Module 2:

The Science Curriculum

CLARISSE P. CACAPIT, MASE

 MODULE
2
THE SCIENCE CURRICULUM
Module Outcomes:

At the end of this module, you should be able to:

• explain the spiral progression approach in the science curriculum;
• enumerate the goals of science education;
• discuss the conceptual framework in science education; and
• analyze the key standards of science learning in each elementary grade
level.

INTRODUCTION

The previous module gave us an introduction to science as a subject, covering its

scope, branches, and nature. In this module, we are going to delve into the science curriculum,
more specifically the current K-12 Science Curriculum prepared by the Department of
Education for elementary learners.

Specifically, this module is divided into four lessons:

Lesson 1: Understanding the K-12 Curriculum in Elementary Science
Lesson 2: Goals of Science Education
Lesson 3: Conceptual Framework in Science Education
Lesson 4: Grade Level Standards in Elementary Science

There are several reasons why science is a major component of elementary school
instruction. It helps in building the foundation of pupils’ critical thinking and reasoning skills,
boosts the learner’s curiosity, and makes them explore and ask relevant questions about the

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natural world. Learners who are more exposed to science at a young age tend to become more
aware of the social and environmental issues of the world, once they become older.

Your role as an elementary science teacher is very crucial. As stated by Resurreccion

and Adanza (2015), the job of a science teacher is a tough one. Not only do they have to teach
scientific knowledge, develop the skills of science and foster scientific attitudes, but they also
have to convey messages about the nature of science and the work of scientists. With this,
you can either make or break your learners’ interest and love for science. You can help them
think that learning science is easy and manageable or you can make them believe that science
is hard and complicated. To be able to skillfully teach the subject, and come up with effective
strategies and techniques, you should first master the science curriculum and know it by heart.

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 LESSON
1
Understanding the K-12 Curriculum in
Elementary Science

Lesson Outcome:
• Explain the spiral progression approach in the science curriculum.

The Republic Act No. 10533 also known as “Enhanced Basic Education Act of 2013”,
is one of the most impactful educational reforms in the last 20 years. It was passed by
Congress on January 30, 2013, and approved by President Benigno Aquino III on May 15,
2013. This law took effect on June 4, 2013.

The enhanced basic education program encompasses at least one (1) year of
kindergarten education, six (6) years of elementary education, and six (6) years of secondary
education, in that sequence. Secondary education includes four (4) years of junior high school
and two (2) years of senior high school education. Section 5 of R.A. 10533 underlines the
mandate that “the curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level.”

A. Spiral Progression

The spiral curriculum is a design framework that will help science teachers construct
lessons, activities, or projects that target the development of thinking skills and dispositions
which do not stop at identification. This idea is widely attributed to Jerome Bruner, an American
psychologist, and was anchored on John Dewey's idea on the total learning experiences of an
individual.

The spiral progression approach (SPA) is a way to implement the spiral curriculum.
It involves progression and continuity in learning science. Progression describes pupils’

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personal journeys through education and the ways, in which they acquire, apply, and develop
their skills, knowledge, and understanding in increasingly challenging situations. Continuity,
on the other hand, is concerned with how the educational system is structured to give students
a challenging and progressive environment within a recognizable curriculum. (Martin, 2008).

In simpler words, the spiral progression approach in the science curriculum is designed
to present key concepts repeatedly throughout the curriculum but with deepening layers of
complexity. This approach will enable the learners to study the content over and over again
until they gain mastery over it.

B. Current Elementary Science Curriculum (K-12 Curriculum)

The K-12 science curriculum is made up of major disciplines namely: a. Chemistry, b.

Biology, c. Physics, and d. Geology and Astronomy. Crafters of the curriculum opted to use
more common terminologies as titles to refer to the aforementioned disciplines of science, this
is to help the elementary learners grasp the content of the subject immediately because the
titles used sound more familiar to them, for example, Matter is used in place of Chemistry;
Living Things and their Environment in place of Biology; Force, Motion, and Energy in place of
Physics; and Earth and Space in place of Geology and Astronomy.

