CURRICULUM GUIDE

2010 Secondary Education Curriculum Framework in Science Page 1 of 41

 Science Curriculum Framework

The Science Curriculum Framework articulates standards, core competencies,

approaches and underlying principles in Science for secondary schools in the country.
The framework is constructed around the development of a functionally literate Filipino
who demonstrates understanding of basic Science concepts and processes in an
integrative way to solve problems critically, think innovatively and make informed
decisions in order to protect the environment conserve resources and sustain quality life.

To advance this vision of a functionally literate Filipino in Science, the curriculum

is designed and developed around three domains of Science, namely: (1) acquiring
scientific knowledge; (2) understanding scientific knowledge; and (3) creating scientific
knowledge.

Acquiring scientific knowledge is about accessing information, i.e., what

information is needed, where information can be located and how information can be
gathered. On the other hand, understanding scientific knowledge includes the
processing and making meanings out of the information. This domain focuses on
demonstration of different facets of understanding: explanation, interpretation,
application, perspective, empathy and self-knowledge.

Beyond learners being mere consumers of scientific knowledge, they should also
be able to use their acquired knowledge to create or produce new knowledge in science.
This domain, creating scientific knowledge, challenges learners to transfer their learning
in new settings and use this creatively to generate new ideas, view things differently and
re-engineer processes. It also involves designing, constructing, planning, producing and
inventing products.

What needs to be encouraged is the production of new scientific knowledge or

products which can contribute to the protection of the environment and sustainable use
of resources. Stewardship of nature is a core value that is being strengthened along
with other scientific attitudes and values.

Aside from values development, the enhancement of scientific thinking skills is

embedded in the three domains. The internalization by learners of these skills can be
facilitated through the following approaches which can be used individually or in
combination: multidisciplinary, interdisciplinary, contextual learning,
problem/project/issue-based learning and process-based approaches.

Multidisciplinary and interdisciplinary approaches deal with integration within

science disciplines and across learning areas. Contextual Learning Approach provides
applications of science concepts, processes, principles and laws within the context of
real-life situations. Problem/Project/Issue-based learning challenge learners to create
and implement measures to address problems and issues in the world around them.
Process-based approaches focus on the development of scientific thinking rather than
talking about science processes. They include Discovery Approach and Inquiry
Approach.

2010 Secondary Education Curriculum Framework in Science Page 2 of 41

 These approaches are largely constructed based on sound educational principles
and theories namely: constructivism, social cognition learning model, learning style
theory and Gestalt psychology.

Constructivism recognizes that learners construct knowledge and meaning from

their experiences. Hence, science learning means a change in ideas rather than taking
in a new idea as a separate, isolated entity.

Social Cognition Learning Model considers learning through interaction with

culture, environment and technology. With appropriate help from the science teacher
such as by scaffolding learners can often perform tasks which they might be incapable
of doing on their own. By experiencing the successful completion of challenging tasks,
learners gain confidence and motivation to embark on more complex challenges in
science.

In Learning Style Theory, learners perceive and process information in different

ways. How much they acquire, understand and create scientific knowledge depend on
whether their experiences in science are appropriate to their particular style of learning
rather than on their being “smart”.

Gestalt Psychology posits that the operational principle of the learner’s brain is
holistic. Therefore, science teaching–learning processes should provide for the balanced
development of the left and right brain.

2010 Secondary Education Curriculum Framework in Science Page 3 of 41

 SECONDARY EDUCATION CURRICULUM
(SCIENCE)

Program Standard: The learner demonstrates understanding of basic Science concepts and processes in an integrative way to solve
problems critically, think innovatively/creatively and make informed decisions in order to protect the environment, conserve resources
and sustain quality life.

General Standard General Standard General Standard General Standard

First Year Second Year Third Year Fourth Year
Integrated Science Integrative Biology Integrative Chemistry Integrative Physics

The learner demonstrates
understanding of fundamental
concepts and processes in,
Chemistry, Physics, Space Science
and Ecology in an integrative way to
analyze/solve problems critically,
think innovatively/creatively, and
make informed decisions in order to
protect the environment, conserve
resources and sustain quality life.
The learner demonstrates The learner demonstrates The learner demonstrates
understanding of basic concepts and understanding of basic concepts and understanding of basic concepts and
processes in Biology deepened by processes in Chemistry deepened by processes in Physics deepened by
other disciplines to analyze/solve other disciplines to analyze/solve other disciplines to analyze/solve
problems critically, think problems critically, think problems critically, think
innovatively/creatively, and make innovatively/creatively, and make innovatively/creatively, and make
informed decisions in order to protect informed decisions in order to protect informed decisions in order to protect
the environment, conserve resources the environment, conserve resources the environment, conserve
and sustain quality life. and sustain quality life. resources and sustain quality life.

2010 Secondary Education Curriculum Framework in Science Page 4 of 41

General Standard: The learner demonstrates understanding of fundamental concepts and processes in Chemistry, Physics, Space Science and Ecology in an integrative way
to analyze/solve problems critically, think innovatively/creatively, and make informed decisions in order to protect the environment, conserve resources and sustain quality life.

