Science - PEAC Streamlining The K 12 Curriculum

STREAMLINING THE K12
CURRICULUM:
An Approach to Determining
which K12 Standards and
Competencies to Teach
PEAC SCIENCE WEBINAR
JUNE 9, 2020
PEAC INSET 2017 14 June 2020
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bjectives:
• Discuss the rationale and parts of the DepEd MELCS Curriculum Guide for SY
2020-2021
• Explain the process of streamlining K12 standards and competencies
• Relate the importance of alignment in streamlining with PEAC Recertification
• Apply the process to selected units of study in Science for

curriculum mapping, identification of instructional materials and
preparation of the unit calendar
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Certification for
SY 2020-2021 is
Schedule of E-Recertification suspended.
HOW WILL ESC SCHOOLS IN SY 2020-2021
PREPARE THE SCHOOL CURRICULUM?
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SAMPLE DIARY CURRICULUM MAP
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HOW CAN ESC SCHOOLS PREPARE A CURRICULUM MAP

THAT COVERS THE K12 STANDARDS AND COMPETENCIES
IN THE “NEW NORMAL” AND MEETS RECERTIFICATION REQUIREMENTS?
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“…releasing the MELCs does not downplay the standards set
by the K to 12 curriculum guides. Rather, these serve as
guide to teachers as they address the instructional needs of
learners while ensuring that curriculum standards are
maintained and achieved.”
PEAC INSET 2017 14 June 2020 GUIDELINES ON THE USE OF THE MELCS, p. 2
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hindi
“Tandaan na ang layunin sa pagbuo ng MELCs ay
upang palitan ang kasakuluyang curriculum
guide kundi upang magabayan ang mga guro sa
pagtukoy ng mga kompetensing mas kinakailangan ng
mga mag-aaral sa Taong Panuruang 2020-2021. Sa huli,
hinihikayat pa rin ang mga guro na sumangguni sa
curriculum guide ng Filipino kung sa tingin nilang
hindi sapat ang mga kompetensing tinukoy sa MELCs. .”
PEAC INSET 2017 14 June 2020 FILIPINO BRIEFER, p. 33
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PEAC CERTIFICATION ASSESSMENT INSTRUMENT
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HOW CAN ESC SCHOOLS PREPARE A CURRICULUM MAP

THAT COVERS THE K12 STANDARDS AND COMPETENCIES
IN THE “NEW NORMAL” AND MEETS RECERTIFICATION REQUIREMENTS?
PREPARE BY USING DEPED CURRICULUM GUIDE AND/OR DEPED

MELCS AND PEAC CERTIFICATION ASSESSMENT INSTRUMENT
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RECERTIFICATION REQUIREMENT OF
ALIGNMENT IN CURRICULUM MAP
FROM DEPED
CURRICULUM GUIDE (CG) FROM
FROM SUBJECT TEACHER FROM
DEPED
SCHOOL’S
CG
VISION
AND/OR AND
DEPED MISSION
MELCS
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1
FROM DEPED
DEPED
SCHOOL’S
CG
VISION
AND/OR AND
DEPED MISSION
MELCS
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The K to 12 Basic Education Curriculum is standards-based. The
content standards cover a specified scope of sequential topics,
identify and set the essential knowledge and understanding that
must be learned. The performance standards describe the
abilities and skills that the learners are expected to demonstrate in
relation to the content standards.
MELCS: SCIENCE BRIEFER, p. 42
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“The content and performance standards are directly
lifted from the curriculum guides. Its inclusion is to
emphasize that the identification of MELCs is
anchored on the prescribed standards and not a
departure from the standards-based basic
education curriculum. Thus, teachers are
encouraged to refer to the 2016 Curriculum Guides
in unpacking the MELCs.”
GUIDELINES ON THE USE OF THE MELCS, p. 3
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1 2
FROM DEPED
DEPED
SCHOOL’S
CG
VISION
AND/OR AND
DEPED MISSION
MELCS
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These standards are further represented as
learning competencies which are the
ALIGNMENT OF knowledge, skills and attitudes that students
STANDARDS-COMPETENCIES-ACTIVITIES
need to demonstrate in every lesson or
learning activity.
MELCS: SCIENCE BRIEFER, p. 42
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As the Department anticipates the challenges in
employing various schemes in the delivery of the
learning standards due to COVID19, the number of the
identified essential learning competencies per quarter
were further reduced, thus, the term most essential
learning competencies (MELCs).
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14,171 LC
14
5,689 LC
(40%)
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In determining the most essential learning competencies, the
Department collaborated with stakeholders from the Assessment
14
Curriculum and Technology Research Centre (ACTRC), during which
the descriptor – ENDURANCE – was considered the primary
determining factor. A learning competency is considered
enduring if it remains with learners long after a test or unit of
study is completed or if it is useful beyond a single test or unit of
study. Examples of such learning competencies include research
skills, reading comprehension, writing, map reading, and
hypothesis testing, which are essential in many professions and in
everyday life (Reeves, 2002; Many & Horrell, 2014).
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PEAC INSET 2017 https://absenterprisedotcom.files.wordpress.com/2016/06/real-standards.pdf
14 June 2020
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R

14 June 2020
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A

14 June 2020
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1 2
FROM
DEPED
CG
FROM DEPED
CURRICULUM GUIDE (CG)
AND/OR
DEPED
MELCS SCHOOL’S
VISION
BASED
AND
ON MISSION
R.E.A.L.
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TRANSFER OF LEARNING
TO REAL LIFE

14
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Certification Assessment Instrument
IN THE LEARNING PLAN, WE WILL SEE…
Standards stated at start of plan.
Procedures related to A, M, and T. Plan

ends with Performance Task.
Activities and strategies done in procedures

describe student actions more than teacher actions.
Less teacher talk, more student interaction.
• Values integration with Vision-Mission

• Activities and questions related to 7Cs
• Activities and questions related to social issues
and community events
• Activities and questions connecting to other
subjects
• Use of multimedia and other apps to present
lesson or produce student output
Activities that are differentiated or show use of

multiple intelligences; choice in roles or products in
performance task
Activities that are differentiated or show use of

multiple intelligences; student choice in roles or
products in performance task
Since Transfer of Learning to Real Life is emphasized in MELCS,
how do we ensure its achievement in the curriculum design?
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ENSURE ENDURANCE OR TRANSFER
OF LEARNING BY DOING ANY OF THE
FF. WITH MELCS:
1. Unpack into sub-competencies/tasks

2. Repeat in another unit or grade level
3. Follow-up in higher grade levels
4. Cluster with other competencies
5. Merge with other competencies and
rephrase
6. Focus on skill rather than on content
7. Align with unit performance standard
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1. UNPACK MELCS INTO SUB-COMPETENCIES (SCIENCE-BIOLOGY)
G9 Q1 LM
PEAC INSET 2017 14 June 2020 30

1. UNPACK MELCS INTO SUB-COMPETENCIES (Science-Physics)
43-44
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2. REPEAT MELCS IN ANOTHER LEVEL FOR REINFORCEMENT Science Grade 3, 4 & 5
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3. FOLLOW-UP MELCS IN HIGHER GRADE LEVELS (SCIENCE-CHEMISTRY)
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3. FOLLOW-UP MELCS IN HIGHER GRADE LEVELS (SCIENCE-BIOLOGY)
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4. CLUSTER WITH OTHER COMPETENCIES (SCIENCE - CHEMISTRY)
LEARNING COMPETENCIES COMMENTS/RECOMME IDENTIFIED MELCs
DATIONS
1. describe how the Bohr model of the LC is subsumed to the next Explain how the Quantum Mechanical
atom improved Rutherford’s atomic LC Model of the atom describes the
model energies and positions of the electrons
2. explain how the Quantum
Mechanical Model of the
atom describes the
energies and positions of
the electrons
1. explain the formation of ionic and Clustered and rephrased Recognize different types of compounds
covalent bonds; (ionic or covalent) based on their properties
2. recognize different types of such as melting point, hardness, polarity, and
compounds (ionic or covalent) based electrical and
on their properties such as melting thermal conductivity;
point, hardness, polarity, and Explain how ions are formed;
electrical and thermal conductivity;
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5. MERGE WITH OTHER COMPETENCIES AND REPHRASE (SCIENCE-BIOLOGY)
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6. FOCUS ON SKILL RATHER THAN CONTENT (SCIENCE)

