2010 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 to enhance the integrity and wellness of the human person, protect the environment and conserve resources in order to sustain quality life. General Standard Grade 7 Integrated Science 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 to enhance the integrity and wellness of the human person, protect the environment, and conserve resources in order to sustain quality life. General Standard Grade 8 Integrative Biology The learner demonstrates understanding of basic concepts and processes in Biology as deepened by other disciplines to analyze/solve problems critically, think innovatively/creatively, and make informed decisions to enhance the integrity and wellness of the human person, protect the environment and conserve resources in order to sustain quality life. General Standard Grade 9 Integrative Chemistry The learner demonstrates understanding of basic concepts and processes in Chemistry as deepened by other disciplines to analyze/solve problems critically, think innovatively/creatively, and make informed decisions to enhance the integrity and wellness of the human person, protect the environment and conserve resources in order to sustain quality life. General Standard Grade 10 Integrative Physics The learner demonstrates understanding of basic concepts and processes in Physics as deepened by other disciplines to analyze/solve problems critically, think innovatively/creatively, and make informed decisions to enhance the integrity and wellness of the human person, protect the environment and conserve resources in order to sustain quality life.

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General Standard: The learner demonstrates understanding of basic concepts and processes in Biology as deepened by other disciplines, to analyze/solve problems critically, think innovatively/creatively, and make informed decisions to enhance the integrity and wellness of the human person, protect the environment and conserve resources in order to sustain quality life. Quarter 1A – Balance of Nature
Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question Understanding Learners, Why is there The learner individually or in of balance of a need to demonstrates nature understand understanding of Balance groups, contributes to participate balance of of Nature to conserve actively in conservation of nature? local biodiversity. local biodiversity communityI. Changes in Ecosystem initiated through active resource involvement in A. Ecological management to communitysuccession conserve local initiated resource biodiversity. B. Ecological management backlashes activities. II. Philippine Biodiversity III. Biodiversity Conservation Initiatives IV. Philippine and International Biodiversity Laws Stage 2: Assessment Level of Understanding Explanation Show how understanding of the interrelationships among living things contribute to balance of nature. Criteria: a. Thorough (explaining clearly that interrelationships among living things contribute to balance of nature) b. Clear (expressing with clarity the scientific thought in oral or written form) c. Justifiable ( providing depth and breadth of scientific reasoning) INTERPRETATION Evaluate how understanding of balance of nature through community-initiated activities benefits local biodiversity.

Product / Performance Active involvement in communityinitiated resource management activities to conserve local biodiversity

Level of Performance Performance assessment of involvement in community-initiated resource management activities based on the following criteria: 1. Active Involvement • Teamwork (members work together; each member performs a specific task) • Communication (members communicate thought processes and strategies by asking questions, discussing ideas, offering constructive criticisms, and 2

Meaningful (giving importance of balance of nature using one’s immediate context) b. Practical (suggesting how this plan of action can be done easily) c. Criteria: a.Content Stage 1: Results/Outcomes Standard Essential Performance Understanding Question Product / Performance Criteria: Stage 2: Assessment Level of Understanding Level of Performance summarizing discoveries as a result of the group’s involvement in communityinitiated resource management activities) 2. Manifestation of understanding of balance of nature 3. Conservation of local biodiversity a. Appropriate (proposing ways on how plan of action can be utilized to achieve balance of nature) b. Efficient (expounding how the plan of action will employ the productive use of time and resources) d.Illustrative (discussing clearly how balance of nature is valuable in conserving local biodiversity) APPLICATION Propose plan of action on how balance of nature can be achieved in local setting. Effective (achieving the desired result in using plan of action) 3 .

knowledge of historical context. Insightful ( developing one’s view after considering the best strategy or approach in achieving balance of nature) b.Content Stage 1: Results/Outcomes Standard Essential Performance Understanding Question Product / Performance Stage 2: Assessment Level of Understanding PERSPECTIVE Analyze the best strategy or approach in achieving balance of nature done at the community level. Criteria: a. Credible (citing authoritative sources of information in selecting the strategy) c. Reflective of critical thinking (combining research. Level of Performance 4 . and balanced judgment to choose the best strategy or approach based on objectivity and discretion to disregard personal biases/ prejudices) EMPATHY Assume the role of an SK member who will initiate community activities in relation to balance of nature.

