The science curriculum provides cross-domain alignment of significant science knowledge, skills, processes and attitude-related contexts

and competencies to allow learners to apply and reinforce learning in varying contexts throughout each year and key stage.

LEARNING AREA STANDARDS

Science Curriculum Overview

The Science curriculum provides learners with a repertoire of competencies important for lifelong learning and in the world of work in a
skill-based society. It envisions the development of scientifically, environmentally, and technology literate learners who are productive
members of society and who are critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers,
and collaborative and effective communicators.

A central feature of the Science curriculum is the balanced integration of three interrelated content strands:
· Performing scientific inquiry skills,
· Understanding and applying scientific knowledge, and
· Developing and demonstrating scientific attitudes and values.
It is designed and organized through the integration of the three interrelated content strands. The acquisition of these content strands is
facilitated by drawing from the key pedagogical approaches: inquiry-based learning, applications-led approach, the science-technology-
society approach, problem-based learning, and multi-disciplinary learning. The approaches are based on sound and valued educational
research and concepts including Constructivism, the Social Cognition Learning Model, Brain-based Learning and Vygotsky’s Zone of proximal
development.

The Science curriculum explicitly adapts in a developmental way Big Ideas (Harlen, et al., 2015) and Cross Cutting Concepts of Science
(A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, 2012), and integrates governmental thrusts of the
Philippines identified as appropriate to the science learning area. The science curriculum recognizes the place of science and technology in
everyday human affairs. It integrates science and technology in the social, economic, personal, and ethical aspects of life. The science curriculum
promotes a strong link between science and technology, including indigenous technology, thus preserving our country’s cultural heritage.

Science concepts and science processes are intertwined through the learning competencies in the Science G3 to G10 curriculum. A learner-
centered and inquiry-based approach facilitates the acquisition of science concepts. Organizing the curriculum around situations and problems
that challenge and stir up learners’ curiosity motivates them to learn and appreciate science as relevant and useful. Rather than relying solely
on textbooks, a variety of hands-on, minds-on, and hearts-on activities are advocated to develop learners’ interest and lead them to becoming
active learners to acquire deep knowledge for applying 21 st Century Skills.

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 The Science curriculum emphasizes the use of evidence in constructing explanations and providing opportunities for collaboration,
innovation, creative scientific exploration, and engineering design.

Concepts and skills in the learning domains are not taught in isolation, but rather in the context of important ideas in Science with
increasing levels of complexity from one grade level to another in developmental progression, thus paving the way to a dee per understanding of
core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of interrelated concepts and
their applications in real-life situations.

Assessment is an integral part of teaching and learning. The curriculum is designed to progressively introduce science concepts and skills
and build towards learning of more conceptually complex content. For that reason, it is crucial that the prior experiences, knowledge and
understanding of learners are considered and assessed in formative ways. Doing so ensures that an accessible and engaging level of teaching
and learning is offered to learners, hence maximizing the effectiveness of instruction (Vygotsky, 1978). Regular monitoring will ensure
effectiveness of the implementation of the Science curriculum and its responsiveness to the needs of the learner and the demands of the highly
globalized community.

I. Key Stage Standards

Key Stage 1 Standard

At the end of Grade 3, the learners acquire healthy habits and curiosity about self and their environment using basic process skills of
observing, communicating, comparing, classifying, measuring, inferring, and predicting. This curiosity will help learners value science as an
important tool in helping them continue to explore their natural and physical environment. This also includes developing scientific knowledge or
concepts.

The specific objectives of Key Stage 1 are to ensure that the learners:
a. understand the properties of objects around them;
b. describe the basic needs of living things;
c. demonstrate and practice basic science process skills to investigate scientifically; and
d. exhibit curiosity and appreciation of the natural world.
Key Stage 2 Standard
At the end of Grade 6, the learners have the essential skills of scientific inquiry – designing simple investigations, using appropriate
procedures 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 in
daily activities.
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 The specific objectives of Key Stage 2 are to ensure that the learners:
a. acquire knowledge and skills necessary to explain natural phenomena;
b. understand and recall science concepts and connect them with new information;
c. conduct investigations safely using appropriate equipment; and
d. communicate scientific observations and ideas accurately.
Key Stage 3 Standard

At the end of Grade 10, the learners demonstrate scientific, environmental, and technological and engineering literacies that would lead
to rational choices on issues confronting them. Having been exposed to scientific investigations related to real life, they recognize that the central
feature of an investigation is that if one variable is changed, the effect of the change on another variable can be measured. The contexts of
investigations can be problems at the local or national levels, and can encourage learners to communicate their findings to other people. The
learners demonstrate understanding of science concepts and apply science inquiry skills in addressing real-world problems through scientific
investigations.

