Claudette S.

Plaza September 26, 2022

BEED-2A

Activity 3 –Spiral Content Standards

Task 1. Make a graphic organizer to summarize the key stage standards from grade 3 to
grade 12. Only 5 to 6 words every description (every key stage).

The key stage standards from grade 3 to grade 12

End of Grade 3 End of Grade 6 End of Grade 10 End of Grade 12

*Curiosity
*gained skills in
*Scientific inquiry *Developed scientific, obtaining scientific
*Basic process skills
cu *make meaning of the technological and and technological
*Science as an environmental information from
observations and / or
important tool literacy varied sources about
changes
global issues
*Explore
Task 2. Make a concept map on every grade level standards from grade 3- grade 12. Make it
simple and brief. Use only keyword(s) to describe every grade level.

Every grade level standards from grade-3 to grade-12

Grade 3
*they can also classify these things
as solid, liquid or gas. Grade 8
*learners can describe the factors
that affect the motion of an object
based on the Laws of Motion.
Grade 4
*they can identify materials that do Grade 9
not decay and use this knowledge * predict the outcomes of
to help minimize waste. interactions among objects in real
life applying the laws of
conservation of energy and
Grade 5
momentum.
*decide whether materials are safe
and useful by the investigating
about some of their properties. Grade 10
They can infer that new materials *they can analyze situations in
may form when there are changes which energy is harnessed for
in properties due to certain human use whereby heat is
conditions. released, affecting the physical and
biological components of the
environment.
Grade 6
*materials may not form new ones
thus these materials may be Grade 11
recovered using different separation *to be finalized by the designated
techniques. They can prepare useful Technical Working Group (TWG)
mixtures such as food, drinks, and for Grades 11 and 12
herbal medicines.

Grade 7 Grade 12
*Learners can describe the motion *to be finalized by the designated
of objects in terms of distance and Technical Working Group (TWG)
speed, and represent this in tables, for Grades 11 and 12
graphs, charts, and equations. They
can describe how various forms of
energy travel through different
mediums.
Task 3. Make a concept map on the strands per quarter reflecting the content in every strand.
Use only grade level 3 until grade level 9 on living things and environment strand. Below is an
example in the strand-matter: Grade Level Standard (A ), Content Standard(B), and Spiraling
Concept(C).

GRADE LEVEL STANDARD (A)

GRADE/LEVEL GRADE-LEVEL STANDARDS
Grade 3 In grade 3, learners observed and describe the different types of
living things. They will learn that living things reproduce and
certain traits passed to their offspring. Learners will learn that
livings things defend on the environment for their food, air, and
water to survive.
Grade 4 In grade 4, learners are introduced to the major organs of the
human body. Learners learn that humans, animals and plants go
through life cycles. They will investigate and learn that animals and
plants live in specific habitats.
Grade 5 In grade 5, the learners now focus on the organs of the
reproductive systems of humans, animals, and plants. They are
introduced to the sexual and asexual modes of reproduction. They
learn that reproductive structures serve as one of the bases for
classifying living things. Learners will know the interactions among
components of larger habitats such as estuaries and intertidal
zones, as well as the conditions that enable certain organism to
live.
Grade 6 In grade 6, learners describe the interactions among part of the
major organs of the human body. They will know the know how
non-flowering plants reproduce. Learners learn that plants and
animals have common characteristics which serve as basis for
classification.
Grade 7 In grade 7, learners are introduced to the levels of organization in
the human body and other organism. Organisms consist of cells,
most of which are grouped into organ systems that perform
specialized functions. Learners are taught that asexual
reproduction results in genetically identical offspring whereas
sexual reproduction gives rise to variation. Other animals are
similar to those in human beings but differ somewhat from cells
found in plants.
Grade 8 In grade 8, learners gained knowledge of how the body breaks
down food into forms that can be absorbed through the digestive
system and transported to cells. Learners study the process of cell
division by mitosis and meiosis. Learners learn that species refers
to a group of organism that can mate with one another to produce
 fertile offspring. This serve as an introduction to the topic on
hierarchical taxonomic system.
Grade 9 In grade 9, study the coordinated functions of the digestive,
respiratory, and circulatory system. Learners study the structure of
genes and chromosomes, and the functions they perform in the
transmission of traits from parents to offspring. They learn that
most species that once existed are now extinct.

CONTENT STANDARD (B)

Grade 3-Living things and their environment
Second Quarter/Second Grading Period

Content Content standard

1. living things The learners demonstrate an understanding
1.1 Human of…
1.2 Sense organs Parts and functions of the sense organs of the
human body.
2. living things The learners demonstrate an understanding
2.1 Animals of…
Parts and functions of animals and importance
to humans.
3. Living things External parts of plants and their functions,
3.1 Plants and importance to humans.
4. living things Reproduction among humans, animals and
Inheritance and variations plants and certain observable characteristics
that are passed from parents to offspring.
5. Ecosystem Basic needs of plants, animals and humans.

Grade 4-living things and their environment

Second Quarter/Second grading Period
Content Content standard
Parts and functions
1. Humans The learners demonstrate an
1.1 major organs of the body understanding of…
1.2 caring for the major organs
How the major internal organs such as
1.3 Diseases that affect the major organs of
the human body the brain, heart, lungs, liver, stomach,
intestines, kidneys, bones and muscles
keep the body healthy.
2. Animals Animals have body parts that make them
2.1 Live on land or in water adept to land or water.
3.Plants Plants have body parts that make them adapt
3.1 Live on land or water to land or water.
4.Heredity: Inheritance and variation Beneficial and harmful interactions occur
4.1 life cycle among living things and their environment as
4.2 humans, Animals and Plants they obtain basic needs.
5.Ecosystems Beneficial and harmful interactions occur
5.1 Beneficial and Harmful interactions among living things and their environment as
they obtain basic need.

Grade 5-living things and their Environment

Second Quarter/Second Grading Period
Content Content Standard
1. Parts and Function The learners demonstrate an understanding
1.1 Humans of…
1.2 The reproductive system How the parts of the human reproductive
system work
1.2 Animals How animals reproduce
1.2.1 reproductive system of animals
1.2.2 modes of reproductive in animals
1.3 Plants How plants reproduce
1.3.1 reproductive parts in plants
1.3.2 modes of reproductive in plants
2. Ecosystem The interactions for survival among living
2.1 Interactions among living things things that take place in estuaries and
2.1.1 Estuaries intertidal zones.
2.1.2 Intertidal zones

Grade 6-Livings things and their Environment

Second Quarter/Second Grading Period
Content Content Standard
I. Parts and Functions The learners demonstrate an understanding
1. Human body of…
1.1 musculo skeletal How the major organs of human body work
1.2 Integumentary system together to form organ system.
1.3 Digestive System
1.4 Respiratory System
1.5 Circulatory System
1.6 Nervous System
2 Animals The learners demonstrate an understanding
2.1 Vertebrates and Interbrates of…
How non-flowering plants reproduce
3.Plants The learners demonstrate an understanding
3.1 Reproduction of…
3.2 Non-flowering plants
The different characteristics of vertebrates
and invertebrates.
II. Ecosystems The learners demonstrate an understanding
1. Interactions among living things of…
2.Tropical Reinforcements The interactions for survival among living and
2.1 Coral reefs non-living things that take place in tropical
2.2 mangrove swamps rainforest coral reefs, and mangrove swamps.

Grade 7-Living things and their Environment

Second Quarter/ Second Grading Period
Content Content Standard
I. Parts and functions The learners demonstrate an understanding
1. Microscopy of…
The parts and function of the compound
microscope.
2.Levels of Biological organization The learners demonstrate an understanding
of…
The different levels of biological organization.
3.Animals and Plant cells The learners demonstrate an understanding
of…
The different between animal and plant cell.
4. Fungi, Protist, and Bacteria The learners demonstrate an understanding
of…
Organism that can only which consist of only
one cell
II. 11. Heredity: inheritance and variation The learners demonstrate an understanding
1.Asexual reproduction of…
2.Sexual reproduction Reproduction being either asexual or sexual.
1. Ecosystem The learners demonstrate an understanding
1. Components of an ecosystem of…
2.Ecological relationship Organism interacting with each other and with
2.1 Symbiotic relationship their environment to survive.
2.2 non symbiotic Relationship
3.Transfer of energy through tropic levels
Grade 8-Living things and their Environment
Fourth Quarter/Fourth Grading Period
Content Content Standard
1. Structures and Functions: Focus on the The learners demonstrate an understanding
Digestive system of…
1.1 organs of the digestive system and their 1. The digestive system and its interaction
interactions with organs of the respiratory, with the circulatory, respiratory and excretory
circulatory and excretory system. systems in providing the body with nutrients
1.2 Changes in food as it undergoes for energy.
physical and chemical digestion 2. Diseases that result from nutrient defiency
1.3 Diseases resulting from nutrients and indigestion of harmful substances and
defiency and ingestion of harmful substance. their prevention and treatment.
1.4 Prevention, detection and treatment of
diseases of the digestive system.
2. Heredity: inheritance and variation of The learners demonstrate an understanding
traits. of…
2.1 stage of mitosis 1. how cells divide to produce new cells
2.2 stage of meiosis 2. Meiosis as one of the process producing
2.3 mendelian genetics genetic variation of the mendelian pattern of
inheritance.
3. Biodiversity The learners demonstrate an understanding
3.1 species diversity of…
3.2 Hierarchical taxonoc system of 1. the concept of a species
classification 2. The species as being further classified
3.3 Protection and conservation of into a hierarchical taxonomic system.
endangered and economically important
species.
4.Ecosystem The learners demonstrate an understanding
4.1 Transfer of Energy in tropical levels of…
4.2 Cycling of materials in the ecosystem. The one-way flow energy and the cycling of
4.2.1 watercycle materials in an ecosystem.
4.2.2 oxygen-carbon cycle
4.2.3 Nitrogen cycle
4.3 impact of human activies in an
ecosystem.
 Grade 9-Living things and their environment
First Quarter/first grading period
Content Content Standard
1. Respiratory and circulatory systems The learners demonstrate an understanding
working with the other organ system of…
1. How the different structures of the
circulatory and respiratory systems work
together to transport oxygen rich blood and
nutrients to the different parts of the body.
2. The prevention detention and treatment of
diseases affecting the circulatory and
respiratory systems.
2. Heredity Inheritance and variation The learners demonstrate an understanding
2.1 location of genes on chromosomes of…
2.2 non-mendelian inheritance 1. How genetic information is organized in
2.2.1 incomplete dominance genes on chromosomes.
2.2.2 set linked traits 2. The different patterns of inheritance.
2.2.3 multiple alles
2.3 multiple genes
3. Biodiversity and evolution The learners demonstrate an understanding
3.1 causes of species extinction of…
3.1.1 natural How changes in the environment may affect
3.1.2 anthropogenic species extinction.
4. Ecosystems The learners demonstrate an understanding
4.1.1 Photosynthesis of…
4.1.2 Respiration 1. the structures and function of plant parts
and or ganelles involved in photosynthesis
2. The structure and function of
mitochondrion as the main organelle involved
in respiration.

SPIRALING CONCEPT ( C )
Living things and their Environment
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
PARTS AND FUNCTIONS OF ANIMALS AND PLANS
In grade 3 In grade 4 In grade 5 In grade 6 In grade 7 In grade 8 In grade 9
learners learners learners learn learners learners are learners learners study
explore learn about that the learn the introducing gain the
and some parts reproductive interaction to the levels knowledge coordinated
describe that help structures among parts of of how the functions of
characteris plants and serve as one of the major organization breaks the digestive,
tics of animals of the bases organs of the in the down food respiratory and
living survive in for classifying human body human into the circulatory
things that places where living things body and forms that system
distinguish they live other can be
them from organism absorbed
non-living through the
things digestive
system and
transformed
to cells

CONCEPT MAP OS STRAND-LIVING THINGS AND ENVIRONMENT GRADE 3-9

LEVELS
GRADE 3 4 5 6 7 8 9
LEVEL
Grade level Sense Major Sexual and Plants and Level of Gases Functions
standard organs of organs of Asexual animals organizatio exchanged of
(A) humans humans modes of common n human respiratory digestive,
External Reproducti characteris body and system respiratory
parts of on tic other and
animals classificatio organism circulatory
and plants n system
Content Basic Diseases Modes of The Organisms One way How
Standard needs of that affect reproducti different interacting flow of genetic
(B) plants, the major ve of plans characteris with each energy informatio
animals organs of and tics of other and and the n is
and the animals vertebrates their cycling of organized
humans human and environme materials in genes on
body invertebrat nt to in an chromoso
es survive. ecosystem mes
Spiraling Living Humans Reproducti The Animal and Process of Respiratory
Concept things that animals ve difference humans cell and
(C) distinguish and plants structures of hoe non- almost division of circulatory
them from go serve as flowering have same mitosis systems
non-living through classifying plants cells but and working
things life cycles living reproduce different in meiosis with the
things plants other
organ
systems
Guide Questions:

1. What particular topics are included in the strand on living things?

Topics that are included in the strand of living things are the following;
Humans (sense of organs), animals, and plants.

2. Do you think that Grade Level Standard (A), Content Standard (B), and Spiraling
Concept(C) are aligned in the K-12 Curriculum? If there is any that is not alignment?
What are those?
Living things and environment strand are those not align in terms of Grade Level
Standard (A), Content Standard (B), and Spiraling Concept(C).

3. What are your suggestions to include in order to align living things and environment
strand in terms of Grade Level Standard (A ), Content Standard(B), and Spiraling
Concept(C)?
The primary aim of the science curriculum is to produce scientifically literate citizens
who are informed and active participants of the society, responsible decision makers,
and apply scientific knowledge that will significantly impact the society and the
environment. One of the units in Science in Junior High School is implemented by the
teachers who are supposedly equipped with content knowledge and trained in the
pedagogy of this subject matter. According to John Dewey in which it is based on two
main principles. First, education should have a social function, and second,
education should provide real-experiences to the child , also added that when
pragmatic attitude is applied to truth it yields beneficial outcomes for teachers and
students.

4. How do you find the current K-12 Curriculum in terms of spiraling of content?
Spiraling content in K-12 curriculum is to expose the learners into a wide variety of
concepts/topics and disciplines, until they mastered it by studying it over and over again
but with different deepening of complexity. With this approach, concepts are
introduced at an early age and re-taught in succeeding years in an increasingly
sophisticated fashion. In short spiraling content is not simply the repetition of a topic
taught. It requires also the deepening of it, with each successive encounter building on
the previous one.