Reflective (becoming aware of one’s contribution to promote and sustain balance of nature) b. Responsive (reacting positively as a result of redirecting/ changing one’s thought or view) Level of Performance 5 . Criteria a. Responsive (exhibiting the task of initiating community management activities) SELF-KNOWLEDGE Realize one’s contribution to promote and sustain balance of nature.Content Stage 1: Results/Outcomes Standard Essential Performance Understanding Question Product / Performance Stage 2: Assessment Level of Understanding Criteria: a. Receptive (accepting the task readily/ willingly) c. Perceptive (recognizing the task of initiating community management activities that contribute to balance of nature) b.

Cell division C. Promotion of Livelihood. Criteria: a. ATP production IV. food products production and health. Cellular Structures structures and functions.usability • Replicability of the production processes . Illustrative (discussing accurate data/information that show details of the significance) • Marketability .Quarter 1B – Cellular Structures and Functions Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question How can Understanding The learner The learner understandi of cellular develops demonstrates ng of structures and understanding of cellular innovative. Transport of materials B. Meaningful (giving the significance of its parts in keeping it alive) b. III. Cell Theory health.originality . Cellular Functions A. Justifiable (providing depth and breadth of scientific reasoning) c.availability of materials 6 Performance assessment on the development of the product based on the following criteria: • Innovativeness / creativity . Clear (expressing with clarity scientific thoughts in written or oral form) INTERPRETATION Illustrate a creative story about how the cell maintains its life. marketable. food functions be livelihood. replicable and cost-effective products resulting from understanding of cellular structures and functions. structures used in used in the promotion of replicable and and cost-effective promoting livelihood.aesthetic value .easy/simple production process . Stage 2: Assessment Level of Understanding EXPLANATION Describe cellular structures and their functions. functions can be cellular structures and functions marketable. improve understanding life? of cellular II. Criteria: a.critical thinking in finding ways/means to produce the product Level of Performance . Thorough (discussing cell structures and functions) b. production and used to resulting from I. Food Production and Health through Cellular Activities Product / Performance Development of an innovative.quality .

availability of materials . Effective (achieving the desired result in using the knowledge of the cell) PERSPECTIVE Compare the benefits derived from different commercially available products developed from understanding of the cell.usability .quality product at low cost .effectiveness . Practical (suggesting how these ways or approaches can be done easily) c.safety in using the product . Appropriate (proposing ways or approaches on how the knowledge of cells can be used/adapted in relation to one’s life) b. Insightful (providing comparison of the health benefits derived from the 7 • Benefits to one’s health and the environment • Cost.practicality .APPLICATION Make a project proposal in developing product(s) based on the knowledge that understanding of the cell can be used to improve life. Criteria a. Efficient (expounding how the proposed ways or approaches will employ the productive use of time and resources) d. Criteria: a.

Credible (citing authoritative sources of information) EMPATHY Assume how one would feel about the use of products (developed based on understanding of the cell) to promote livelihood. Perceptive (recognizing the dilemma or problem that one faces in using said products) b. Criteria: a. Reflective (becoming aware of what one can do to promote livelihood. food production and health. Criteria a. Responsive (reacting positively as a result of developing this awareness) 8 . food production and health based on one’s understanding of cell structures and functions. Responsive (exhibiting how one will react to this situation) SELF-KNOWLEDGE Reflect how one can promote livelihood. food production and health based on this understanding) b.products) b.