Quarter 1 A – The Scientific Method

Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
The learner demonstrates Learners perform in Scientific methods When do scientific Conduct of a EXPLANATION Performance
understanding of the value groups at least one are valuable when methods become teacher-guided assessment of the
of scientific methods when teacher-guided internalized as a valuable? community-based Synthesize how scientific knowledge is conduct of a teacher-
internalized as a process. community-based process to: a) solve science investigation acquired and validated. guided science
investigation using problems in life; b) using scientific investigation based
I. Formulating Research Criteria
scientific explain natural methods on the following
Problem
method(s). phenomena, and c) a. Thorough (explaining all needed criteria:
1. Definition and sources of develop/invent useful steps of scientific methods used until
research problem/ topic products. conclusions are reached to generate  Community-
scientific knowledge; and explaining based
2. Selection of community-
how results of science investigations
based research problem/ topic  Using
are subjected to review and testing of
scientific methods
3.Main and sub-objectives of other scientists)
research problem/ topic
b. Clear (expressing with clarity the
4. Significance of the research scientific thought in oral or written
problem/ topic form)

5. Scope and limitations c. Justifiable ( providing depth and

breadth of scientific reasoning)
6. Variables

II. Formulating Hypothesis

INTERPRETATION

Make sense of the importance of

III. Planning the Research

2010 Secondary Education Curriculum Framework in Science Page 5 of 41


Standard
Content
Design
1.Research as a process
2.Applied and basic research
3. Experimental design
4. Time Table
5. Materials and methods
IV. Conducting Actual
Experiment
1.Use of
laboratory apparatus
2.Precision and accuracy
3.Proper handling and disposal
procedures
4.Notetaking and data
collection (using qualitative
and quantitative observations)
V. Detecting Patterns and
Trends
1. Classification of data
2010 Secondary Education Curriculum Framework in Science
Stage 1: Results/Outcomes Stage 2: Assessment
Essential Product / Level of
Level of Understanding
Performance Understanding Question Performance Performance
translating the data collected through
tables and graphs while using scientific
methods.
Criteria
a. Meaningful ( giving brief yet
substantial discussion on the
importance of graphing/ tabulating data
while using scientific methods)
b.Illustrative (using given graphed or
tabulated data to show relationships or
connections between organizing or
transforming raw data and the
provision of a more compact and
organized way based on specific
purposes; how relationships or
connections can be used in
determining pattern and trend)
APPLICATION
Use scientific methods in solving
problem at home/community (eg.
increase of insect pests) considering
either economic, social, cultural or
other factors.
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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
2.Use of graphs and tables Criteria

3.Describing data a. Appropriate (illustrating how

scientific method(s) can be used/
4. Testing of hypothesis adapted/ customized in solving
problems at home or community)
VI. Making Conclusions and
Recommendations b. Practical (discussing how scientific
methods can be done easily to solve a
VII. Abstract Writing
problem at home or in the community)
VIII. Peer Review
c.Efficient (expounding how time and
resources can be used productively,
how safety measures can be done
throughout the investigation, and how
data can be recorded objectively or
honestly)

d.Effective (discussing how the

desired/ expected results/outputs can
be achieved after using scientific
method/s)

PERSPECTIVE

Analyze how approaches/ procedures

of investigations done by some
scientists differ from or similar to those
of others.

2010 Secondary Education Curriculum Framework in Science Page 7 of 41

 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
Criteria

a. Insightful (providing similarities and

differences on the approaches/
procedures after considering all
situations/ views)

b.Credible (using authoritative sources

of information while expounding
similarities and differences)

c. Reflective of critical thinking

(combining research, understanding of
historical context, and balanced
judgment to prove similarities and
differences; becoming skeptical of
another view point based on very small
sample of data; distinguishing between
irrelevant and relevant or inaccurate
and accurate information, and
appropriate and inappropriate
analogies)

EMPATHY

Assume the role of a scientist.

Be open to emulate scientists the way

they develop their attitudes and values

2010 Secondary Education Curriculum Framework in Science Page 8 of 41

 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
while using scientific method/s.

Criteria

a. Perceptive (recognizing scientific

attitudes and values developed by
scientists while doing scientific
method/s)

b. Receptive (accepting readily/

willingly that these scientific attitudes
and values must be developed by
scientists and oneself)

c. Responsive (exhibiting how

scientists develop scientific attitudes
and values while using scientific
methods)

SELF-KNOWLEDGE

Recognize one’s best contribution to

community using scientific method.