7. ALIGN WITH UNIT PERFORMANCE STANDARD

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CONTENT PERFORMANCE
STANDARD STANDARD
?
ALIGNMENT OF STANDARDS AND COMPETENCIES?
WILL THIS ALIGNMENT LEAD TO ENDURANCE OR TRANSFER?
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CONTENT PERFORMANCE
STANDARD STANDARD
?
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NO PERFORMANCE STANDARD
PEAC INSET 2017

ALIGNMENT OF STANDARD AND COMPETENCIES?
14 June 2020
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?
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CONTENT PERFORMANCE
STANDARD STANDARD

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NO PERFORMANCE STANDARDS
PEAC INSET 2017

14 June 2020
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?
?
PEAC INSET 2017
14 June 2020
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?
?
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Given these gaps, how
do we align standards
and competencies
?
to ensure
? transfer to real life
or endurance for
lifelong learning?
What process
can be done?
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STREAMLINING THE TEACHING
AND LEARNING
OF THE K12 CURRICULUM
https://www.pinterest.ph/pin/26880928995351324/?autologin=true RAPATAN2020
Fluid particles follow a
smooth path in layers or
laminae with each layer
moving parallel to each
other without mixing;
has visible stream lines
https://www.britannica.com/science/streamlining#ref54495
Fluid particles follow a
smooth path in layers or
laminae with each layer
moving parallel to each
other without mixing;
has visible stream lines
Fluid particles move in a

rough path and there
are cross-currents and
mixing of layers; has
swirling zones
https://www.britannica.com/science/streamlining#ref54495
STREAMLINING IS NOT SIMPLY
REDUCING COMPETENCIES;
IT IS ESTABLISHING
ALIGNMENTS BETWEEN
STANDARDS,
COMPETENCIES,
ASSESSMENTS, ACTIVITIES,
AND RESOURCES
BENEFITS OF STREAMLINING:
• CLARITY OF PROCESS
• EFFICIENCY IN TEACHING
• FOCUS ON SKILL
• SCAFFOLDED SKILLS
DEVELOPMENT
• EVIDENCE OF LEARNING
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CONTENT PERFORMANCE
STANDARD STANDARD
LAMINAR OR TURBULENT FLOW?

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STREAMLINING BY:
TECHNIQUE A. ALIGNING CONTENT
STANDARD AND COMPETENCIES
WITH PERFORMANCE STANDARD
TECHNIQUE B. IDENTIFYING
POWER AND SUPPORTING
COMPETENCIES AND CLUSTERING
THESE
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ALIGNMENT WITH PERFORMANCE
STANDARD

14
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TECHNIQUE A. ALIGNING CONTENT STANDARD AND COMPETENCIES WITH PERFORMANCE STANDARD
TRANSFER
PERFORMANCE
STANDARD
TRANSFER GOAL PERFORMANCE TASK

The student is able to
EQ:
UNIT TOPIC EU:
ACQUISITION MAKE MEANING
CONTENT
STANDARD
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TECHNIQUE A: ALIGNING CONTENT STANDARD AND
COMPETENCIES WITH PERFORMANCE STANDARD
STEPS:
1. Copy the Content and Performance Standards and write Unit Topic.
2. Unpack the Transfer Goal and Performance Task from Performance
Standard. Then write in diagram.
3. Review DepEd CG/School Curriculum Map and take out competencies
that are not directly aligned with Performance Standard. These
competencies may already have been taught or may be taught in
another grade or unit.
4. Classify the remaining unit competencies in terms of AMT Learning
Goals. A & M with Content and T with Performance Standard. Unpack
when needed.
5. Unpack the EQ and EU and with M cluster of competencies, establish
link with Content Standard and Performance Task.
6. Cluster the A competencies and establish link with Content Standard
and Performance Task.
7. Determine assessments for A (QA type) and M (WW type).
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Grade 8 Q4/Units3&4 has 7
COMPETENCIES

STEP 1: Copy the Content and Performance Standards and write Unit Topic.
TRANSFER
PERFORMANCE
STANDARD
…report on activities that communities engage in
TRANSFER GOAL to protect and conserve endangered and
economically important species; Make a poster
PERFORMANCE TASK
comparing food choices based on the trophic
levels’
UNIT TOPIC:
Biodiversity and Ecosystems
…understanding of concept of species; the
species as being further classified into a
hierarchical taxonomic system, one-way
flow of energy and the cycling of materials in
ACQUISITION an ecosystem. MAKE MEANING
CONTENT
STANDARD
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1 2 3
PERFORMANCE STANDARD TRANSFER GOAL PERFORMANCE TASK
The learners should Students on their own and GRASPS:
be able to in the long run will be able Make a survey of threatened

economically important species
…report on activities that to be able to create a in your locality and CREATE a
communities engage in to multimedia presentation poster in a form of a travelogue
protect and conserve that depicts specific which aims to disseminate
information to help protect and
endangered and ecosystems (places in the conserve economically
economically important Philippines) that are rich in important species. Your
species; Make a poster biodiversity and shows travelogue shall be evaluated
by the local government unit so
comparing food choices how activities that the product should be
based on the trophic communities engage in to Engaging, Comprehensive,
levels’ protect and conserve Accurate, and should contain
Practical Recommendations.
endangered and
economically important
species.
STEP 2: Unpack the Transfer Goal and Performance Task from Performance Standard. Then write in diagram.
TRANSFER
Creating a Information
campaign PERFORMANCE
poster STANDARD Dissemination
PERFORMANCE TASK
levels’
UNIT TOPIC:
Biodiversity and Ecosystem
…understanding of concept of species; the
species as being further classified into a
CONTENT
STANDARD
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PEAC LM, Sci8Q4, p. 199
PEAC LM, Sci8Q4, p. 200

STEP 3: Review DepEd CG/School Curriculum Map and take out competencies that are not directly aligned with
Performance Standard. These competencies may already have been taught or may be taught in another grade or unit.
Grade 8 Q4/Units3&4 has 7
COMPETENCIES
STEP 4: Classify the remaining unit competencies in terms of AMT Learning Goals. A and M are
matched with Content Standard and T with Performance Standard. Unpack when needed.
CONTENT STANDARD: …understanding of concept of species; the species as being

further classified into a hierarchical taxonomic system, one-way flow of energy and the
cycling of materials in an ecosystem.
S8LT-IVg-19 Explain the concept of species; (A)
S8LT-IVh-20 Classify organisms using the hierarchical taxonomic system; (A)
6
S8LT-IVh-21 Explain the advantage of high biodiversity in maintaining the
stability of an ecosystem; (M)
S8LT-IVi-22 Describe the transfer of energy through the trophic levels; (A)
S8LT-IVi-23 Analyze the roles of organisms in the cycling of materials; (M)
S8LT-IVi-24 Explain how materials cycle in an ecosystem; (M)
LEARNING GOALS
A M T
Acquisition Make Meaning Transfer
Performance
Product
STANDARDS
PERFORMANCE STANDARD: …report on activities that communities engage in to protect

and conserve endangered and economically important species; Make a poster
comparing food choices based on the trophic levels’
S8LT-IVj-25 Suggest ways to minimize human impact on the environment. (T) 1
STEP 5. Unpack the EQ and
STEP 6. Cluster the A
EU and with M cluster of
competencies and establish
competencies, establish
link with Content Standard
TRANSFER and Performance Task.
Creating a
PERFORMANCE
Information
campaign
poster STANDARD Dissemination
…report on activities that communities
TRANSFER GOAL engage in to protect and conserve PERFORMANCE TASK
The student
endangered is able
and economically to
important
species; Make a poster comparing food
choices based on the trophic levels’ EQ How do human activities
Learning
affect the survival of species?
competencies EU: organizing species in a
related to species UNIT TOPIC: hierarchal taxonomic system
classification and and in different trophic levels
flow of energy in Biodiversity and Ecosystems influence the assessment of
ecosystem. biodiversity and the
…understanding of concept of species; the conservation of economically
species as being further classified into a important species.
ACQUISITION an ecosystem.
MAKE MEANING
CONTENT
STANDARD
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STEP 7. Determine assessments for A (QA type) and M (WW type).
TRANSFER
campaign PERFORMANCE Dissemination
poster STANDARD
PERFORMANCE TASK
Determining
levels’
EQ How do human activities
SITUATION
Learning
means to protect competencies
affect the survival of species? ANALYSIS
EU: organizing species in a
economically related to species UNIT TOPIC: hierarchal taxonomic system
important classification and and in different trophic levels (WW)
species. biodiversity and the
ecosystem.
(QA) species as being further classified into a
important species.