Criteria: a.functionality -value • Market Viability . clear (explaining clearly and directly) b.reasonable production cost -availability of materials for 9 . use be used in (a) energy processes as valuable? certain techniques using certain used in improving certain or practices to techniques or techniques or practices produce practices and (b) and developing beneficial innovative. parts and functions B. Appropriate (proposing ways or approaches in regard to how the understanding of life energy Level of Performance Performance assessment of the production of materials based on the following criteria: • Innovativeness . Introduction: plant processes.uniqueness . dependable and profitable materials based on understanding of life energy processes. market viable.Quarter 2 – Life Energy Processes and Food Production Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question The learner Why are life Learners. Life energy demonstrates energy individually or in processes can understanding of life processes groups. Stage 2: Assessment Level of Understanding EXPLANATION Show the differences between photosynthesis and respiration Criteria: a.good selling price . meaningful (drawing inference or making justification on the illustration presented) b. market developing products. Criteria a. Plant reproduction Product / Performance Use of certain techniques or practices to produce innovative. illustrative (discussing accurately and comprehensively the details of information) APPLICATION Propose ways on how understanding of life energy processes can be used in life.good quality product • Profitability . Glucose and production of food molecules D. Light-independent reactions C. From Light Energy to materials based Chemical Energy of on their Food understanding about life energy A.usability • Dependability . Light-dependent reactions 2. viable. procedural (giving the details) INTERPRETATION Illustrate how life energy processes occur. Photosynthesis 1.quality .aesthetic value . I. dependable beneficial and profitable products.

Energy Flow in the Ecosystem A. One-way flow of energy in the biosphere (deriving food from the lowest trophic level) processes can be used/adapted in relation to one’s life) b. Criteria: a. Practical (suggesting how these ways or approaches can be done easily) c. From Chemical Energy of Food to Chemical Energy of ATP A. Food production III. Insightful (providing information about the pros and cons of both traditional and modern farming practices) b. Credible (giving a realistic point of view about farming practices) c. Plant propagation F. Anaerobic respiration C. Reflective of critical thinking (distinguishing between irrelevant and relevant or inaccurate and accurate information about farming practices) EMPATHY Role playing a farmer’s feeling when there is less production due to some conditions affecting life energy production • Use of certain techniques or practices • Manifestation of understanding of life energy processes 10 . Techniques or practices for production (sustainable farming. Aerobic respiration B. Efficient (expounding how the proposed ways or approaches will employ the productive use of time and resources) d. hydroponics. vertical farming.E. urban gardening. bonsaimaking) II. Effective (achieving the desired result in using the understanding of life energy processes) PERSPECTIVE Relate traditional and modern farming practices in increasing food production with life energy processes.

pests. pests. Reflective (becoming aware how one’s view on certain techniques or practices is affected by the understanding of life energy processes) b. Criteria: a.B. Increasing food production processes such as El Niño and La Niña phenomena. Receptive (accepting readily/ willingly a farmer’s feeling about the less yield of products due to some conditions such as El Nino and La Nina phenomena. and other interventions. Perceptive (recognizing the problem a farmer faces) b. Responsive (reacting positively as a result of redirecting / changing one’s thought or view) 11 . Sensitive (demonstrating how a farmer reacts to this situation) SELF-KNOWLEDGE Realizing how understanding of life energy processes affects one’s view on certain techniques or practices in developing beneficial products. and other interventions) c. Criteria: a. Food pyramid C.

Active engagement 2. individually or in groups. Criteria: a. Clear (expressing the concepts with clarity how do the organ systems work together) c. engage actively in activities that promote proper nutrition and overall wellness to manifest understanding of human organ systems. Justified (demonstrating the coordinated functions of the organ systems) INTERPRETATION Create one or several models showing coordinated functions of organ systems. Promotion of proper nutrition and overall wellness 3. Essential Understanding Question Why do we Understanding of human organ study human systems encourages one organ to engage in systems? activities that promote proper nutrition and overall wellness. Showing understanding of human organ systems. Types. Human Organ Systems and Nutrition Performance Learners. Criteria: a. II. Meaningful (specific relevant situations are shown) b. Illustrative (coordination among organ systems are clearly reflected) Level of Performance Performance assessment of learners in conducting certain activities based on the following criteria: 1. Thorough (investigating how body systems work together) b. I. Product / Performance Active engagement in activities that promote proper nutrition and overall wellness to show understanding of human organ systems Stage 2: Assessment Level of Understanding EXPLANATION Describe the coordinated functions of human organ systems. Technologies Related to Human Organ Systems 12 . Detection and Treatment (traditional and alternative) of Diseases in Each Organ System III. Prevention. Contemporary Health Issues that Promote Proper Nutrition and Overall Wellness IV.Stage 1: Results/Outcomes Standard Content The learner demonstrates understanding of human organ systems which promotes proper nutrition and overall wellness.

Reflective of critical thinking (combining research and knowledge of historical context) 13 . Insightful (providing pros and cons of applying these technologies in organ systems) b. Appropriate (the proposed experiment focuses on the coordinated function of organ systems) b. Criteria: a.APPLICATION Design an experiment that will test the coordinated functioning of the organ systems. Credible (using authoritative sources of information while listing/citing the pros and cons of applying certain technology) c. Criteria: a. Practical (the steps are brief and easy to follow) PERSPECTIVE Infer the effects of certain technologies involving organ systems.

accepting readily/willingly that there is already an advancement in technology that will cure illness or prolong life) b. Criteria: a. Responsive (taking appropriate actions based on the result of this reflection) 14 .EMPATHY Assume the role of a patient suffering from malfunction of organ system/s that needs to undergo a costly medical treatment but has no assurance of being relieved from such condition. Criteria: a. Sensitive (becoming aware of consequences that may occur should the treatment fail) SELF-KNOWLEDGE Reflect on health practices that should be improved to promote wellness and ensure proper functioning of one’s organ systems. Reflective (becoming aware of healthy lifestyles and total wellness) b. Receptive (accepting the situation when failure in any system occurred.

15 Level of Performance Performance assessment of the learner’s decision on matters pertaining to reproduction based on the following criteria: a. Mitosis and asexual ethical issues. Stage 2: Assessment Level of Understanding EXPLANATION Explain how reproduction becomes a societal issue. social and ethical issues . INTERPRETATION Document how the reproductive system is affected by certain abnormalities. and ethical reproduction issues. social and health. reproduction informed choices understanding of reproduction be viewed or decisions reproduction and its must be viewed by the relative to corresponding health. Inclusive of health. issues with due biological society? I. B. PERSPECTIVE II. APPLICATION Propose how understanding of reproduction can be used as basis in developing advocacy materials. Reproduction as a function.Quarter 3A – Human Organ Systems Quarter 3B . social and ethical issues.Reproduction Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question How must The learner demonstrates The learner makes To the human society. reproduction as more than a human social and ethical issues. Infertility and other abnormalities in reproductive systems Cite how recent technologies promote and improve the existing knowledge on reproduction. Human reproduction Product / Performance Making informed decisions on reproduction that consider not just its biological function but as well as health. but one consideration to Biological Function that concerns health. EMPATHY Assume the role of a mother talking to her adolescent child about reproductive health. social A. Reproduction and Health Issues A. Informed b. Meiosis and sexual reproduction C.

In vitro fertilization as used beyond health reasons B. C. Use of fertility drugs and multiple births IV. Sexually transmitted infections (STIs) III. Rapid population growth C. Cloning B. early and unwanted pregnancy Product / Performance Stage 2: Assessment Level of Understanding Level of Performance SELF-KNOWLEDGE Realize how one is influenced by the broader understanding of reproduction which covers not only biological function but also health. Reproduction and Ethical Issues A. 16 . social and ethical issues. Abortion.Stage 1: Results/Outcomes Standard Essential Content Performance Understanding Question B. Reproduction and Social Issues A. Artificial insemination and surrogate motherhood as applied to humans.

promotion of good health c. improving livelihood and making future choices. making future 17 II.reflective of the usefulness of genetics considering the following: a. improving promote good livelihood.Quarter 4A – Genetics Stage 1: Results/Outcomes Standard Content Performance The learner The learner makes demonstrates informed decisions understanding of based on his/her Genetics to make knowledge of informed decisions genetics to develop about promoting good one’s potentials. Mendelian and NonMendelian Laws of Heredity Essential Understanding Question When does Understanding of genetics become genetics is valuable? important when making informed decisions about promoting good health. development of one’s potentials b. Criteria a. and make sound choices. health. Molecular Genetics IV. use of technology e. Product / Performance Using one’s understanding of genetics in making informed decisions in life situations such as on matters pertaining to promotion of good health. Thorough (explaining how traits are transmitted from parents to offspring using concepts in genetics) b. Justifiable ( providing different examples and concrete situations) INTERPRETATION Make sense of the importance of understanding genetics in controlling certain characteristics of organisms. and making sound choices. I. and making health. Usefulness of Genetics . Sex-Related Inheritance III. improvement of livelihood d. Stage 2: Assessment Level of Understanding EXPLANATION Explain how genetics can be used to determine the characteristics of an organism. improvement of livelihood. improve future choices. Criteria Meaningful (giving brief yet Level of Performance Performance assessment of the of the learner’s decision based on the following criteria: 1. informed 2. livelihood. Clear (expressing one’s thoughts with clarity in oral or written form) c.

APPLICATION Propose how genetics can be applied in addressing certain situations or solving some problems (e.. crimes).Stage 1: Results/Outcomes Content Standard Performance Essential Understanding Question Product / Performance Stage 2: Assessment Level of Understanding substantial discussion of the importance of how genetic information are transmitted from parents to offspring and how individuals differ from one another). Criteria: a. Criteria: Level of Performance choices 18 . Appropriate (using concept/s in genetics in addressing certain situations or solving problems) b. Practical (discussing how the proposed solution can be done with ease) PERSPECTIVE Infer the cost-effectiveness of applying genetics in improving industries.g.

Credible (using authoritative sources of information on genetics) c. Receptive (accepting readily/ willingly that a geneticist should uphold the value of respect for Level of Performance 19 . Criteria: a. Perceptive (accepting that geneticists may be prone to biases as they apply genetics in their studies or experiments) b. developing higher order thinking skills while making an inference) EMPATHY Assume the role of a geneticist who applies genetics in studies or experiments while upholding respect for life and high ethical standards.Stage 1: Results/Outcomes Content Standard Performance Essential Understanding Question Product / Performance Stage 2: Assessment Level of Understanding a. Reflective of critical thinking (combining research. understanding of historical context. Insightful (drawing lessons or insights deduced from the application of genetics in improving industries) b.

Responsive (reacting positively as a result of recognizing how to make good use of these traits or potentials) Level of Performance 20 . Criteria a.Stage 1: Results/Outcomes Content Standard Performance Essential Understanding Question Product / Performance Stage 2: Assessment Level of Understanding life and high ethical standards while applying genetics in studies or experiments) SELF-KNOWLEDGE Be aware that one is capable of making his/her life better by making good use of his/her inherited traits or potentials based on understanding of genetics. Reflective (becoming aware of one’s inherited traits/potentials based on understanding of genetics) b.

Meaningful (giving brief yet substantial discussion) b. analogous structures. and biochemical evidence) B. Product / Performance Conduct of comprehensive. A. Thorough (providing depth and breadth of the description) b. embryological evidence. Justifiable (providing adequate evidence) INTERPRETATION Illustrate the interdependence of diverse organisms through analogies. and vestigial organs. and protection of I. Evolution other organisms.Quarter 4B – Diversity of Life Stage 1: Results/Outcomes Standard Content Performance Learners conduct The learner comprehensive. demonstrates community-based understanding of the and innovative diversity of life in advocacy projects appreciating other or activities to organisms and their promote respect for value or usefulness. Criteria: a. Mechanism of change (scientific Essential Understanding Question Understanding of Why do we need diverse life-forms to understand is key to diverse liferespecting and forms? protecting other organisms and appreciating their value or usefulness through the conduct of advocacy projects or activities. Complete (using 21 Level of Performance Performance assessment of the conduct of advocacy based on the following criteria: • Community-based projects or activities Comprehensiveness Innovativeness Manifestation of appreciation to other organisms and their value or usefulness. Clear (expressing the scientific thought with clarity thought in oral or written form) c. • • • . Criteria: a. community-based and innovative advocacy projects or activities to respect and protect other organisms and appreciate their origin and value or usefulness. anatomical evidence: homologous. Evidence of change (geological evidence: age of the earth and fossil record. Stage 2: Assessment Level of Understanding EXPLANATION Describe how living things differ from one another.

technological and economic uses of certain organisms Essential Understanding Question Product / