Science Education Curriculum Oct20

UNDERSTANDING
THE K TO 12 SCIENCE
CURRICULUM FRAMEWORK
AND THE CURRICULUM GUIDE
OBJECTIVES
At the end of the session, the participants will:

❑ display an understanding of the basic knowledge of
the Grade 5 Science Curriculum framework;
❑ distinguish important/significant contents of the
Grade 5 science curriculum guide
❑ state how the content standards, performance
standards and learning competencies complement
one another; and,
❑ discuss how to use the curriculum guide in
planning for instruction .
SCIENTIFIC AND TECHNOLOGICAL LITERACY
Understanding
Demonstrating and Applying
Scientific Scientific
Inquiry Skills Knowledge
Developing and
Demonstrating
Attitudes and
Values
Multi/ Science-Technology-
Problem / Issue- Inquiry-Based
Interdisciplinary Society/ Contextual
Approach Learning Based Learning Approach
Social Cognition Learning Style Brain-based

Constructivism
Learning Model Theory Learning
• What is the goal of science education?
• What are the three domains of learning science?
• What are the characteristics of a scientifically, environmentally and

technologically literate learner?
• What are the different approaches used to facilitate the

acquisition of the three domains in science? Cite an example.
• What are the different educational theories/ pedagogies that

support the different approaches in teaching science? Cite an
example .
• How do we ensure proper and effective implementation of the

curriculum?
SCIENCE CURRICULUM GOAL
Development of scientifically, technologically, and environmentally literate

and productive members of society who are ;
• critical problem solvers

• responsible stewards of nature
• innovative and creative citizens
• informed decision makers, and
• effective communicators
DEPARTMENT OF EDUCATION
CONCEPTUAL FRAMEWORK IN SCIENCE EDUCATION
The Science curriculum is designed around 3 domains of

learning science.
Demonstrating
Scientific Inquiry
Skills
APPROACHES
The integration within the science disciplines and
Multi/ Interdisciplinary Approach
across the different learning areas
The application of science concepts, processes,

Science-Technology-Society/ Contextual Learning
principles and laws within the context of real-life
situations
Challenges students to create and implement

Problem / Issue-Based Learning measures to address problems and issues in the
world around them
The use of evidence in constructing explanations,

Inquiry-Based Approach
ideas and meaning
PEDAGOGIES/THEORIES
Learners construct knowledge and meaning from
CONSTRUCTIVISM
their experiences.
Learners learn through interaction with culture,

SOCIAL COGNITION LEARNING MODEL
environment and technology
Learners perceive and process information,

LEARNING STYLE THEORY understand and create scientific knowledge
according to a particular style of learning
Learners are exposed to a teaching–learning

GESTALT PSYCHOLOGY process that strike a balance
between developing the left and right brain
FEATURES OF SCIENCE CURRICULUM
• It is learner-centered and inquiry-based,

emphasizing the use of evidence in constructing
explanations.
1
Concepts and skills in Life Sciences, Physics, Chemistry,

and Earth Sciences are presented with increasing
levels of complexity from one grade level to another in
spiral progression, thus paving the way to a
deeper understanding of core concepts.
2
• The integration across science topics and other

disciplines will lead to a meaningful understanding of
concepts and its application to real-life situations.
3
FEATURES of the Science Curriculum
Spiral progression Learner-centered
SCIENCE
Inquiry-based integrative
CURRICULUM
Evidence-based
Culture-sensitive
Core Learning Area Standard:
(Science for the Entire K to 12)
The learners demonstrate understanding of basic science

concepts and application of science inquiry skills. They
exhibit scientific attitudes and values to solve problems
critically, innovate beneficial products, protect the
environment and conserve resources, enhance the
integrity and wellness of people, make informed
decisions and engage in discussions about relevant issues
that involve science, technology and environment.
Key Stage Standards:
(Standards for Science Learning Areas for K-3, 4-6, 7-10 and 11-12)
(for Grade 4-6)

At the end of Grade 6, the learners should have
developed the essential skills of scientific inquiry –
designing simple investigations, using appropriate
procedure, materials and tools to gather evidence,
observing patterns, determining relationships, drawing
conclusions based on evidence, and communicating
ideas in varied ways to make meaning of the
observations and/or changes that occur in the
environment. The content and skills learned will be
applied to maintain good health, ensure the protection
and improvement of the environment, and practice
safety measures.
Grade Level Standards:
• At the end of Grade 5, learners can decide whether materials are safe and
useful by investigating about some of their properties. They can infer that
new materials may form when there are changes in properties due to
certain conditions.
• Learners have developed healthful and hygienic practices related to the
reproductive system after describing changes that accompany puberty.
They can compare different modes of reproduction among plant and
animal groups and conduct an investigation on pollination. They have
become aware of the importance of estuaries and intertidal zones and
help in their preservation.
• Learners can describe the movement of objects in terms of distance and
time travelled. Learners recognize that different materials react differently
with heat, light, and sound. They can relate these abilities of materials to
their specific uses.
• Learners can describe the changes that earth materials undergo. They can
make emergency plans with their families in preparation for typhoons.
They can observe patterns in the natural events by observing the
appearance of the Moon.
Sequence of Domain/ Strands per Quarter:
(Grade 5)
1st Quarter - Matter
2nd Quarter- Living Things and Their

Environment
3rd Quarter- Force, Motion & Energy
4th Quarter- Earth & Space

Content Standards
▪ Benchmarks of Knowledge and

Skills
“What do we want students

to know, be able to do, and
understand?”
Content Standards
The Learners demonstrate
understanding of:
how the major internal organs such

as the brain, heart, lungs, liver,
stomach, intestines, kidneys, bones,
and muscles keep the body healthy
Performance Standards
▪ Benchmarks of Transfer of
Learning
“ What do we want students to do
with their learning or
understanding?”
“How do we want them to use

their learning or understanding?”
Performance Standards
The Learners should be able to:
Construct a prototype model of

organism that has body parts which
can survive in a given environment
Learning Competency
The Learners should be able to…
▪ infer that body structures help animals adapt and
survive in their particular habitat
▪ compare body movements of animals in their
habitat
▪ make a survey of animals found in the community
and their specific habitats
▪ choose which animals to raise in a particular
habitat
S 5 MT – I a – b – 1
Subject
Grade Level
Domain/Content/
Component
Quarter
Week
Competency Number
CODED COMPETENCY
Code Book Legend (Science) p. 64
“The model Curriculum guides you
by expanding on the standards,
but you have a lot of freedom with it
in how you teach.
It gives you a goal,

but how you get there
is based on whatever you think
will work best for your students.”
-Michele Elliott-

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UNDERSTANDING

At the end of the session, the participants will:

Social Cognition Learning Style Brain-based

• What are the three domains of learning science?

• What are the characteristics of a scientifically, environmentally and

• What are the different approaches used to facilitate the

• What are the different educational theories/ pedagogies that

• How do we ensure proper and effective implementation of the

Development of scientifically, technologically, and environmentally literate

• critical problem solvers

The Science curriculum is designed around 3 domains of

The application of science concepts, processes,

Challenges students to create and implement

The use of evidence in constructing explanations,

Learners learn through interaction with culture,

Learners perceive and process information,

Learners are exposed to a teaching–learning

• It is learner-centered and inquiry-based,

Concepts and skills in Life Sciences, Physics, Chemistry,

• The integration across science topics and other

Spiral progression Learner-centered

The learners demonstrate understanding of basic science

(for Grade 4-6)

1st Quarter - Matter

2nd Quarter- Living Things and Their

3rd Quarter- Force, Motion & Energy

4th Quarter- Earth & Space

▪ Benchmarks of Knowledge and

“What do we want students

how the major internal organs such

“How do we want them to use

The Learners should be able to:

Construct a prototype model of

It gives you a goal,

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