CONTENT
STANDARD
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TRANSFER
campaign PERFORMANCE Dissemination
poster STANDARD
PERFORMANCE TASK
Determining
levels’
EQ How do human activities
SITUATION
Learning
means to protect competencies
affect the survival of species? ANALYSIS
EU: organizing species in a
economically related to species UNIT TOPIC: hierarchal taxonomic system
important classification and and in different trophic levels (WW)
species. biodiversity and the
ecosystem.
(QA) species as being further classified into a
important species.

CONTENT
STANDARD

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LAMINAR or TURBULENT?
?

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Grade 10 Q4 has 1
COMPETENCY.

TRANSFER
PERFORMANCE
STANDARD
TRANSFER GOAL Investigate the properties and behavior PERFORMANCE TASK

of gasesThe
thatstudent
improve is
one’s
ablehealth
to or
the community.
UNIT TOPIC:
Matter
how gases behave based on the

motion and relative distances
ACQUISITION between gas particles MAKE MEANING
CONTENT
STANDARD
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1 2 3
The learners should Students on their own In response to Republic Act 8749 or the
Philippine Clean Air Act under its
be able to: and in the long run will Implementing Rules and Regulations which
requires the designation of airsheds to
effectively manage the country’s air quality
investigate the be able to create an program, the Department of Science and
properties and investigative form of Technology, the Department of Health and the
Department of Environmental and Natural
Resources launches its program entitled: “
behavior of gases as a media on gas behavior Strengthening the Philippines Clean Air Act
2015”. One of the activities of the said
way of improving one’s and its impact to man’s program is the CLEAN AIR ACT EXPO.
health and the health and community. The Expo will provide opportunities to present
Science, Math and Engineering Fair Projects to
community. inspire the next generation of scientists and
engineers in fostering Clean Air Philippines. As
a member of DOST Science and Research
Center, you are asked to join and present
scientific investigations about the air quality
of the Philippines. Your presentation can be in
the form of …
TRANSFER
create an investigative form of media on
Scientific
gas behavior and its impact to man’s health PERFORMANCE
Investigation
and community. STANDARD
TRANSFER GOAL investigate the properties and behavior PERFORMANCE TASK

of gasesThe
as astudent
way of improving
is able toone’s
health and the community.
UNIT TOPIC:
Matter

CONTENT
STANDARD
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STEP 3: Review DepEd CG/School Curriculum Map and unpack the competencies.
?
Grade 10 Q4 has 1 CORE

COMPETENCY* (v1)
LEARNING GOALS
A M T
Performance
Product
STANDARDS
Will the attainment of these competencies eventually lead to students’ TRANSFER OF LEARNING?
Investigate the relationship between:
? ?
1. volume and pressure at constant
temperature of a gas;
2. volume and temperature at constant
pressure of a gas;
3. explains these relationships using the
kinetic molecular theory;
Additional competency:
Additional competency:
Discuss common processes or
propose scientific ways on
phenomenon through gas laws
how to regulate the impact of
(M)
behavior of gases
Learning Goals Before Unpacking After Unpacking

Additional competencies
1. Describe the properties of gases # of competencies # of competencies
2. Solve problems involving gases
Acquisition 0 3
using the general gas laws.
3. Use Gas Laws to determine the Meaning Making 0 1
new properties of a given
amount of gas Transfer 1 2
STEP 6. Cluster the A STEP 5. Unpack the EQ and EU and
competencies and establish with M cluster of competencies,
link with Content Standard establish link with Content
and Performance Task. Standard and Performance Task.
TRANSFER
create an investigative form
Scientific
of media on gas behavior and PERFORMANCE
its impact to man’s health Investigation
and community. STANDARD
TRANSFER GOAL Investigate the properties and behavior PERFORMANCE TASK

of gases
Thethat improve one’s
student health
is able to or
the community.
Learning EQ How do the behavior of gases

Competencies UNIT TOPIC: affect the community?
EU: The behavior of gases affect the
related to gas laws. Matter life activities of humans, sustainability
the environment and its impact to the
community.

CONTENT
STANDARD
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TRANSFER
Communicate Persuasive
arguments in a
PERFORMANCE Speech
convincing way/
STANDARD Delivery
…composing and delivering a persuasive speech
TRANSFER GOAL based on an informative essay featuring use of
properly acknowledged information sources,
PERFORMANCE TASK
grammatical signals for opinion-making ,
persuasion, and emphasis, and appropriate Guided
Solving Equations prosodic features, stance, and behavior. Generalization
From Gas Laws
Learning Competencies UNIT TOPIC: EQ What makes for a strong
related to types of persuasive speech? (WW)
(QA) persuasive devices. Persuasive Speech Delivery EU: A speech is persuasive when
it effectively uses logos, pathos
and ethos.
…understanding of: Southeast Asian
literature as mirror to a shared heritage ; …
structural analysis of words and propaganda
techniques; and grammatical signals for
ACQUISITION opinion- making, persuasion, and emphasis. MAKE MEANING
CONTENT
STANDARD
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?
Quarter 4
Code
Competencies
*A1. Describe the properties of gases (A)
*A2. Solve problems involving gases
using the general gas laws. (A)
*A3 Use Gas Laws to determine the new properties of a given amount of gas (A)
*A4. Discuss common processes or phenomenon through gas laws (M)
A5. investigate the relationship between: (T)
S10MT-
5.1 volume and pressure at constant temperature of a gas; IVa-b-21
5.2 volume and temperature at constant pressure of a gas;

5.3 explains these relationships using the kinetic molecular theory; S9MT-IIj-20
*6. propose scientific
PEAC INSET 2017
LAMINAR
ways on how
14 June 2020
ORimpact
to regulate the TURBULENT FLOW?
of behavior of gases (T)
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?

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Grade 9 Q4 has 13
COMPETENCIES
TRANSFER
PERFORMANCE
STANDARD
… analyze how power plants
TRANSFER GOAL generate and transmit electrical
PERFORMANCE TASK
energy
UNIT TOPIC:
Heat, Work & Efficiency
…understanding of: the

relationship among heat, work,
and efficiency
CONTENT
STANDARD
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1 2 3
The learners should Students on their own …. your group’s task is to
create a multimedia
be able to and in the long run will presentation focusing on a
analyze how power be able to be able to particular energy source.
This presentation should
plants generate and create a presentation present where the energy
transmit electrical thru varied media a can be taken, how energy is
generated, transmitted and
energy research on the
transformed and how it can
production and be distributed to its
distribution of an consumers. Part of this
presentation should be your
energy resource for the research on the viability of
community building a power plant for
the energy resource.
TRANSFER
create a presentation thru
varied media a research on
Research analysis
the production and
distribution of an energy
PERFORMANCE presentation
resource for the
community
STANDARD
PERFORMANCE TASK
energy
UNIT TOPIC:
Heat, Work & Efficiency

and efficiency
CONTENT
STANDARD
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Content Standard: The learners demonstrate an understanding of: the relationship among heat, work, and efficiency
Performance Standard: The learners should be able to analyze how power plants generate and transmit electrical
energy
X
X
Grade 9 Q4 has 13 10 CORE
COMPETENCIES* (v1)
(other LCs moved to other units or levels)
CONTENT STANDARD:
….. understanding of: the relationship among heat, work, and efficiency
S9FE-IVb36: 3. relate impulse and momentum to collision of objects (e.g., vehicular collision); A
S9FE-IVb37: 4. infer that the total momentum before and after collision is equal; A
S9FE-IVc38: 5. examine effects and predict causes of collision related damages/injuries; M
S9FE-IVc39: 6. explain energy transformation in various activities/events (e.g., waterfalls, archery,
amusement rides); M
S9FE-IVe41: 8. infer that the total mechanical energy remains the same during any process; M
S9FE-IVf43: 10. infer that heat transfer can be used to do work, and that work involves the release of
heat; A
S9FE-IVf44: 11. explain why machines are never 100-percent efficient; A
S9FE-IVg45: 12. explain how heat transfer and energy transformation make heat engines like geothermal
plants work; and M
LEARNING GOALS
A M T
Performance
Product
STANDARDS
PERFORMANCE STANDARD:
…analyze how power plants generate and transmit electrical energy
S9FE-IVd40: 7. perform activities to demonstrate conservation of mechanical energy; T
S9FE-IVe42: 9. construct a model to demonstrate that heat can do work; T
2
STEP 5. Unpack the EQ and
STEP 6. Cluster the A
EU and with M cluster of
competencies and establish
competencies, establish
TRANSFER and Performance Task.

Research analysis
the production and
resource for the
community
STANDARD
PERFORMANCE TASK
energy
EQ How is the effective

Learning UNIT TOPIC: generation, transmission and
Competencies distribution of power achieved
related to Heat, Work & Efficiency EU: Effective energy generation,
transmission and distribution
momentum, work, depends on the efficiency of
power and energy energy conversion.
and efficiency
CONTENT
STANDARD
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TRANSFER
Research analysis
the production and
resource for the
community
STANDARD
PERFORMANCE TASK
energy SITUATIONAL ANALYSIS
CONCEPTS
ELABORATION EQ How is the effective
Competencies distribution of power achieved (WW)
(QA) related to Heat, Work & Efficiency EU: Effective energy generation,
and efficiency
CONTENT
STANDARD
RAPATAN2020
TRANSFER
Research analysis
the production and
resource for the
community
STANDARD
PERFORMANCE TASK
energy SITUATIONAL ANALYSIS
CONCEPTS
DETERMINATION EQ How is the effective
Competencies distribution of power achieved (WW)
(QA) related to Heat, Work & Efficiency EU: Effective energy generation,
and efficiency
CONTENT
STANDARD

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?

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STREAMLINING BY:
TECHNIQUE A. ALIGNING CONTENT
STANDARD AND COMPETENCIES
WITH PERFORMANCE STANDARD
TECHNIQUE B. IDENTIFYING
POWER AND SUPPORTING
COMPETENCIES AND CLUSTERING
THESE
RAPATAN2020
What are Power
Standards/Competencies?
A focus for teachers on
what to teach
“Higher level of Learning”
A prioritization of the
academic standards
Provides purpose or
reason for learning a
specific competency
RAPATAN2020
POWER COMPETENCIES SUPPORTING COMPETENCIES
are curricular competencies that are curricular competencies which
directly achieve the Performance contribute to or serve as steps to the
Standard and pass all REAL criteria. attainment of the Power Competencies.
POWER COMEPTENCIES
POWER COMEPTENCIES
POWER COMEPTENCIES
POWER COMEPTENCIES
WHICH IS A
POWER SUBJECT 1 2
COMPETENCY Identify Types of Explain Structure of
ENGLISH
AND SUPPORTING Modals Effective Persuasive Texts
COMPETENCY?
Use Graphic
FILIPINO Find the Main Idea
Organizers
Find Area of
Find Area of Rectangle or
MATH Rhombus, Trapezoid,
Triangle
Parallelogram
ARALIN Evaluate Historical
PANLIPUNAN
Record Oral Histories
Evidence
Detect Bias in a Analyze and Evaluate

SCIENCE
Scientific Conclusion Scientific Explanation
RAPATAN2020
WHICH IS A
POWER SUBJECT 1 2
COMPETENCY Identify Types of Explain Structure of
ENGLISH
AND SUPPORTING Modals Effective Persuasive Texts
COMPETENCY?
Use Graphic
FILIPINO Find the Main Idea
Organizers
Find Area of
Find Area of Rectangle or
MATH Rhombus, Trapezoid,
Triangle
Parallelogram
ARALIN Evaluate Historical
PANLIPUNAN
Record Oral Histories
Evidence
Detect Bias in a Analyze and Evaluate

SCIENCE
Scientific Conclusion Scientific Explanation
RAPATAN2020
How can identification and clustering of
power and supporting competencies be
done for streamlining the curriculum?
Do the following steps:

1. Identify power and supporting competencies
using REAL from core set of competencies.
2. Make clusters of power and supporting
competencies.
3. Sequence clusters with the last related to the
Performance Task.
4. Set the budget of time for teaching the clusters.
RAPATAN2020
READINESS
ENDURANCE
ASSESSMENT
LEVERAGE
TECHNIQUE B. IDENTIFYING THE UNIT POWER AND SUPPORTING

COMPETENCIES
RAPATAN2020
When the competency represents
learning that is essential for success in a
new unit, course of study or succeeding
grade level, it has readiness.
READINESS
GUIDE QUESTION
Does this standard contain prerequisite content and/or skills necessary for the
next unit, course of study, or grade level?
EXAMPLE
The learners demonstrate an understanding of chemical reactions
associated with biological and industrial processes affecting life and the environment.
RAPATAN2020
learning that goes beyond one course or
grade level and is representative of a
concept or skill that is important in life, it
ENDURANCE has endurance.
GUIDE QUESTION
Does this standard have value beyond one single test date?
Will this standard endure beyond the test?
Will the knowledge and skills be important beyond this unit?
EXAMPLE
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When the competency is often tested in
an achievement or admissions exam or
for a job, it has value for assessment
ASSESSMENT
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learning that is applied both within the
content area and in other content areas,
it has leverage.
LEVERAGE
GUIDE QUESTION
Does this standard have multidisciplinary connections?
Is this standard relevant in other disciplines?
EXAMPLE
(Which discipline can this be linked?)
RAPATAN2020
TECHNIQUE B. IDENTIFYING UNIT POWER AND SUPPORTING COMPETENCIES WITH REAL
COMPETENCIES R E A L POWER OR
(needed for next (needed for real (needed for achievement (needed by other SUPPORTING?
unit or grade) life) or admissions or job subjects)
tests)
RAPATAN2020
COMPETENCIES
R E A L POWER OR
(needed for next (needed for real (needed for (needed by other
SUPPORTING?
unit or grade) life) achievement or subjects)
admissions or job tests)
S8LT-IVg-19 POWER
Explain the concept of species;
S8LT-IVh-20
SUPPORTING
Classify organisms using the
hierarchical taxonomic system
S8LT-IVh-21
Explain the advantage of high
biodiversity in maintaining the
POWER
stability of an ecosystem
S8LT-IVi-22
SUPPORTING
Describe the transfer of energy
through the trophic levels
S8LT-IVi-23
SUPPORTING
Analyze the roles of organisms in
the cycling of materials
S8LT-IVi-24 Explain how SUPPORTING
materials cycle in an ecosystem
S8LT-IVj-25 Suggest ways to

POWER
minimize human impact on the
environment.
RAPATAN2020
STEPS 2-4
CLUSTERING AND BUDGET OF TIME OF UNIT POWER AND SUPPORTING COMPETENCIES
CLUSTER NO. POWER COMPETENCIES SUPPORTING COMPETENCIES
(NO. OF DAYS)
1 S8LT-IVg-19 Explain the concept of species; S8LT-IVh-20 Classify organisms using the
(5 days)
2 S8LT-IVh-21 Explain the advantage of high biodiversity in

(5 Days)
maintaining the stability of an ecosystem
3 S8LT-IVi-22 Describe the transfer of

(5 Days)
energy through the trophic levels
S8LT-IVi-23 Analyze the roles of
organisms in the cycling of materials
S8LT-IVi-24 Explain how materials cycle
in an ecosystem
4 S8LT-IVj-25 Suggest ways to minimize human impact on the

(5 Days)
environment.
RAPATAN2020
Grade 8 Q4 has 4 CLUSTERS OF 7
CORE COMPETENCIES
FOR 4 WEEKS
NOTE: Number and schedule of clusters of competencies may be adjusted depending on term schedule.
RAPATAN2020
CLUSTERING OF UNIT POWER AND SUPPORTING COMPETENCIES STEPS 2-4

(NO. OF DAYS)
(5 days) MERGE AND REPHRASE hierarchical taxonomic system

(5 Days)

(5 Days)
in an ecosystem

(5 Days)
environment.
RAPATAN2020

(NO. OF DAYS)
MERGE AND REPHRASE
(5 days)
Classify organisms into the hierarchical system using the
concept of species.
(5 Days)

(5 Days)
in an ecosystem
(5 Days)
environment.
RAPATAN2020
Grade 8 Q4 has 4 CLUSTERS OF 7 6
CORE COMPETENCIES
FOR 4 WEEKS
RAPATAN2020
Grade 8 Q4 has 4 CLUSTERS OF 6 CORE
COMPETENCIES
FOR 4 WEEKS
RAPATAN2020

(NO. OF DAYS)
MERGE AND REPHRASE
(5 days)
Classify organisms into the hierarchical system using the
concept of species.
(5 Days)

(5 Days) MERGE AND REPHRASE
Analyze how energy and materials flow through in the S8LT-IVi-23 Analyze the roles of
different trophic levels. organisms in the cycling of materials
in an ecosystem
(5 Days)
environment.
RAPATAN2020
Grade 8 Q4 has 4 CLUSTERS OF 7 6 4
CORE COMPETENCIES
FOR 4 WEEKS
RAPATAN2020
Grade 8 Q4 has 4 CLUSTERS OF 4 CORE
COMPETENCIES
FOR 4 WEEKS
RAPATAN2020
1 2 3 4
FROM DEPED
DEPED
SCHOOL’S
CG
VISION
AND/OR AND
DEPED MISSION
MELCS
RAPATAN2020
MAPPING ASSESSMENT AND ACTIVITIES WITH UNIT POWER AND SUPPORTING COMPETENCIES
CLUSTER POWER SUPPORTING ASSESSMENT PEAC LM ACTIVITY/ MATERIALS: INSTITUTIONA
NO.
(NO. OF COMPETENCIES COMPETENCIES L CORE
DAYS) OFFLINE ONLINE VALUES
Classify organisms into Explain the Short essay PEAC LM p. 83 PEAC LM p. 83 Respect for the
the hierarchical system concept of ACTIVITY TITLE: ACTIVITY TITLE: The Environment
1 using the concept of species. Defining Species Concept of Species
MATERIAL: Reading
species. MATERIAL:
Material URL
Reading Material
Classify Concept Map PEAC LM: p. 85 PEAC LM p. 86
organisms using Completion ACTIVITY TITLE: ACTIVITY TITLE:
the hierarchical Venn Diagram: Creating
General Phylogenetic Trees
taxonomic
Classification of MATERIAL: URL of
system Cells Interactive Concept
Mapping
Explain the advantage of Situation PEAC LM p. 92 PEAC LM p. 88
high biodiversity in Analysis ACTIVITY TITLE: ACTIVITY TITLE:
maintaining the News Article Importance of High
Analysis Biodiversity in the
2 MATERIAL: Human Body
Reading Materials MATERIAL: URL of
Bacteria, More than
a Pathogen
RAPATAN2020
CLUSTER POWER SUPPORTING ASSESSMENT PEAC LM ACTIVITY/ MATERIALS: INSTITUTION

NO.
(NO. OF COMPETENCIE COMPETENCIES AL CORE
DAYS) S OFFLINE ONLINE VALUES
Analyze how Describe the Short Essay/ PEAC LM p. 108 PEAC LM p. 108 Conservation
energy and transfer of Diagram ACTIVITY TITLE: Practice ACTIVITY TITLE: How do of the
materials flow energy through Completion Quiz on Energy Pyramid organisms get their share Biodiversity
of Sun’s energy?
through in the the trophic MATERIAL: Energy
MATERIAL: Reading
different levels Pyramid Diagram Material URL
trophic levels.
Analyze the Short PEAC LM p. 108-109 PEAC LM p. 109
roles of Essay/Matchi ACTIVITY TITLE: Role of ACTIVITY TITLE: Analyze
organisms in ng Type Different Organisms in Predator-Prey
3 Relationship
the cycling of an Ecosystem
MATERIAL: URL:
materials MATERIAL: Worksheet Predation or Starvation
Explain how Short Essay PEAC LM p. 108-109 PEAC LM p. 109
materials cycle ACTIVITY TITLE: Role of ACTIVITY TITLE: Analyze
in an ecosystem Different Organisms in Predator-Prey
Relationship
an Ecosystem
MATERIAL: URL:-
MATERIAL: Worksheet Predation or Starvation
RAPATAN2020
CLUSTER POWER SUPPORTING ASSESSMENT PEAC LM ACTIVITY/ MATERIALS: INSTITUTION

NO.
(NO. OF COMPETENCIE COMPETENCIES AL CORE
DAYS) S OFFLINE ONLINE VALUES
Suggest ways Situation PEAC LM p. 92 PEAC LM p. 98

to minimize Analysis ACTIVITY TITLE: Article ACTIVITY TITLE: Article
4 human impact Analysis Analysis
MATERIAL: Reading
on the MATERIAL: Reading
Material URL
environment. Materials
RAPATAN2020
NO.
MATERIAL: Reading
species. MATERIAL:
Material URL
Reading Material
taxonomic
Mapping
Bacteria, More than
a Pathogen
RAPATAN2020
NO.
MATERIAL: Reading
species. MATERIAL:
Material URL
Reading Material
taxonomic
Mapping
Bacteria, More than
a Pathogen
RAPATAN2020
OFFLINE ACTIVITY ONLINE ACTIVITY
Learning Competency: Classify organisms using the hierarchical

taxonomic system
RAPATAN2020
RAPATAN2020
TECHNIQUE B. IDENTIFYING UNIT POWER AND SUPPORTING COMPETENCIES WITH REAL STEP 1
(needed for (needed for real (needed for achievement (needed by other SUPPORTING?
next unit or life) or admissions or job subjects)
grade) tests)
1. Describe the properties of gases SUPPORTING
2. Solve problems involving gases POWER
using the general gas laws
3. Use Gas Laws to determine the SUPPORTING
new properties of a given amount
of gas
4. Discuss common processes or SUPPORTING
phenomenon through gas laws
5. investigate the relationship
between: (T)
5.1 volume and pressure at
constant temperature of a gas; POWER
5.2 volume and temperature at
constant pressure of a gas;
5.3 explains these relationships
using the kinetic molecular theory
6. propose scientific ways on how POWER
to lessen the impact of behavior of
gases
STEPS 2-4
(NO. OF DAYS)
RAPATAN2020
CLUSTERING AND BUDGET OF TIME OF UNIT POWER AND SUPPORTING COMPETENCIES STEPS 2-4

(NO. OF
DAYS)
1 S9MT-IIj-20 1. Describe the properties of

5 DAYS 5. investigate the relationship between: (T) gases
5.1 volume and pressure at constant 4. Discuss common processes or
temperature of a gas; phenomenon through gas laws
5.2 volume and temperature at constant
pressure of a gas;
5.3 explains these relationships using the
kinetic molecular theory
2 2. Solve problems involving gases using the 3. Use Gas Laws to determine the
5 DAYS general gas laws new properties of a given
amount of gas
6. propose scientific ways on how to regulate
the impact of behavior of gases
RAPATAN2020
CORE COMPETENCIES
FOR 10 DAYS
NOTE: Number and schedule of clusters of competencies may be adjusted depending
on term schedule.
RAPATAN2020
Grade 10 Q4 has 6 CORE
COMPETENCIES* (v2)
RAPATAN2020
CORE COMPETENCIES
FOR 10 DAYS
NOTE: Number and schedule of clusters of competencies may be adjusted depending
on term schedule.
RAPATAN2020
1 2 3 4
FROM DEPED
DEPED
SCHOOL’S
CG
VISION
AND/OR AND
DEPED MISSION
MELCS
RAPATAN2020
CLUSTER POWER SUPPORTING ASSESSMENT PEAC LM ACTIVITY/ INSTITUTIONAL

NO.
(NO. OF COMPETENCIES COMPETENCIES MATERIALS: CORE VALUES
DAYS)
OFFLINE ONLINE
RAPATAN2020
CLUSTE POWER SUPPORTING ASSESS- INSTITUTIONAL

R NO.
PEAC LM ACTIVITY/
CORE VALUES
(NO. OF COMPETEN-CIES COMPETENCI MENT MATERIALS:
DAYS) ES OFFLINE ONLINE
1 S9MT-IIj-20 1. Describe the Multiple PEAC LM p. 15 PEAC LM p. 11 Protection of

5. investigate the relationship properties of gases Choice ACTIVITY NO. 4. ACTIVITY TITLE 13:
(5 between: (T) . WHERE ART THOU, WHAT’S THE MATTER, the
days) 5.1 volume and pressure at OH GASES MATTER Environment
constant temperature of a 2. Discuss common MATERIAL: States of Matter Interactive
gas; processes or Essay Picture of gas particles Game
A roll or box of Mentos http://www.scienceunleashe
5.2 volume and temperature phenomenon through mints d.ie/Games/States%20of%20
at constant pressure of a gas; gas laws 2-liter bottle of diet soda Matter.swf
5.3 explains these (diet or regular soda will
work, but diet soda is not
relationships using the kinetic as sticky)
molecular theory 2 Index Cards
2. Solve problems involving 3. Use Gas Laws to PEAC LM p. 30 PEAC LM p. 37

2 Solving
ACTIVITY TITLE:THE ACTIVITY TITLE: The Virtual
gases using the general gas determine the new Problems
(5 laws properties of a given INVESTIGATING LAB: Lab
The Syringe- WEB Boyle’s Law:
days) amount of gas Marshmallow http://www.chem.iastate.e
6. propose scientific ways on Experiments du/group/Greenbowe/secti
how to regulate the impact of ons/projectfolder/flashfiles
behavior of gases MATERIAL: /gaslaw/boyles_law_graph.
Kitchen Chemsitry html
UNIT HORIZONTAL ALIGNMENT AND VERTICAL LEARNING PROGRESSION
CLUSTER POWER SUPPORTING ASSESSMENT PEAC LM ACTIVITY/ MATERIALS: INSTITUTIONAL

NO.
(NO. OF COMPETENCIES COMPETENCIES CORE VALUES
DAYS) OFFLINE ONLINE
1 S9MT-IIj-20 1. Describe the properties of gases Multiple Choice PEAC LM p. PEAC LM p.

4. investigate the relationship
Cares for the
(5 days) ACTIVITY TITLE: THE ACTIVITY TITLE:Physics of
between: (T) 2. Solve problems involving gases using the
INVESTIGATING Diving earth
4.1 volume and pressure at general gas laws
constant temperature of a LAB: The Syringe-
gas; Marshmallow WEB LINK:
4.2 volume and temperature https://www.youtube.com/
at constant pressure of a gas;
Experiments watch?v=sRrniZ0anCE&list=P
4.3 explains these MATERIAL: Lk9lGsg0I7LsTK8eXb0HY9Qd
relationships using the kinetic Frayers Model Po6lZKpC1&index=18
molecular theory Diagram
5. propose scientific ways on 3. Discuss common processes or phenomenon PEAC LM p. PEAC LM p.
how to lessen the impact of through gas laws ACTIVITY TITLE: ACTIVITY TITLE:. THE
behavior of gases
MATERIAL: VIRTUAL LAB
WEB LINK:
Perform the virtual
lab on Boyle’s Law:
http://www.chem.i
astate.edu/group/
Greenbowe/section
s/projectfolder/flas
hfiles/gaslaw/boyle
s_law_graph.html
RAPATAN2020
p. 84 p. 88
Learning Competency: Describe the properties of gases

Environment
RAPATAN2020
RAPATAN2020
TECHNIQUE B. IDENTIFYING UNIT POWER AND SUPPORTING COMPETENCIES WITH REAL STEP 1
COMPETENCIES4 R E A L POWER OR
(needed for next (needed for real (needed for achievement (needed by SUPPORTING?
unit or grade) life) or admissions or job tests) other subjects)
S9FE-IVa34: 1. describe the horizontal and SUPPORTING
vertical motions of a projectile;
S9FE-IVa35: 2. investigate the relationship SUPPORTING
between the angle of release and the
height and range of the projectile;
S9FE-IVb36: 3. relate impulse and SUPPORTING
momentum to collision of objects (e.g.,
vehicular collision);
S9FE-IVb37: 4. infer that the total SUPPORTING

momentum before and after collision is
equal;
S9FE-IVc38: 5. examine effects and predict POWER
causes of collision related
damages/injuries;
S9FE-IVc39: 6. explain energy SUPPORTING
transformation in various activities/events
(e.g., waterfalls, archery, amusement
rides);
S9FE-IVd40: 7. perform activities to SUPPORTING
demonstrate conservation of mechanical
energy;
RAPATAN2020
(needed for next (needed for real (needed for achievement (needed by other SUPPORTING?
unit or grade) life) or admissions or job tests) subjects)
S9FE-IVe41: 8. infer that the total POWER
mechanical energy remains the same
during any process;
S9FE-IVe42: 9. construct a model to SUPPORTING
demonstrate that heat can do work;
S9FE-IVf43: 10. infer that heat transfer SUPPORTING

can be used to do work, and that work
involves the release of heat;
S9FE-IVf44: 11. explain why machines are SUPPORTING
never 100-percent efficient;
S9FE-IVg45: 12. explain how heat transfer POWER

and energy transformation make heat
engines like geothermal plants work; and
S9FE-IVhj-46 : 13. explain how electrical POWER
energy is generated, transmitted, and
distributed.
RAPATAN2020
STEPS 2-4
(NO. OF DAYS)
RAPATAN2020
STEPS 2-4
(NO. OF DAYS)
1 S9FE-IVc38: 5. examine effects and predict causes of collision related S9FE-IVa34: 1. describe the horizontal and vertical motions of a
(12 days) damages/injuries; projectile;
S9FE-IVa35: 2. investigate the relationship between the angle of
release and the height and range of the projectile;
S9FE-IVb36: 3. relate impulse and momentum to collision of
objects (e.g., vehicular collision);
S9FE-IVb37: 4. infer that the total momentum before and after
collision is equal;
2 S9FE-IVe41: 8. infer that the total mechanical energy remains the same S9FE-IVc39: 6. explain energy transformation in various
(8 days) during any process; activities/events (e.g., waterfalls, archery, amusement rides);
S9FE-IVd40: 7. perform activities to demonstrate conservation of
mechanical energy
3 S9FE-IVg45: 12. explain how heat transfer and energy transformation make S9FE-IVe42: 9. construct a model to demonstrate that heat can do
(8 days) heat engines like geothermal plants work; and work;
S9FE-IVf43: 10. infer that heat transfer can be used to do work, and
that work involves the release of heat;
S9FE-IVf44: 11. explain why machines are never 100-percent

efficient;
4 S9FE-IVhj-46 : 13. explain how electrical energy is generated, transmitted,
(12days) and distributed.
TOTAL: 40 days
RAPATAN2020
CORE COMPETENCIES
FOR 10 WEEKS
RAPATAN2020

(NO. OF DAYS)
1 S9FE-IVc38: 5. examine effects and predict causes of collision related S9FE-IVa34: 1. describe the horizontal and vertical motions of a
(12 days) damages/injuries; projectile;
S9FE-IVa35: 2. investigate the relationship between the angle of
release and the height and range of the projectile;
S9FE-IVb36: 3. relate impulse and momentum to collision of
objects (e.g., vehicular collision);
S9FE-IVb37: 4. infer that the total momentum before and after
collision is equal;
2 S9FE-IVe41: 8. infer that the total mechanical energy remains the same S9FE-IVc39: 6. explain energy transformation in various
(8 days) during any process; activities/events (e.g., waterfalls, archery, amusement rides);
S9FE-IVd40: 7. perform activities to demonstrate conservation of
mechanical energy
3 S9FE-IVg45: 12. explain how heat transfer and energy transformation S9FE-IVe42: 9. construct a model to demonstrate that heat can do work;
(8 days) make heat engines like geothermal plants work; and
S9FE-IVf43: 10. infer that heat transfer can be used to do work, and that
work involves the release of heat;
S9FE-IVf44: 11. explain why machines are never 100-percent

efficient;
4 S9FE-IVhj-46 : 13. explain how electrical energy is generated,
(12 days) transmitted, and distributed.
TOTAL: 40 days
Grade 9 Q4 has 13 11 10 CORE
COMPETENCIES* (v2)
(other LCs moved to other units or levels)
RAPATAN2020
CORE COMPETENCIES
FOR 7 WEEKS
RAPATAN2020

(NO. OF DAYS)
1 S9FE-IVc38: 5. examine effects and predict causes of collision related S9FE-IVb36: 3. relate impulse and momentum to collision of
(12 days) damages/injuries; objects (e.g., vehicular collision);
S9FE-IVb37: 4. infer that the total momentum before and
MERGE AND REPHRASE
after collision is equal;
2 S9FE-IVe41: 8. infer that the total mechanical energy remains the same during S9FE-IVc39: 6. explain energy transformation in various
(8 days) any process; activities/events (e.g., waterfalls, archery, amusement
rides);
S9FE-IVd40: 7. perform activities to demonstrate
conservation of mechanical energy
3 S9FE-IVg45: 12. explain how heat transfer and energy transformation make heat S9FE-IVe42: 9. construct a model to demonstrate that heat can do
(8 days) engines like geothermal plants work; and work;
MERGE AND REPHRASE

S9FE-IVf43: 10. infer that heat transfer can be used to do work,
and that work involves the release of heat;
S9FE-IVf44: 11. explain why machines are never 100-
percent efficient;
TOTAL:
28 days
RAPATAN2020

(NO. OF DAYS)
1 S9FE-IVc38: 5. examine effects and predict causes of collision related S9FE-IVb36: 3. relate impulse and momentum to collision of
(12 days) damages/injuries; objects (e.g., vehicular collision);
S9FE-IVb37: 4. infer that the total momentum before and
MERGE AND REPHRASE
after collision is equal;
2 S9FE-IVe41: 8. infer that the total mechanical energy remains the same during S9FE-IVc39: 6. explain energy transformation in various
(8 days) any process; activities/events (e.g., waterfalls, archery, amusement
rides);
3 S9FE-IVg45: 12. explain how heat transfer and energy transformation make heat S9FE-IVe42: 9. construct a model to demonstrate that heat can do
(8 days) engines like geothermal plants work; and work;
MERGE AND REPHRASE

S9FE-IVf43: 10. infer that heat transfer can be used to do work,
and that work involves the release of heat;
S9FE-IVf44: 11. explain why machines are never 100-

percent efficient;
TOTAL:
28 days

RAPATAN2020
Grade 9 Q4 has 13 11 10 8 CORE
COMPETENCIES* (v3)
(other LCs merged and rephrased)
RAPATAN2020
CORE COMPETENCIES
FOR 6 WEEKS
RAPATAN2020
1 2 3 4
FROM DEPED
DEPED
SCHOOL’S
CG
VISION
AND/OR AND
DEPED MISSION
MELCS
RAPATAN2020
CLUSTER POWER SUPPORTING ASSESSMENT PEAC LM ACTIVITY/ INSTITUTIONAL

NO.
(NO. OF COMPETENCIES COMPETENCIES MATERIALS: CORE VALUES
DAYS)
OFFLINE ONLINE
RAPATAN2020
CLUSTER POWER SUPPORTING ASSESSME PEAC LM ACTIVITY/ MATERIALS: INSTITUTIONAL

NO.
(NO. OF COMPETENCIES COMPETENCIES NT CORE VALUES
1 S9FE-Iv c-e 38-41: 5 S9FE-IVb36: 1. relate impulse and Multiple PEAC LM p. 34 PEAC LM p. 32 Efficient Use of
(12 days) & 8. infer that the momentum to collision of objects Choice ACTIVITY TITLE: ACTIVITY TITLE: Video Energy and
total mechanical (e.g., vehicular collision); Picture Analysis Analysis Conservation of
energy and MATERIAL: Pictures WEB LINK:
momentum remains and Graphic http;//www.youtube.c
Resources
the same during any Organizers om.watch?v=MbYoxTy
process; KD28
S9FE-IVb37: 2. infer that the total Short Essay PEAC LM p. 36 PEAC LM p. 35
momentum before and after ACTIVITY TITLE: ACTIVITY TITLE:
collision is equal; Collision Analysis Simulation Activity
MATERIAL: WEB LINK:
Worksheet https://phet.colorado.
edu/sims/collision-
lab/collision -
lab_en.html
S9FE-IVc39: 3. explain energy Short Essay PEAC LM p. 80 PEAC LM p. 78
transformation in various ACTIVITY TITLE: My ACTIVITY TITLE: How
activities/events (e.g., waterfalls, Highly Efficient Gasoline and Diesel
archery, amusement rides); Machine engine Work
MATERIAL: Home WEB LINK:
Appliances and Https://www.youtube.
Graphic Organizers com/watch?v=s2WGFE
RAPATAN2020
UNIT HORIZONTAL ALIGNMENT AND VERTICAL LEARNING PROGRESSION
CLUSTER POWER SUPPORTING ASSESSMENT PEAC LM ACTIVITY/ MATERIALS: INSTITUTIONAL

NO.
(NO. OF COMPETENCIES COMPETENCIES CORE VALUES
1 S9FE-Iv c-e 38-41: 5 S9FE-IVb36: 1. relate impulse Multiple Choice PEAC LM p. 34 PEAC LM p. 32 Efficient Use of
(12 days) & 8. infer that the and momentum to collision of ACTIVITY TITLE: ACTIVITY TITLE: Video Energy and
total mechanical objects (e.g., vehicular Picture Analysis Analysis
collision); Conservation of
energy and MATERIAL: WEB LINK:
momentum remains Pictures and http;//www.youtube.co
Resources
the same during any Graphic m.watch?v=MbYoxTyKD
process; Organizers 28
S9FE-IVb37: 2. infer that the Short Essay PEAC LM p. 36 PEAC LM p. 35
total momentum before and ACTIVITY TITLE: ACTIVITY TITLE:
after collision is equal; Collision Analysis Simulation Activity
MATERIAL: WEB LINK:
Worksheet https://phet.colorado.e
du/sims/collision-
lab/collision -
lab_en.html
S9FE-IVc39: 3. explain energy Short Essay PEAC LM p. 80 PEAC LM p. 78
transformation in various ACTIVITY TITLE: ACTIVITY TITLE: How
activities/events (e.g., My Highly Gasoline and Diesel
waterfalls, archery, Efficient Machine engine Work
amusement rides); MATERIAL: Home WEB LINK:
Appliances and Https://www.youtube.c
Graphic om/watch?v=s2WGFEL
RAPATAN2020
p. 84 p. 88
G9 Science Q4: LC A3 explain energy transformation in various

activities/events (e.g., waterfalls, archery, amusement rides);
…understanding analyze how M1. S9FE-IVf44: M.1 Guided M1. Text Analysis M1. Wise Reosurce
Q4 Heat, Work,
the relationship power plants 7. explain why Generalization Textbook/Websit Utilization
and Efficiency
among heat, generate and machines are es:https://mssimpso
work, and transmit electrical never 100- nheritage.weebly.co
energy m/uploads/2/3/6/1/2
efficiency percent efficient;
3611004/energy_effi
ciency_worksheets.p
df
T1. S9FE-IVf43: 8. T.1 Performance T1. Power Plant Journals/Videos

model and infer Task Case Studies
that heat transfer
can be used to do
work, and that
work involves the
release of heat;
RAPATAN2020
…understanding analyze how S9FE-IVf44: 7. M.1 Guided Text Analysis Textbook/Websit Wise Resource
Q4 Heat, Work,
the relationship power plants explain why Generalization es:https://mssimpso Utilization
and Efficiency
among heat, generate and machines are nheritage.weebly.co
work, and transmit electrical never 100- m/uploads/2/3/6/1/2
energy 3611004/energy_effi
efficiency percent efficient; ciency_worksheets.p
df
S9FE-IVf43: 8.
T.4 Performance Power Plant Case
model and infer Journals/Videos
Task Studies
that heat transfer
can be used to do
work, and that
work involves the
release of heat;
RAPATAN2020
RAPATAN2020
SAMPLE QUARTERLY CALENDAR OF COMPETENCY CLUSTERS
SUBJECT: GRADE: SECTION: TEACHER: UNIT TOPIC:

