PSC-BL/LE/AE/LS-1

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)/
Secondary Level (Lower)

Arabic Number Learning Competency Learning Competency 1 1

Content Standard Code

Application of Scientific Ways of Thinking in
AS
Daily Life

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June 2017