The specific objectives of Key Stage 3 are to ensure that the learners:
a. apply science concepts in designing scientific investigations and/or possible solutions to real-world problems;
b. evaluate scientific evidence in drawing interpretations and conclusions;
c. exhibit critical and analytical thinking in making decisions in scientific contexts; and
d. demonstrate desirable attitudes and skills in conducting scientific investigations.

II. Grade Level Standards

Kindergarten – Grade 2

The grade level standards for Kindergarten, Grade 1, and Grade 2 form part of other curricula, including the English curriculum and the
Mathematics curriculum. The content, including learning competencies for these grades, is not included in the Science curriculum; however, the
content of other curricula has been used to develop the Science curriculum. The use of the Science curriculum should be built on and incorporate
the content of other curricula especially in use with Grade 3 learners, where understanding of expected prior learning is essential.

Grade 3

At the end of Grade 3, learners demonstrate simple science process skills of observing, predicting, and measuring to explore common local
materials, their physical properties, and how they have been used over hundreds of years. They locate and describe non-living things that produce
useful materials. They observe, describe, and measure living and non-living things in their local environment. They describe the basic needs of
living things and explain how their body parts allow them to carry out their daily activities. They recognize the need to protect the environment
to ensure that the basic needs of living things can be met.

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 Learners use everyday language to explore, describe, and make suggestions about the simple movements of objects. They learn through
guided activities to make safe and careful observations of natural objects in the sky and demonstrate scientific ways of recording observations to
reveal patterns in nature. Learners identify and explore sources of light and sound in their local environment and suggest how to use them safely
in their lives. They apply their curiosity in the world around them and their creativity to propose solutions to simple challenges. Learners
demonstrate safe handling procedures in using equipment and materials.

Grade 4

At the end of Grade 4, learners describe chemical properties of materials and that changes to them are sometimes harmful. They identify
that plants and animals have systems whose function is to keep them alive. They observe, describe, and create representations to show how
living things interact with their habitat, survive, and reproduce. They use diagrams to show the feeding relationship among different organisms.

Learners use simple equipment to identify types of soil that hold water and support plant growth. Learners use simple equipment and
processes to measure and record data about movement, and describe and predict how things around them move. They describe the concepts of
speed and force. They recognize that science processes are used to gain deeper understanding about the properties of magnets, light, sound, and
heat. Learners apply their developing observation skills and objectivity to identify where energy is evident in their local communities and how it
is used by people. They use instruments and secondary sources to measure and describe the characteristics of weather and use the information
to make predictions. Learners demonstrate appreciation for the dangers of extreme weather events and use safe practice to protect themselves.
Learners use personal observations and reliable secondary information sources to describe the sun and explain its importance to life on Earth.
They exhibit objectivity and open-mindedness in gathering information related to environmental issues and concerns in the community.

Grade 5

At the end of Grade 5, learners identify matter as having mass and taking up space and existing in three states based on the properties of
shape and volume. They identify that heat is involved in changes of state. They plan and carry out a simple scientific investigation following
appropriate steps and identifying appropriate equipment. Learners describe and create models of the body systems that represent how humans
grow, develop, and reproduce. They use tables to group living things as plants, animals, or microorganisms. They use skills of observing,
predicting, measuring, and recording to plan and carry out a simple activity to compare the life cycles of plants and animals. They plan and carry
out valid and reliable scientific investigations to explore frictional forces by identifying and controlling variables. They observe and describe basic
features of static electricity and electric current and explain and recognize applications of forces and electrical energy in the home and community.

Learners explain the role of the water cycle in changing landforms and earth materials. They explain the causes and impacts of extreme
weather and identify appropriate and safe ways to respond to such events. They recognize the scale of space and describe the features of the
solar system. They use models to communicate significant relationships and movements. They demonstrate curiosity and creativity in
communicating information about earth processes to other people. Learners use objectivity and measurement to carry out scientific investigations

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using fair tests and multiple trials to explore how forces influence the movement of familiar objects and predict how gravity affects objects on
Earth.

Grade 6

At the end of Grade 6, learners describe the benefits of various separation techniques and demonstrate skills through the use of equipment.
They use diagrams and flowcharts to describe changes of state. They use the words reversible and irreversible to describe changes to materials.
They identify mixtures such as solutions and give examples such as mixture. They recognize and apply their understanding of the features of a
fair test. Learners describe the different ways that plants reproduce and plan a simple scientific investigation to determine which method works
best in a given habitat. They describe that vertebrates are animals with a backbone and that invertebrates do not have a backbone. They design
and produce an example of a food web that identifies the role of consumers, producers, scavengers, and decomposers. They identify the technical
terms biotic and abiotic as referring to living and non-living things.

Learners carry out investigations to observe patterns and systems scientifically. They support their observations and conclusions to explain
occurrences and concepts using technical scientific language. They use critical thinking skills and creativity to make models and other devices
to communicate their understanding to other people.

Learners describe that volcanoes can have unexpected and severe impacts on communities and that the uncertainty and impacts of
unpredicted eruptions can be offset by understanding and following alerts from authorities. Learners explain that the weather patterns that
produce seasons are largely predictable, and use models to explain natural processes and timing, such as the changes of season. Learners
identify that scientific models are valuable in explaining other observations of patterns in nature, such as the apparent movement of celestial
objects across the sky. They exhibit respect for cultures and interpretations of natural phenomena by indigenous people over generations and
respect explanations of phenomena using scientific inquiry and objectivity.

Grade 7

At the end of Grade 7, learners use models to describe the Particle theory of matter. They use diagrams and illustrations to explain the
motion and arrangement of particles during changes of state. They explain the role of solute and solvent in solutions and the factors that affect
solubility. They demonstrate skills to plan and conduct a scientific investigation making accurate measurements and using standard units.
Learners describe the parts and function of a compound microscope and use this to identify cell structure. They describe the cell as the basic
unit of life and that some organisms are unicellular and some multicellular. They explain that there are two types of cell di vision, and that
reproduction can occur through sexual or asexual processes. They use diagrams to make connections between organisms and their environment
at various levels of organization. They explain the process of energy transfer through trophic levels in food chains.

Learners use systems to analyze and explain natural phenomena and explain the dynamics of faults and earthquakes. They identify and
assess the earthquake risks for their local communities using authentic and reliable secondary data. They use national and local disaster
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awareness and risk reduction management plans to identify and explain to others what to do in the event of an earthquake and/or tsunami.
Learners explain the cause and effects of secondary impacts that some coastal communities may experience should a tsunami be produced by
either a local or distant earthquake. Learners identify and explain how Solar energy influences the atmosphere and weather systems of the Earth
and that these are the dominant processes that influence the climate of the country.

Learners employ scientific techniques, concepts, and models to investigate forces and motion, and describe their findings usi ng scientific
language, force diagrams, and distance-time graphs. They use their curiosity, knowledge and understanding, and skills to propose solutions to
problems related to motion and energy. They use scientific investigations to describe the properties of heat energy. They apply their knowledge
and problem-solving skills in everyday situations and explore how modern technologies may be used to overcome current global energy concerns.

Grade 8

At the end of Grade 8, learners apply knowledge and understanding of acceleration to everyday situations involving motion. They represent
and interpret acceleration in distance-time, and velocity-time graphs to make predictions about the movement of objects. Learners link motion
to kinetic energy and potential energy and explain transformations between them using everyday examples. Learners relate understanding of
kinetic energy and potential energy to an appreciation of the hydroelectric resources of the country which generates electricity for use in homes,
communities, and industries. They use scientific investigations to explore the properties of light and apply their learning to solving problems in
everyday situations. Learners use models, flow charts, and diagrams to explain how body systems work together for the growth and survival of
an organism. They represent patterns of inheritance and predict simple ratios of offspring. They explain that the classification of living things
shows the diversity and the unity of living things. They describe the processes of respiration and photosynthesis, and plan and record a scientific
investigation to verify the raw materials needed. They use flow charts and diagrams to explain the cycles in nature.

Learners describe the large-scale features of the ‘blue planet’ Earth and relate those features to the geological characteristics of the upper
crustal layers of the Earth. They identify and describe the nature and impact of volcanic activity in building new crust and identify that these
crust forming processes account for patterns and changes in the distribution of volcanoes, earthquakes, and mountain chains that have occurred
over time. Learners identify the relationships between landforms and oceans to explain the formation and impacts of typhoons. Learners describe
the structure of the atom and how our understandings have changed over time. They draw models of the atom and use tables to identify the
properties of subatomic particles. They explain that elements and compounds are pure substances. They identify elements, their symbols, their
valence electrons, their positions in groups and periods on the periodic table. They design and/or create timelines or documentaries as interesting
learning tools.

Grade 9

At the end of Grade 9, learners describe that the transmission of traits is determined by DNA, genes, and chromosomes and explain that
high levels of diversity help to maintain stability of an ecosystem. They identify critically endangered plants and animals of the Philippines and
strategies to protect and conserve them. They describe features of typical Philippine ecosystems and conduct a survey to explore possibilities to
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minimize the impact of human activities. Learners carry out a valid and reliable scientific investigation, showing the formation of a new substance.
They demonstrate an understanding of the significance of valence and identify bonds as ionic, covalent, or metallic. They recognize the symbols
of common elements and the formula for common compounds. They describe the properties of ionic, covalent, and metallic substances. They
demonstrate critical and creative thinking in producing a learning tool about the role of bonds.

Learners exhibit skills in gathering information from secondary sources and identify the location and geological setting of the Philippines
to explain its unique landforms and dynamic geologic activity in a global context. They recognize the size and scale of the Earth and describe
evidence for a dynamic Earth. Learners demonstrate curiosity and open-mindedness to evaluate theories of the formation of the Solar System.
They describe modern scientific processes and technologies used by scientists to investigate the nature and evolution of the Solar System.
Learners demonstrate a practical understanding of Newton’s three laws of motion and explain everyday application of Newton’s laws. Learners
explain the features of electricity and electrical circuitry in homes. Learners gather information from secondary sources to describe the nature
and features of frequencies across the electromagnetic spectrum and identify practical applications and detrimental effects that electromagnetic
radiation can have on living things.

Grade 10

At the end of Grade 10, learners describe and explain the geologically dynamic nature of the Philippine archipelago in relation to its plate
tectonic setting, and use models to explain the earth structures, movements, and natural events that occur. They explain mechanisms that have
contributed to the current distributions of continents and make predictions about changes that can be expected in the future. Learners describe
rapid changes that are occurring in local and global climate patterns and propose solutions to address these changes. Learners describe
qualitatively the factors that affect the trajectory of projectiles. They distinguish different types of collisions and describe the impacts on the
motion of objects. They carry out investigations using models to identify relationships that affect the motion of objects and apply their
understanding to real-life situations. Learners gather information from secondary sources to identify, describe, and explain how science impacts
human activities and the environment.

Learners explain that there are different indicators for classifying substances as acids, bases, or salts. They describe the identifying factors
for a chemical reaction as well as the important types of chemical reactions. They explain how some important chemical reactions impact the
natural and built environments. They write balanced chemical equations using formula and apply the principles of conservation of mass. They
explain factors that affect the rate of a reaction and that some reactions are exothermic, and others are endothermic. They demonstrate the
knowledge and the skills needed to plan and conduct valid and reliable scientific investigations and record them appropriately. Learners describe
homeostasis as a process that allows an organism to maintain stability. They describe and discuss that natural selection is the driving mechanism
of evolutionary change. They explain the meaning of the term biotechnology and debate the societal, environmental, and ethical implications of
utilizing biotechnological products and methods. They discuss the factors that limit the ecosystem’s carrying capacity and the role of population
growth.

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 For the operational purposes of curriculum implementation in schools, the four domains in the Science curriculum have been assigned in
quarters as shown below, with Grades 3 to 6 in the elementary school and Grades 7 to 10 in the junior high school.

SEQUENCE OF DOMAIN PER QUARTER

Elementary Junior High School

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

First Materials Materials Materials Materials Science of Life Science Force, Motion, Earth and
Quarter Materials and Energy Space Science

Second Living Things Living Things Living Things Living Things Life Science Science of Earth and Force, Motion,
Quarter Materials Space Science and Energy

Third Force, Force, Motion, Force, Force, Force, Motion, Earth and Life Science Science of
Quarter Motion, and and Energy Motion, and Motion, and and Energy Space Science Materials
Energy Energy Energy

Fourth Earth and Earth and Earth and Earth and Earth and Force, Motion, Science of Life Science
Quarter Space Space Space Space Space Science and Energy Materials

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