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
1 2 3 4 5 6 7
ACQUISITION ACQUISITION ACQUISITION ACQUISITION ACQUISITION ACQUISITION
CLUSTER 1 CLUSTER 1 CLUSTER 1 CLUSTER 1 CLUSTER 1 REVIEW
OFFLINE - OFFLINE - OFFLINE – ONLINE –
TEXTBOOK TEXTBOOK TEXTBOOK YOUTUBE VIDEO
8 9 10 11 12 13 14
ACQUISITION TEST MAKING MAKING MEANING MAKING MEANING MAKING MEANING MAKING
MEANING CLUSTER 2 CLUSTER 2 CLUSTER 2 MEANING
CLUSTER 2 REVIEW
15 16 17 18 19 20 21
MAKING MEANING MAKING SCAFFOLD FOR PT SCAFFOLD FOR PT SCAFFOLD FOR PT PT ASSIGNMENT
CLUSTER 2 MEANING TEST CLUSTER 3 CLUSTER 3 CLUSTER 3
22 23 24 25 26 27 28
SCAFFOLD FOR PT SCAFFOLD FOR PT SCAFFOLD FOR PT SCAFFOLD FOR PT SCAFFOLD FOR PT PT ASSIGNMENT
CLUSTER 3 CLUSTER 3 CLUSTER 3 CLUSTER 3 CLUSTER 3
29 30 31 1 2 3 4
SCAFFOLD FOR PT SCAFFOLD FOR PT SCAFFOLD FOR PT SCAFFOLD FOR PT SCAFFOLD FOR PT PT ASSIGNMENT
CLUSTER 3 CLUSTER 3 CLUSTER 3 CLUSTER 4 CLUSTER 4
RAPATAN2020
DEPED SUBJECT CG DEPED MELCS MATRIX
SCHOOL CURRICULUM SY 2020-2021
PEAC CERTIFICATION
ASSESSMENT INSTRUMENT
RAPATAN2020
RECERTIFICATION REQUIREMENT OF
ALIGNMENT IN CURRICULUM MAP
FROM DEPED
DEPED
SCHOOL’S
CG
VISION
AND/OR AND
DEPED MISSION
MELCS
RAPATAN2020
GOAL:
TEACH
ENDURING
SKILLS FOR
WORK
AND LIFE
IN THE 21st
CENTURY
RAPATAN2020
ENSURE ENDURANCE OR TRANSFER
OF LEARNING BY DOING ANY OF THE
FF. WITH MELCS:
1. Unpack into sub-competencies/tasks

2. Repeat in another unit or grade level
3. Follow-up in higher grade levels
4. Cluster with other competencies
5. Merge with other competencies and
rephrase
6. Focus on skill rather than on content
7. Align with unit performance standard
RAPATAN2020
STREAMLINING FOR ENDURANCE / TRANSFER BY:
TECHNIQUE A. ALIGNING CONTENT TECHNIQUE B. IDENTIFYING POWER AND
STANDARD AND COMPETENCIES WITH SUPPORTING COMPETENCIES AND
PERFORMANCE STANDARD CLUSTERING THESE
STEPS:
1. Copy the Content and Performance Standards and write Unit
Topic.
2. Unpack the Transfer Goal and Performance Task from
Performance Standard. Then write in diagram.
3. Review DepEd CG/School Curriculum Map and take out
competencies that are not directly aligned with Performance
Standard. These competencies may already have been taught
or may be taught in another grade or unit.
4. Classify the remaining unit competencies in terms of AMT
Learning Goals. A & M with Content and T with Performance
Standard. Unpack when needed.
5. Unpack the EQ and EU and with M cluster of competencies,
establish link with Content Standard and Performance Task.
6. Cluster the A competencies and establish link with Content
Standard and Performance Task.
7. Determine assessments for A (QA type) and M (WW type).
RAPATAN2020
Never give up. Today is hard.
Tomorrow will be worse but
the day after tomorrow will be sunshine.
PEAC INSET 2017 14 June 2020 - Jack Ma
RAPATAN2020

Science - PEAC Streamlining The K 12 Curriculum

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Science - PEAC Streamlining The K 12 Curriculum

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STREAMLINING THE K12

PEAC INSET 2017 14 June 2020

• Explain the process of streamlining K12 standards and competencies

• Relate the importance of alignment in streamlining with PEAC Recertification

• Apply the process to selected units of study in Science for

HOW CAN ESC SCHOOLS PREPARE A CURRICULUM MAP

PEAC INSET 2017 14 June 2020

HOW CAN ESC SCHOOLS PREPARE A CURRICULUM MAP

PREPARE BY USING DEPED CURRICULUM GUIDE AND/OR DEPED

PEAC INSET 2017 14 June 2020

MELCS: SCIENCE BRIEFER, p. 42

PEAC INSET 2017 14 June 2020

PEAC INSET 2017 14 June 2020

PEAC INSET 2017 14 June 2020

PEAC INSET 2017 14 June 2020

PEAC INSET 2017 https://absenterprisedotcom.files.wordpress.com/2016/06/real-standards.pdf

PEAC INSET 2017 https://absenterprisedotcom.files.wordpress.com/2016/06/real-standards.pdf

In determining the most essential learning competencies, the

Procedures related to A, M, and T. Plan

Activities and strategies done in procedures

• Values integration with Vision-Mission

Activities that are differentiated or show use of

Activities that are differentiated or show use of

1. Unpack into sub-competencies/tasks

PEAC INSET 2017 14 June 2020

PEAC INSET 2017 14 June 2020 30

PEAC INSET 2017 14 June 2020

PEAC INSET 2017 14 June 2020

PEAC INSET 2017 14 June 2020

PEAC INSET 2017 14 June 2020

PEAC INSET 2017 14 June 2020

PEAC INSET 2017 14 June 2020

PEAC INSET 2017 14 June 2020 37

PEAC INSET 2017 14 June 2020 38

PEAC INSET 2017 14 June 2020

PEAC INSET 2017 14 June 2020 41

PEAC INSET 2017 14 June 2020

PEAC INSET 2017 14 June 2020

WILL THIS ALIGNMENT LEAD TO ENDURANCE OR TRANSFER?

PEAC INSET 2017

PEAC INSET 2017 14 June 2020 47

PEAC INSET 2017 14 June 2020

ALIGNMENT OF STANDARDS AND COMPETENCIES?

PEAC INSET 2017

PEAC INSET 2017 14 June 2020

Fluid particles move in a

PEAC INSET 2017 14 June 2020

LAMINAR OR TURBULENT FLOW?

PEAC INSET 2017 14 June 2020

In determining the most essential learning competencies, the

TRANSFER GOAL PERFORMANCE TASK

ACQUISITION MAKE MEANING

LAMINAR OR TURBULENT FLOW?

be able to in the long run will be able Make a survey of threatened

PEAC LM, Sci8Q4, p. 200

CONTENT STANDARD: …understanding of concept of species; the species as being

PERFORMANCE STANDARD: …report on activities that communities engage in to protect

flow of energy and the cycling of materials in

flow of energy and the cycling of materials in

LAMINAR OR TURBULENT FLOW?

LAMINAR OR TURBULENT FLOW?

LAMINAR OR TURBULENT FLOW?