Each discipline is taught for one quarter per grade level. In each grade level, all four
disciplines shall be covered for an entire school year ( refer to Table 1).

Table 1. Distribution of science disciplines per quarter

Grade
Level Grade 3 Grade 4 Grade 5 Grade 6
Quarter

Quarter 1 Matter Matter Matter Matter

Living Things Living Things Living Things Living Things
Quarter 2 and their and their and their and their
Environment Environment Environment Environment
Force, Motion, Force, Motion, Force, Motion, Force, Motion,
Quarter 3
and Energy and Energy and Energy and Energy
Quarter 4 Earth and Space Earth and Space Earth and Space Earth and Space

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 Figure 1 below will help you have a better visualization of the concept of spiral
progression in education. You can see here a spring spiraling up and getting wider at the top.
This can be compared to how the science curriculum is being approached with spiral
progression. The four major disciplines can be seen to spiral up, which follows the coil of the
spring, and the four disciplines are placed repeatedly on each level of the spring. As the coil
gets to the top, it becomes wider, this implies that each discipline becomes wider in scope and
more complex as the grade level gets higher. It is expected that the cognitive abilities of
learners in higher grade levels are more developed so such learners can handle exposure to
more complex topics. This approach continues up to the secondary level comprising grade 7
to 10.

Spiral Progression willl be

continued for Grade 7-10

Earth and Space

Force, Motion,
and Energy

Living Things and

Their Environment Grade 6

Matter

Earth and Space

Force, Motion,
Living Things and and Energy
Their Environment Grade 5

Matter

Earth and Space

Force, Motion,
and Energy
Living Things and Grade 4
Their Environment
Matter

Earth and Space

Force, Motion,
and Energy
Living Things and
Their Environment
Grade 3
Matter

Figure 1. Spiral Progression Approach in Science Curriculum

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 To further be informed of the topical coverage of each science discipline in each grade
level, take a look at Table 2.

Table 2. Topic Coverage of Elementary Science Curriculum

Grade
Level Grade 3 Grade 4 Grade 5 Grade 6
Quarter

MATTER
1. Properties 1. Properties 1. Properties 1. Properties

1.1 characteristics of 1.1 properties used 1.1 useful and 1.1 mixture and their
solids, liquids, to group and harmful characteristics
and gases store materials materials
1.1.1
1.2 importance of homogenous and
interpreting heterogeneous
mixtures
product labels
1.2 separating
1.3 proper disposal
Quarter 1 mixtures
of waste

2. Changes that 2. Changes that 2. Changes that

Materials Undergo Materials Undergo Materials Undergo

2.1 effects of 2.1 changes that 2.1 changes due to

temperature on are useful oxygen and
materials heat
2.2 changes that
are harmful

LIVINGS THINGS AND THEIR ENVIRONMENT

1. Humans 1. Humans 1. Humans 1. Humans

1.1. sense organs 1.1 major organs of 1.1 The 1.1 Human Body
the body reproductive Systems
system
1.2 caring for the 1.1.1 Musculoskeletal
major organs 1.1.2 Integumentary
System
1.3 diseases that 1.1.3 Digestive System
affect the major 1.1.4 Respiratory
organs of the System
Quarter 2 1.1.5 Circulatory
human body
System
1.1.6 Nervous System

2. Animals 2. Animals 2. Animals 2. Animals

2.1 parts and 2.1 live on land or in 2.1 reproductive 2.1 vertebrates and
functions of water system of animals invertebrates
animals
2.2 modes of
reproduction in
animals

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 3. Plants 3. Plants 3. Plants 3. Plants

3.1 external parts 3.1 live on land or in 3.1 reproductive 3.1 reproduction of
of plants and water parts in plants non-flowering
their functions plants
3.2 modes of
reproduction in
plants

4. Heredity: 4. Heredity:
Inheritance and Inheritance and
Variation Variation

4.1 observable 4.1 life cycles of

characteristics humans,
that are passed animals, and
from parents to plants
offspring

5. Ecosystems 5. Ecosystems 5. Ecosystems 5. Ecosystems

5.1 basic needs 5.1 beneficial and 5.1 interactions 5.1 interactions
of plants, harmful among living among living
animals, and interactions things things
humans
5.1.1 estuaries 5.2 tropical
rainforests
5.1.2 intertidal
zones 5.3 coral reefs

5.4 mangrove
swamps

FORCE, MOTION, & ENERGY

1. Force and 1. Force and Motion 1. Force and 1. Force and

Motion Motion Motion
1.1 effects of force
1.1. motion of on objects 1.1 measuring time 1.1 gravitation and
objects and distance frictional forces
1.1.1 shape, size,
using standard
and
units
movement

2. Energy 2. Energy 2. Energy 2. Energy

2.1 light and sound 2.1 how light, heat, 2.1 conductors of 2.1 energy
Quarter 3
and sound travel heat and transformation in
2.2 heat and using various electricity; simple machines
electricity objects
2.2 effects of light
and sound, heat
and electricity

2.3 electricity and

magnetism

2.3.1 circuits

2.3.2
electromagnet

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 EARTH AND SPACE
1. Geology 1. Geology 1. Geology 1. Geology

1.1 The 1.1 Soil 1.1 Processes that 1.1 Forces that
Surroundings Shape Earth’s affect changes
1.1.1 Types of Surface on the earth’s
1.1.1 people, soil surface
animals, 1.1.1 Weathering
plants, 1.2. Water in the and Soil 1.1.1 Earthquakes
lakes, Environment Erosion 1.1.2 Volcanic
rivers, Eruption
streams, 1.2.1 Sources
hills, and
mountains, importance
and other
of water
landforms,
and their
importance

2. Meteorology 2. Meteorology 2. Meteorology 2. Meteorology

2.1 Weather 2.1. Weather 2.1 Weather 2.1 Weather patterns

Disturbances and Seasons in
2.1.1 types and 2.1.1 the Philippines.
effects of Components of 2.1.1 Types of
Quarter 4 weather as weather weather
they relate disturbances:
to daily 2.2 Weather
activities, instruments 2.1.2 Effects of
health and weather
safety 2.3 Weather chart disturbances
on living
things and
the
environment

3. Astronomy 3. Astronomy 3. Astronomy 3. Astronomy

3.1. Natural Objects 3.1 The Sun 3.1 The Moon 3.1 Motions of the
in the Sky Earth
3.1.1 Importance of 3.1.1 Phases of
the Sun the Moon 3.1.1 Rotation
and revolution
3.1.2 Effects of Sun 3.1.2 Beliefs and
on living things practices 3.2 The Solar
System
3.1.3 Safety 3.2 The Stars
precautions 3.2.1 Planets
3.2.1 Patterns of
stars
(constellati
on)

Reference: DepEd K to 12 Curriculum Guide in Science (2016)

As you have probably already observed from Tables 1 and 2, and Figure 1, grade 1
and 2 pupils do not take science as a separate subject, instead, scientific concepts are being
integrated into other subjects like English and Mother Tongue. Science is being taught as a
separate subject starting in grade 3.

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 LESSON
2
Goals of Science Education

Lesson Outcome:
• Enumerate the goals of science education.

Science is an important contributor to the quality of life we currently have. It has been
a common notion that science has an end goal to understand the natural world and use this
knowledge to improve the life of people in our society. Science education also has specific
goals that it would like to attain. Just like what was highlighted in the DepEd K to12 Curriculum
Guide for Science (2016), science education has the primary goal to develop scientific literacy
among learners that will prepare them to be informed and participative citizens who are able
to make judgments and decisions regarding applications of scientific knowledge that may have
social, health, or environmental impacts. Furthermore, science educators have established a
consensus on the goals of school science in the Philippines. Using some criteria, the goals
have been identified as follows:

• science education should develop fundamental understandings of natural systems;

• develop an understanding of, and ability to use the methods of scientific
investigation;
• prepare citizens to make responsible decisions concerning science-related issues;
• contribute to an understanding and fulfillment of personal needs, thus contributing
to personal development; and
• inform students about careers in the sciences.

Taber (2017) believes that society needs suitably qualified people to work as scientists,
doctors, engineers, and so forth, and that requires adequate number of pupils completing
school who are qualified and motivated to enter science and related areas in further and higher
education, thus, there is an indisputable need to strengthen science education in the
Philippines so as to achieve all of its goals.

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 LESSON
3
Conceptual Framework in Science Education

Lesson Outcome:
• Discuss the conceptual framework in science education.

The Department of Education provides the national conceptual framework for science
education as shown in Figure 2 on the next page. As deduced from the framework, science
education in the Philippines has an end goal of producing Filipino citizens who are equipped
with scientific and technological literacy. It also envisions creating productive members of
society who are critical problem solvers, responsible stewards of nature, innovative and
creative citizens, informed decision makers, and effective communicators.

The framework is divided into three domains of learning science namely: a)

demonstrating scientific inquiry skills; b) understanding and applying scientific knowledge; and
c) developing and demonstrating attitudes and values. Several approaches to facilitate science
learning are necessary to obtain the aforementioned domains, such approaches include the
following:

a) multidisciplinary or interdisciplinary approach – wherein topics are being studied

from the perspective of more than one discipline;
b) science-technology-society or contextual approach – a learning process that aims
to help learners relate scientific concepts to meaningful real-life contexts including
personal, cultural, and environmental aspects among others;
c) problem or issue-based learning – wherein a real-world problem gives students the
opportunity to conduct investigation and research about what they need to know and
want to know; and

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 Figure 2. The Conceptual Framework of Science Education
Source: Department of Education, K to 12 Curriculum Guide in Science
Retrieved from: https://www.deped.gov.ph/

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 d) inquiry-based approach – a process of learning that engages learners by creating
real-world connections through high-level questioning and exploration.

These four approaches are anchored on educational theories and pedagogical models such
as constructivism, social cognition learning model, learning style theory, and gestalt
psychology.

Notice that assessment and monitoring are placed around the three domains and vision
of the science framework. Assessment has an integral part in the curriculum, as it discerns
whether the goals of education are being achieved. It also serves to identify aspects of a
curriculum that are working and should be retained, aspects that need improvement, and
aspects that could be discarded. Students, faculty, administrators, and other stakeholders
could act as sources of information when assessing curriculum implementation.

Monitoring, on the other hand, refers to the process of gathering information for
evaluating the effectiveness of the curriculum and validating that the intended, implemented,
and attained curricula are parallel. This process typically focuses on the relevance,
consistency, practicality, effectiveness, and sustainability of the curriculum, along with whether
learners are achieving the expected learning outcomes (UNESCO, 2022).

The inclusion of assessment and monitoring in the framework emphasizes that the
success of science education in the country and the attainment of the end goal of producing
scientifically and technologically literate Filipino citizens heavily rely on the proper
implementation of the science curriculum, hence constant monitoring and assessment are
necessary.

The K-12 science curriculum integrates the science content and science processes
together. Without the content, learners will surely struggle in utilizing science process skills
since these processes are best learned in context. Organizing the curriculum around situations
and problems that challenge and stirs up learners’ curiosity motivates them to learn and
appreciate science as relevant and useful. Solely relying on the textbook is out of the picture
of the K-12 science curriculum, instead, various hands-on, minds-on, and hearts-on activities
will be used to develop learners’ interests and mold them to become active learners.

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 LESSON
4
Grade Level Standards in Elementary Science

Lesson Outcome:
• Analyze the key stage standards of science in each elementary grade level.

In this lesson, we will take a look at the key learning standards required at different
grade levels. The Common Core State Standards Initiative of the United States of America
defined learning standards as concise, clearly articulated descriptions of what students should
know and be able to do at a specific stage of their education, hence, setting standards is a
very important component of education as this gives both the learners and teachers an idea of
what is to be learned and taught.

For the longest time, teachers have been relying on learning standards to guide their
lesson designs, strategies, and assessment practices. Teachers are expected to deliver their
instruction based on these learning standards, but there is a much greater expectation for the
teachers to ensure that these standards are really being acquired by their learners.

The science curriculum for the entire K to 12 has the following core learning area
standard:

“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 of relevant issues that involve science, technology, and
environment.”

The specific standards for each grade level are presented in Table 3. Learners are
expected to exhibit the standards at the end of each grade level.

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Table 3. Grade Level Standards for Science Learning

GRADE LEVEL GRADE LEVEL STANDARDS

At the end of kindergarten, the learners should be able to:

 demonstrate an emerging understanding of the parts of their body and

their general functions;
 demonstrate an understanding of plants, animals, and varied
materials in their environment and their observable characteristics;

KINDERGARTEN  demonstrate an understanding of general weather conditions and how

these influence what they wear and other things in their environment;
and
 demonstrate an understanding of their bodies and what is around
them through exploration, questioning, and careful observation as
they infer patterns, similarities, and differences that will allow them to
make sound conclusions

At the end of grade 1, the learners should be able to:

 use their senses to locate and describe the external parts of their
body;
 identify, external parts of animals and plants; to tell the shape, color,
texture, taste, and size of things around them;
 describe similarities and differences given two objects;
 differentiate sounds produced by animals, vehicles cars, and musical
GRADE 1
instruments;
 illustrate how things move;
 describe the weather and what to do in different situations;
 use appropriate terms or vocabulary to describe these features;
 collect, sort, count, draw, take things apart, or make something out of
the things; and
 practice healthy habits (e.g., washing hands properly, choosing
nutritious food) and safety measures (e.g., helping to clean or pack

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 away toys, asking questions, and giving simple answers/ descriptions
to probing questions).

At the end of grade 2, the learners should be able to:

 use their senses to explore and describe the functions of their senses;
 compare two or more objects using two or more properties;
 sort things in different ways and give a reason for doing so;
 describe the kind of weather or certain events in the home or school
and express how these are affecting them;

GRADE 2  conduct simple measurements of length;

 tell why some things around them are important;
 decide if what they do is safe or dangerous;
 give suggestions on how to prevent accidents at home
 practice electricity, water, and paper conservation;
 help take care of pets or of plants; and
 tell short stories about what they do, what they have seen, or what
they feel.

At the end of grade 3, the learners should be able to:

 describe the functions of the different parts of the body and things that
make up their surroundings --- rocks and soil, plants and animals, the
Sun, Moon, and stars;
 classify things as solid, liquid, or gas;
 describe how objects move and what makes them move;
GRADE 3
 identify sources and describe uses of light, heat, sound, and
electricity.
 describe changes in the conditions of their surroundings.

These would lead learners to become more curious about their

surroundings, appreciate nature, and practice health and safety
measures.

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 At the end of grade 4, the learners should be able to:
 investigate changes in some observable properties of materials when
mixed with other materials or when force is applied on them;
 identify materials that do not decay and use this knowledge to help
minimize waste at home, school, and in the community;
 describe the functions of the different internal parts of the body in
order to practice ways to maintain good health;
 classify plants and animals according to where they live and observe
interactions among living things and their environment;
GRADE 4
 infer that plants and animals have traits that help them survive in their
environment;
 investigate the effects of push or pull on the size, shape, and
movement of an object;
 investigate which type of soil is best for certain plants and infer the
importance of water in daily activities;
 apply their knowledge of weather conditions in making decisions for
the day; and
 infer the importance of the Sun to life on Earth.

At the end of grade 5, the learners should be able to:

 decide whether materials are safe and useful by investigating some of
their properties;
 infer that new materials may form when there are changes in
properties due to certain conditions;
 develop healthful and hygienic practices related to the reproductive

GRADE 5 system after describing changes that accompany puberty;

 compare different modes of reproduction among plant and animal
groups and conduct an investigation on pollination;
 gain awareness of the importance of estuaries and intertidal zones
and help in their preservation;
 describe the movement of objects in terms of distance and time
travelled;

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  recognize that different materials react differently with heat, light, and
sound and relate these abilities of materials to their specific uses;
 describe the changes that earth materials undergo;
 make emergency plans with their families in preparation for typhoons;
and
 observe patterns in natural events by observing the appearance of the
Moon.

At the end of grade 6, the learners should be able to:

 recognize that when mixed together, materials may not form new ones
thus these materials may be recovered using different separation
techniques;
 prepare useful mixtures such as food, drinks, and herbal medicines;
 understand how the different organ systems of the human body work
together;
 classify plants based on reproductive structures, and animals based
on the presence or lack of backbone;
GRADE 6
 design and conduct an investigation on plant propagation;
 describe larger ecosystems such as rainforests, coral reefs, and
mangrove swamps;
 infer that friction and gravity affect how people and objects move;
 describe what happens during earthquakes and volcanic eruptions
and demonstrate what to do when they occur;
 infer that the weather follows a pattern in the course of a year.
 learn about the solar system, with emphasis on the motions of the
Earth as a prerequisite to the study of seasons in the next grade level.

Reference: DepEd K to 12 Curriculum Guide in Science (2016)

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 EXERCISE

Direction: Identify which grade level the following learning standards are best suited for.

__________ 1. Apply their knowledge of weather conditions in making decisions for the day.
__________ 2. Practice electricity, water, and paper conservation;
__________ 3. Make emergency plans with their families in preparation for typhoons; and
__________ 4. Design and conduct an investigation on plant propagation;
__________ 5. Differentiate sounds produced by animals, vehicles cars, and musical
instruments.

SUMMARY:

To sum this module up, the K to 12 science curriculum is learner-centered and inquiry-
based, emphasizing the use of evidence in constructing explanations. In a spiral progression
approach, concepts and skills in the life sciences, physics, chemistry, and earth sciences are
taught progressively with increasing levels of complexity from one grade level to the next,
allowing for a deeper comprehension of fundamental concepts. The harmonization across
science topics and other disciplines will lead to a meaningful understanding of concepts and
their application to real-life situations. Aside from this, you also learned the following points:

 the primary goal of science education in the Philippines is to develop scientific

literacy among learners that will prepare them to be informed and participative
citizens who are able to make judgments and decisions regarding applications of
scientific knowledge that may have social, health, or environmental impacts;

 grade 1 and 2 pupils do not take science as a separate subject, instead, scientific
concepts are being integrated into their other subjects; and

 there are key standards that students must have learned and teachers must have
taught at the end of each grade level.

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 MODULE OUTPUT: ESSAY

In a minimum of 250 words, discuss the concept of spiral progression approach, its benefits,
and drawbacks and explain how it is applied in the science curriculum. Accomplish the essay
using a word processing software (e.g. Microsoft word). You can self-rate or let your peer rate
your output using the rubric below.

4 3 2 1
Criteria
Excellent Good Fair Poor
Depth of Content Demonstrates a Demonstrates a Demonstrates a Lacks
comprehensive comprehensive basic understanding
understanding of understanding of understanding of the subject
the subject for the subject for of the subject for reflection.
reflection and reflection. for reflection.
work can be
used as an
example for
others.
Originality and Work is insightful Work is insightful Work shows Work is not
Insight and shows a and shows some insight original.
high degree of imagination. and some
imagination. degree of
imagination.
Organization, Writing is well- Writing is well- Writing has Writing is
Grammar and organized with organized with some degree of unorganized
Spelling no spelling and few spelling and organization and contains
grammatical grammatical with some many spelling
errors. errors. spelling and and
grammatical grammatical
errors. errors.
Style and Clarity Ideas are clearly Ideas are clearly Ideas show Ideas are not
articulated and articulated and some degree of communicated
well developed. well developed. clarity but are clearly nor are
not well they well
developed. developed.
Compliance to Essay is made of Essay is made of Essay is made Essay is made
mechanics 261 words or 250-260 words. of 200-249 of 199 words or
above. words. below.
Highest Possible Score: 20 points

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 POST-TEST

Direction: Write the letter of your answer in the space provided before the number.

___ 1. This refers to a detailed plan of instructional practices, learning experiences, and
students' performance assessment that are designed to bring out and evaluate the
target learning outcomes of a particular course or subject.
A. Goals C. Syllabus
B. Objectives D. Curriculum

___ 2. The following are characteristics of the science curriculum EXCEPT

A. teacher-centered C. spiral progression
B. evidence-based D. culture-sensitive

___ 3. The lesson on the organs of the reproductive systems of humans, animals, and plants
is most suitable for a _______.
A. Grade 2 pupil C. Grade 4 pupil
B. Grade 3 pupil D. Grade 5 pupil

___ 4. What law introduced the K to 12 curriculum in the Philippines?

A. RA 9155 C.RA 10931
B. RA 10533 D. RA 6655

___ 5. Which of the following is NOT a grade level standard for a Grade 3 pupil?
A. practice health and safety measures
B. classify things as solid, liquid, or gas;
C. infer that friction and gravity affect how objects move
D. describe the different parts of the body and their functions

___ 6. Which of the following does not belong to the group?

A. Life Science C. Philosophy
B. Chemistry D. Physics

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___ 7. This process typically validates that the intended, implemented, and attained curricula
are parallel. It also focuses on the relevance, consistency, practicality, effectiveness,
and sustainability of the curriculum.

A. development C. diagnosis
B. monitoring D. pilot delivery

___ 8. This refers to a concise, clearly articulated description of what students should know
and be able to do at a specific stage of their education.

A. standard C. expectation
B. assessment D. goal

___ 9. Science as a separate subject starts in __________.

A. Kindergarten C. Grade 2
B. Grade 1 D. Grade 3

___ 10. The ______________ is a technique often used in teaching where first the basic facts
of a subject are learned, then move to more complex topics as the grade level goes
higher.
A. spiral progression C. multidisciplinary
B. coil technique D. inquiry learning

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 REFERENCES

Department of Education (2016). K to 12 Curriculum Guide in Science. Retrieved

from https://www.deped.gov.ph/

Martin, B.(2008). Obstacles to Academic Integrity. Proceedings of the 3rd Asia

Pacific Conference of Educational Integrity: Creating a Culture of Integrity.
University of South Australia

National Governors Association Center for Best Practices & Council of Chief
State School Officers. (2010). Common Core State Standards. Washington,
DC: Authors.

Putri Chandra Haryanto and Indiyah Sulistyo Arty (2019). The Application of
Contextual Teaching and Learning in Natural Science to Improve Student’s
HOTS and Self-efficacyJ. Phys.: Conf. Ser. 1233012106

Republic Act No. 10533, May 15, 2013; Implementing rules and regulations,
September 4, 2013. Retrieved from
https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/s

Resurreccion & Adanza (2015). Spiral Progression Approach in Teaching

Science in Selected Private and Public Schools in Cavite. DLSU Research
Congress Vol. 3

SEI-DOST & UP NISMED (2011). Science framework for philippine basic

education. Manila: SEI-DOST & UP NISMED. Retrieved from
http://www.sei.dost.gov.ph/

Taber, Keith. (2017). Reflecting the Nature of Science in Science Education.

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