Criteria

a. Reflective(becoming aware of one’s

limitations in applying scientific
methods, and of how one’s thought is

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
influenced/ shaped by these)

b.Responsive (reacting positively as a

result of change in one’s view from
using scientific method/s; reacting
positively showing how the learner can
use scientific methods beneficial to the
community)

Quarter IB - Matter
Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
The learner demonstrates Learners, working Understanding of How does Manifestation of EXPLANATION Performance
understanding of changes in in groups, manifest changes in properties understanding of understanding of assessment of the
properties of matter and their understanding of of matter is important changes in changes in Prove that matter undergoes physical manifestation of
benefits to one’s health and changes in when manifested in properties of properties of matter or chemical change or both. understanding of
the environment. properties of matter creating products that matter become through creation of changes in properties
Criteria:
and their benefits to are significantly beneficial? innovative, of matter through
I .Properties and Phases of one’s health and beneficial to one’s marketable, a. Thorough ( discussing completely creation of product(s)
Matter
the environment health and the replicable and cost- why matter undergoes physical or based on the
1.Properties of matter (physical: through creating environment. effective products chemical change or both) following criteria:
extensive or intensive; innovative, that are beneficial
chemical) marketable, to one’s health and b.Justifiable ( providing depth and  Innovativeness/
creativity

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
2. Phases of matter (solid, replicable and cost- the environment. breadth of scientific reasoning) - originality
liquid, gas and plasma) effective products.
c.Clear (expressing with clarity - critical thinking in
II. Classification of Matter scientific thoughts in written or oral finding ways/means
I. Substances (elements : form) to produce the
metals, non-metals and product
metalloids; compounds: INTERPRETATION
inorganic & organic, acids,  Marketability
Make sense of the data gathered from - quality
bases and salts)
investigations that indicate changes in
2. Mixtures (homogeneous/ properties of matter. - aesthetic value
heterogeneous; types of
mixtures (solutions, Criteria: - usability
suspensions and colloids), their
characteristics and uses)
a. Meaningful (drawing inference or  Replicability of the
making justification on the data production
III. Beneficial effects of Physical presented) processes
and Chemical Changes on - easy/simple
b. Illustrative (discussing accurately
Health and the Environment
and comprehensively the details of production process
information) - availability of
APPLICATION materials

Propose ways on how understanding  Cost- effectiveness

of changes in properties of matter can - quality product at
be used in life. low cost

Criteria - availability of
materials
a. Appropriate (proposing ways or

2010 Secondary Education Curriculum Framework in Science Page 11 of 41

 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
approaches in regard to how the  Manifestation of
understanding of changes in properties changes in
of matter can be used/adapted/ properties of
customized in relation to one’s life)
matter
b.Practical (suggesting how these
ways or approaches can be done  Benefits to one’s
easily) health and the
environment
c.Efficient (expounding how the
proposed ways or approaches will
- usability
employ the productive use of time and
resources)
- practicality
d.Effective (achieving the desired
result in using the understanding of - safety in using the
changes in properties of matter) product

PERSPECTIVE

Argue on the use of some

commercially available products
(fertilizers, detergents, instant noodles,
toothpaste, shampoos, automobiles,
toys with high content of lead, milk and
other dairy products with melamine
content, refrigerators , etc..) based on
their effects on health and the
environment.

2010 Secondary Education Curriculum Framework in Science Page 12 of 41

 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
Criteria

a. Insightful (developing one’s

argument after considering all effects
of some commercially-available
products on health and the
environment)

b.Credible (citing authoritative sources

of information while arguing or
defending a point of view)

c.Reflective of critical thinking

(combining research, understanding of
historical context, and balanced
judgment to choose the most
reasonable view based on objectivity
and discretion to disregard personal
biases/ prejudices)

EMPATHY

Role play a worker’s feeling (that of a

farmer, fisherman, etc – depending on
the context of learner’s community)
when there is less production due to
some changes/practices that evolved
(long term use of pesticides, rampant

2010 Secondary Education Curriculum Framework in Science Page 13 of 41

 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
use of illegal fishing activities, etc).

Criteria

a. Perceptive (recognizing the

problem a worker faces)

b. Receptive (accepting readily/

willingly a worker’s feeling about the
less yield of products due to some
changes (changes in properties of the
soil, long term use of pesticides,
rampant use of illegal fishing activities,
etc…)

c.Sensitive (demonstrating how a

worker reacts to this situation)

SELF-KNOWLEDGE

Realize how understanding of changes

in properties of matter affects one’s
view on health and the environment.

Criteria

a. Reflective (becoming aware how

one’s view on health and the
environment is affected by the
understanding of changes in properties
of matter)

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance

b.Responsive (reacting positively as a

result of redirecting/ changing one’s
thought or view)

Quarter 2A – The Laws of Motion

Stage 1: Results/Outcomes Stage 2: Assessment

Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
The learner demonstrates Learners, working The laws of motion In what ways are Integration of the EXPLANATION Performance
understanding of the laws of in pairs, integrate are valuable when the laws of motion laws of motion in a assessment of
motion in relation to their understanding integrated in important? clear, practical/ Predict when an accident is bound to integration of the
observance of safety of the laws of observing safety applicable and happen (because something / someone laws of motion in a
measures. motion in a clear, measures. comprehensive in the incident did not consider the laws guide on safety and
practical/ applicable guide on safety of motion). Justify. protection based on
I. Description of Motion and comprehensive and protection the following criteria:
Criteria
1.Distance, displacement, guide on safety
speed and velocity and protection.  Clarity
a. Accurate (using correct science
concept/s behind the cited event)
2.Uniform velocity & uniform  Practicality/
acceleration
b.Clear (expressing with clarity Applicability in
3.Free fall, projectile and scientific thoughts in written / oral form) varied contexts
circular motion
 Comprehensiven
II. Cause of Motion
ess

2010 Secondary Education Curriculum Framework in Science Page 15 of 41

 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
1. Newton’s laws of motion INTERPRETATION
 Accuracy
a. Force and Inertia: the first law Translate by using graphs, the varied (accurate
motion of bodies in real life. integration of the
b. Force, mass, and
acceleration: the second law laws of motion)
Criteria
c. Action and reaction: the third
a. Accurate (presenting true and correct
law
illustrations)
III. Forces and the Laws of
Motion b.Comprehensive (presenting possible
motion examples existing in real life)
1. Mass, weight and gravity

2. Friction APPLICATION

3.Equilibrium Propose ways on how the laws of

motion can be used in life.
IV. Implications of the Laws of
Motion on safety and protection Criteria

a. Appropriate (citing the laws of motion

that fits the situation / event)

b. Effective (achieving the desired

result)

PERSPECTIVE

Argue the need for safety gadgets or

2010 Secondary Education Curriculum Framework in Science Page 16 of 41

 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
protective devices /gears when
engaged in fast moving activities
(cycling, running, playing rough games,
etc.).

Criteria

a. Credible (citing authoritative source/s

of information while arguing for or
against a point of view)

b.Insightful (creating one’s own view

after considering all the situations)

EMPATHY

Assume the role of a victim of an

accident due to inability to apply the
laws of motion.

Criteria

a. Receptive (becoming ready / willing to

accept that humans fail to remember to
take precautions either due to
negligence or lack of knowledge)

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance

b.Perceptive ( recognizing emotions of

others)

c. Responsive (exhibiting other’s feelings

and reciprocate it in some ways)

SELF-KNOWLEDGE

Realize that the laws of motion help

one become safety conscious.

Criteria

a. Reflective (becoming aware of how

one’s thoughts are influenced by certain
factors like accidents which happen
because some people neglect to
consider the laws of motions)

b.Responsive (reacting positively from

one’s understanding of the laws of
motion)

2010 Secondary Education Curriculum Framework in Science Page 18 of 41

 Quarter 2B – Energy Transfer

Stage 1: Results/Outcomes Stage 2: Assessment

Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
The learner demonstrates Learners, working Advocating efficient Why should we Conduct of EXPLANATION Performance
understanding of the in groups, advocate energy transfer is a advocate for advocacy for wise assessment of the
importance of advocating wise use of energy means of using efficient energy use of energy and Demonstrate how energy is transferred conduct of advocacy
efficient energy transfer. and its alternative energy resources transfer? its alternative efficiently. activity for wise use
sources in the wisely and its sources through a of energy and its
I. Energy Transfer Criteria
community through alternative sources in cooperatively alternative sources in
(spontaneous transfer of a cooperatively the community. planned, relevant, the community based
a. Accurate (giving correct data /
energy, deliberate transfer of planned, relevant, comprehensive, on the following
information)
energy, work, machines, comprehensive, and creative or criteria:
kinetic and potential energy, b.Clear (expressing with clarity the
accurate and innovative activity
power and efficiency of scientific thought) I. Cooperation
creative or
machines, power rating of innovative activity. c.Thorough (giving complete
electrical appliances, human explanation in terms of how energy is  Teamwork
activities that impact on the . transferred efficiently in two or more (members work
ways) together; each
thermal environment)
member performs a
d.Justifiable (providing depth and specific task)
II. The Law of Conservation
breadth of scientific reasoning)
of Energy  Communication
(members
III. Conserving Energy and INTERPRETATION
communicate thought
Energy Resources (energy
Evaluate how energy is conserved as processes and
use and sources)
reflected in the different power ratings strategies by asking
of electrical appliances. questions, discussing
ideas, offering
constructive

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
Criteria criticisms, and
summarizing
a. Illustrative (discussing in details how discoveries as a
power ratings vary) result of the group’s
effort to come up with
b.Meaningful (showing the importance an advocacy)
of having different power ratings by
relating these to conserving energy) 2. Relevance/
suitability in the
c.Accuracy (computing energy use of context of one’s
appliance/s of different power ratings)
community
APPLICATION 3.
Propose ways to minimize energy Comprehensiveness
consumption.
4. Innovativeness/
Criteria Creativity in the
design and/or
a. Appropriate (expressing varied ways implementation of the
how energy consumption can be activity
minimized within one’s context or
experience) 5. With a focus on the
wise use of energy
b.Practical (illustrating how such ways
and its alternative
can be done easily)
sources in the
c.Efficient (expounding how these community
proposed ways can be done using
time and resources productively)

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
d.Effective (presenting documents
showing that desired results are
achieved)

PERSPECTIVE

Infer how proposed ways to minimize

energy consumption contribute to global
campaign on the wise use of energy.

Criteria

a. Credible(citing authoritative source of

information / data while arguing
for/against a view)
b. Reflective of critical thinking
(reaching the view impartially and
without bias by combining research,
understanding of historical context,
and having a balanced judgment)
c.Insightful ( creating one’s own view
after considering all the situations /
views)
EMPATHY

Imagine how you will live in a world

characterized by the abundance of non-
useful form of energy.

2010 Secondary Education Curriculum Framework in Science Page 21 of 41

 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
Criteria

a. Receptive (being ready / willing to

accept the possibility of having a lack
of useful form of energy)

b.Perceptive (recognizing emotions /

world view of others)

c. Responsive (exhibiting other’s

feelings or worldview and able to
reciprocate it)

SELF-KNOWLEDGE

Recognize the need to use energy and

its alternative sources wisely.

Criteria

a. Reflective (becoming aware of how

one’s thoughts are influenced by certain
factors (e.g., acquisition of a
comprehensive knowledge and skills on
energy demands)

b.Responsive (reacting positively from

one’s understanding of energy transfer)

2010 Secondary Education Curriculum Framework in Science Page 22 of 41


Standard
Content
The learner demonstrates
understanding of managing pairs, manage the
effects of events associated effects on human
with plate tectonics.
I. Evidence of Plate Tectonics events associated
1.Lithosphere and
asthenosphere
2.Continental drift theory
3.Seafloor spreading
4.Relationship of laws of
motion & energy transfer to
plate tectonics
II. Managing Effects of Natural
Phenomena associated with
Plate Tectonics
1.Earthquake
a. Causes of earthquake
b. Damages caused by
earthquake on human lives
and the environment.
Quarter 2C – Plate Tectonics
Stage 1: Results/Outcomes Stage 2: Assessment
Essential Product / Level of
Level of Understanding
Performance Understanding Question Performance Performance
Learners, working in Understanding of What does Informed decision Explanation Performance
plate tectonics helps understanding of making on actions assessment of the
us realize that we plate tectonics tell learners need to Describe how plate tectonics cause learner’s capability to
lives and the share the same us? take to manage the earthquakes and formation of make decisions
environment of planet in which there effects on human mountains and volcanoes. based on the
are many events lives and the following criteria:
Criteria
with plate tectonics whose effects environment of
through informed should be managed events associated 1.informed decision
a. Thorough (explaining the science
decision making. because they with plate tectonics concepts how earthquakes and
2. Actions learners
inevitably affect formation of mountains and volcanoes need to take to
human lives and the are caused by plate tectonics)
manage the effects
environment.
on human lives and
b.Clear (expressing with clarity the
the environment of
scientific thought in oral or written form)
events associated
c.Justifiable ( providing depth and with plate tectonics.
breadth of scientific reasoning)
d. Accurate (providing correct science
concepts in explaining how
earthquakes, and formation of
mountains and volcanoes are caused
by plate tectonics)
INTERPRETATION
Make sense of the connections

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
c. Earthquake and tsunami involving recent occurrences of
earthquakes and tsunamis that affected
d. Management of damages
countries around the world.
caused by earthquake
Criteria

a. Meaningful (seeing the connections

2.Mountain formation
within the immediate context of the
a. Plate tectonics and learner)
formation of types of mountain b.Illustrative (discussing in detail the
connections involving recent
3.Volcanoes
occurrences of earthquakes and
a. Types of volcanoes tsunamis among countries)

b.Volcanic activities APPLICATION

c.Effects of volcanic eruptions Propose implementation of safety

on humans and the measures before, during, and after the
environment occurrence of earthquakes, tsunamis
and volcanic eruptions.
d.Making predictions for the
country in regard to volcanic
Criteria
activities
a. Appropriate (providing safety
e.Monitoring and safeguards
measures before, during, and after the
for volcanic activities occurrence/s of these natural
phenomena and telling how such
measures can be used, adapted and
customized in different/several
situations or contexts)

2010 Secondary Education Curriculum Framework in Science Page 24 of 41

 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance

b.Practical (discussing how safety

measures can be done easily)

c.Efficient (expounding how time and

resources can be used productively
while using, adapting and customizing
such safety measures )

d.Effective(discussing how the desired/

expected results can be achieved after
using safety measures)

PERSPECTIVE

Analyze government efforts

(international, national and local) in
reducing damages of earthquakes,
tsunamis and volcanic eruptions
reasonable based on cost
effectiveness.

Criteria

a. Insightful (developing one’s view

after considering all government efforts
in reducing damages of earthquakes
and volcanic eruptions)

b.Credible (citing authoritative/primary

sources of information while arguing for

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
the reasonability of government efforts
in reducing damages of earthquakes
and volcanic eruptions based on the
cost effectiveness analysis)

c.Reflective of critical thinking

(combining research, understanding of
historical context, and balanced
judgment to prove the reasonable or
unreasonable government efforts in
reducing damages of earthquakes and
volcanic eruptions based on cost
effectiveness analysis)

EMPATHY

Imagine what other people feel and how

they adjust while living in areas
frequented by earthquakes, tsunamis or
volcanic eruptions.

Criteria

a. Perceptive (recognizing the effects

on people living in areas frequented by
earthquakes and volcanic eruptions)

c.Sensitive (exhibiting what these

people feel and how they adjust as a

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
result of experiencing effects of these
natural phenomena)

SELF-KNOWLEDGE

Self-assesses how the understanding of

reducing damages of earthquakes,
tsunamis and volcanic eruptions
shapes/influences one’s beliefs and
values on volunteerism.

a. Reflective (becoming aware of how

one’s beliefs and values on
volunteerism are influenced/ shaped by
understanding of reducing damages
brought about by earthquakes and
volcanic eruptions)

b.Responsive (reacting positively/how

one must behave as a result of
changing one’s beliefs and values on
volunteerism)

2010 Secondary Education Curriculum Framework in Science Page 27 of 41

 Quarter 3A – Sun-Moon-Earth System

Stage 1: Results/Outcomes 1Stage 2: Assessment

Standard
Content
The learner demonstrates
understanding of effects of
Sun-Moon-Earth System
and how these are
managed.
I. Day and Night Cycle
1.Causes of day and night
cycle
2.Effects of day and night
cycle on human activities
related to health, livelihood
and transportation
3. Human practices/
superstitious beliefs common
in the community related to the
phenomenon
II. Seasonal Patterns
1.Causes of seasonal patterns
2. Effects of seasonal patterns
on human activities related to
health, livelihood and
Essential Product / Level of
Level of Understanding
Performance Understanding Question Performance Performance
Learners, working Understanding of In what way is the Informed decision EXPLANATION Performance
individually or in the Sun-Moon-Earth understanding of making on actions assessment of the
groups, make System is valuable the Sun-Moon- learners need to Demonstrate how the Sun-Moon-Earth learner’s capability to
informed decision to when used making Earth System take to manage the System causes different natural make decisions
manage the effects informed decision to valuable? effects of the Sun- phenomena. based on the
of the Sun-Moon- manage its effects Moon-Earth following criteria:
Criteria
Earth System on on activities System on
activities related to involving livelihood, activities related to 1.informed decision
a. Thorough (explaining science
livelihood, health health and livelihood, health concepts behind each natural 2. Actions learners
and transportation. transportation. and transportation. phenomenon caused by Sun-Moon- need to take to
Earth System) manage the effects
of the Sun-Moon-
b.Clear (expressing with clarity the
Earth System on
scientific thought in oral or written form)
activities related to
livelihood, health and
c.Justifiable ( providing depth and
breadth of scientific reasoning) transportation.
d. Accurate (providing correct science
concepts in explaining how each
phenomenon is caused by Sun-Moon-
Earth System)

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 Stage 1: Results/Outcomes 1Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
transportation INTERPRETATION

3. Human practices/ Illustrate through graphs the

superstitious beliefs common phenomena caused by the Sun-Moon-
in the community related to the
Earth System
phenomenon
Criteria
III. Phases of the moon

1.Causes of phases of the a. Meaningful (providing substantive

moon
information of the phenomena being
illustrated )
2. Effects of phases of the
moon on human activities b. Accuracy (depicting correct data or
related to health, livelihood information through graphs)
and transportation
APPLICATION
3. Human practices/
superstitious beliefs common Propose ways of adopting/adapting
in the community related to the safety measures during the occurrence
phenomenon of some natural phenomena caused by
Sun-Moon-Earth System.
IV. Eclipses
Criteria
1.Causes of eclipses
a. Appropriate (providing safety
2. Effects of eclipses on
measures during the occurrence/s of
human activities related to
these natural phenomena and telling
health, livelihood and
how such measures can be used,
transportation
adapted and customized in
different/several situations or contexts)
3. Human practices/

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 Stage 1: Results/Outcomes 1Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
superstitious beliefs common
in the community related to the b.Practical (discussing how safety
phenomenon measures can be done easily)

V. Tides c.Efficient (expounding how time and

resources can be used productively
1.Causes of tides while using, adapting and customizing
such safety measures)
2. Effects of tides on human
activities related to health, d.Effective (discussing how the desired/
livelihood and transportation expected results can be achieved after
using safety measures)

PERSPECTIVE

Infer on the adequacy and/or

insufficiency of evidence of
superstitious beliefs and community
practices related to natural phenomena
caused by the Sun-Moon-Earth System.

Criteria

a. Insightful (developing one’s view

after considering all superstitious
beliefs and community practices related
to natural phenomena caused by the
Sun-Moon-Earth System)

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 Stage 1: Results/Outcomes 1Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
b.Credible ( citing authoritative/primary
sources of information while arguing for
limited or adequate evidences of
superstitious beliefs and community
practices)

c.Reflective of critical thinking

(combining research, understanding of
historical context, and balanced
judgment to prove the limitations or
adequacy of evidences for superstitious
beliefs and community practices;
becoming skeptical of arguments based
on small samples of data, biased
samples or samples for which there was
no control sample; distinguishing
between irrelevant and relevant or
inaccurate and accurate information,
illogical and logical conclusions, and
appropriate and inappropriate
analogies)

EMPATHY

Relate how people living in different

topographical locations (highland,
lowland, coastal areas, riverbanks, etc)
might feel about being affected by the
Sun-Moon-Earth System.

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 Stage 1: Results/Outcomes 1Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
Criteria

a. Perceptive (recognizing the effects

of the Sun-Moon-System methods to
people living in different topographical
locations)

c.Sensitive (exhibiting what these

people feel and how they adapt as a
result of the effects of the Sun-Moon-
Earth System they have been
experiencing)

SELF-KNOWLEDGE

Reflect on how the understanding of the

Sun-Moon-Earth System influences
one’s beliefs, behavior, practices and
way of life.

a. Reflective (becoming aware of how

one’s beliefs, behavior, practices and
way of life are influenced/ shaped by
the understanding of Sun-Moon-Earth
System)
b.Responsive (reacting positively/how
one must behave as a result of
changing one’s view)

2010 Secondary Education Curriculum Framework in Science Page 32 of 41

 Quarter 3B – Earth and Space Explorations

Stage 2: Assessment
Stage 1: Results/Outcomes
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
The learner demonstrates Learners, working in Earth and space To what extent are Conduct of an EXPLANATION Performance
understanding of advocating groups, advocate explorations lead to earth and space activity clearly assessment of an
the use of breakthroughs / the use of breakthroughs/ explorations advocating the use Describe in your own words the advocacy activity
discoveries and technologies technologies and discoveries and useful? Explain. of technologies and significance of advances in earth and based on the
resulting from earth and recent discoveries/ develop recent discoveries space explorations. following criteria:
space explorations. breakthroughs technologies, the or breakthroughs
Criteria  Clear advocacy
resulting from earth use of which should resulting from earth
I. Space-based Observations of and space be advocated for the and space on the use of
the Earth (historical a. Thorough (explaining completely the
explorations for the benefit of society. explorations for the technologies and
development, types and uses of significance of advances in earth and
benefit of society. benefit of society recent
satellites in exploring mineral space explorations )
discoveries and
deposits, weather events,
b.Clear (expressing with clarity the breakthroughs
topography, etc)
scientific thought in oral or written form) resulting from
II. Explorations of Earth’s earth and space
Waters (Earth as the water c.Justifiable (providing depth and explorations
planet, freshwater resources, breadth of scientific reasoning)
ocean systems and ocean  Beneficial to
environments) INTERPRETATION society

Evaluate the advances made through

earth and space explorations.
III. Earth-based and Space-
based Observations of Space
Criteria
(historical development of
astronomy from ancient to
a. Meaningful (giving substantial
modern, technologies or tools

2010 Secondary Education Curriculum Framework in Science Page 33 of 41


Standard
Content
used to explore the space:
telescopes, spacecrafts,
orbiters, landers, probes and
flyby; space flights and
challenges encountered by
astronauts/ cosmonauts,
explorations within the Solar
System, explorations outside of
the Solar System)
III. Recent Discoveries or
Breakthroughs (latest
information/ discoveries about
earth and space, latest theories
developed on space/ universe,
benefits of the society from spin-
offs of technologies used in
earth and space explorations)
2010 Secondary Education Curriculum Framework in Science
Stage 2: Assessment
Stage 1: Results/Outcomes
Essential Product / Level of
Level of Understanding
Performance Understanding Question Performance Performance
insights about earth and space
explorations)
b. Illustrative (discussing in detail
these insights using varied examples;
becoming aware that there may be
more than one way to interpret data on
space explorations)
APPLICATION
Use practically the information gained
from space-based observations of the
Earth.
Criteria
a. Appropriate (discussing how the
information gained from spaced-based
observations of the earth can be used,
adapted and customized daily in one’s
context)
b. Practical (illustrating how the use,
adaptation and customization of these
information can be done easily)
c.Efficient (expounding how the use of
these information employs the
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 Stage 2: Assessment
Stage 1: Results/Outcomes
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
productive utilization of time and
resources)

d.Effective (discussing how the desired/

expected results can be achieved after
using the information from space-based
observations of the earth)

PERSPECTIVE

Infer on the risks and cost effectiveness

of efforts done in earth and space
explorations.

Criteria

a. Insightful (developing one’s view

after considering all efforts in earth and
space explorations)

b. Credible (citing authoritative/primary

sources of information while arguing for
the reasonability of efforts in earth and
space explorations based on the cost
effectiveness analysis)

c. Reflective of critical thinking

(combining research, understanding of
historical context, and balanced

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 Stage 2: Assessment
Stage 1: Results/Outcomes
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
judgment to prove the reasonable or
unreasonable efforts in earth and space
explorations based on cost
effectiveness analysis)

EMPATHY

Role play how astronauts/ cosmonauts

or oceanographers might feel about
adjusting to problems in earth or space
explorations.

a. Perceptive (recognizing problems

faced by astronauts/ cosmonauts or
oceanographers during earth or space
explorations)

b. Receptive (accepting readily/ willingly

the feeling of astronauts/ cosmonauts
about adjusting to problems
encountered during earth or space
explorations)

c. Responsive (exhibiting how

cosmonauts/ astronauts or
oceanographers feel and adjust to
problems encountered during earth or
space explorations)

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 Stage 2: Assessment
Stage 1: Results/Outcomes
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
SELF-KNOWLEDGE

Be aware on how information from earth

and space explorations help one
become more objective and
appreciative of the wonders of nature.

Criteria

a. Reflective (becoming aware that

information from earth and space
explorations make one objective and
appreciative of wonders of nature)

b.Responsive (reacting positively as a

result of having information from earth
and space explorations changed one’s
view)

2010 Secondary Education Curriculum Framework in Science Page 37 of 41

 Quarter 4 – Basics of Ecology and Human Impact on Ecosystems

Stage 1: Results/Outcomes Stage 2: Assessment

Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
The learner demonstrates Learners, working in Humans, as Why are humans EXPLANATION Performance
understanding of humans as groups, contribute to stewards of our finite stewards of our Conserving assessment of a
stewards of our finite earth. conservation of earth, are tasked to finite earth? resources and/or Prove how organisms affect the conduct of an
resources and/or contribute to (a) solving an environment. environmental activity
I. Basics of Ecology solution of an conservation of ecological problem based on the
Criteria
ecological problem resources and (b) existing in the following criteria:
1.Basic units of ecology
(organism to biosphere existing in the solution of immediate a. Thorough (discussing completely
immediate ecological problems community through 1. Cooperation
why organisms affect the environment)
2.Components of ecosystem community through through cooperative the cooperative
(ecological communities, conduct of an  Teamwork
the cooperative conduct of b.Justifiable ( providing depth and
ecological habitats, ecological ( members work
conduct of an environmental innovative/ creative breadth of scientific reasoning)
niches) together; each
innovative/ creative activities or projects. environmental member performs
environmental activity or project c.Clear (expressing with clarity scientific a specific task)
3.Functions of ecosystem (self-
regulating: carrying capacity, activity or project. (either clean-up thoughts in written or oral form)  Communication
maximum sustainable yield, drive, eco-fun run, (members
tree planting, rip- INTERPRETATION communicate
waste assimilative capacity,
natural enemies; self- rapping, IGP for an thought
Evaluate how understanding of
perpetuating) environmental processes and
ecosystems benefits humans.
cause, etc.) strategies by
II.Human Impact on Ecosystems
Criteria asking questions,
1.Altering biotic and abiotic discussing ideas,
a. Meaningful (giving the importance of offering

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
factors ecosystems using one’s immediate constructive
context) criticisms, and
2.Human contributions to
summarizing
pollution and its impact on b.Illustrative (discussing vividly how
discoveries as a
ecosystems (impact on the ecosystems are valuable to humans)
quality of air and water, global result of the
warming and climate change) group’s
involvement in an
III. Seven (7) Environmental APPLICATION environmental
Principles (nature knows best, activity)
all life forms are important, Design how resources can be sustained
everything is connected to using basic concepts of ecology.
everything else, everything
changes, everything must go Criteria 2. Innovativeness/
somewhere, ours is a finite Creativity
earth, and humans are stewards a. Appropriate (discussing how each
of nature) key concept of ecology can help in  Active
sustaining resources) learning
b.Practical (illustrating how the design (group
can be done easily) members
explore new
c.Efficient (expounding how the use of ways or
these key concepts will result to
approaches
utilizing time and needed materials/
equipment productively) to address an
ecological
d.Effective (discussing how the desired/ problem
expected results-eg.sustaining
resources, can be achieved after using 3. Contribution to
important concepts of ecology) conservation of

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
PERSPECTIVE resources and/or
solution of an
Argue on “thinking globally and acting ecological
locally” to protect ecosystems.
problem existing
Criteria in the immediate
community
a. Insightful ( developing one’s own
view after exhausting all views about
“thinking globally and acting locally”)

b.Credible ( citing authoritative sources

of information while arguing or
defending one’s view)
c.Reflective of critical thinking
(combining research, understanding of
historical context, and balanced
judgment to choose the most
reasonable view; distinguishing
between irrelevant and relevant or
inaccurate and accurate information,
logical and illogical conclusions, and
appropriate and inappropriate
analogies)

EMPATHY

Assume the role of an environmentalist

committed to protect the Earth.

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
Criteria

a. Perceptive (recognizing the task of

an environmentalist to the Earth)

b. Receptive (accepting readily/ willingly

that every environmentalist is tasked to
protect Earth)

c. Responsive (exhibiting the task of an

environmentalist to protect the
environment and conserve Earth’s
resources)

SELF-KNOWLEDGE

Realize one’s contribution to

environmental protection and
conservation of resources.

Criteria

a. Reflective (becoming aware of one’s

contribution to environmental protection
and conservation)

b.Responsive (reacting positively as a

result of redirecting/ changing one’s
thought or view)

2010 Secondary Education Curriculum Framework in Science Page 41 of 41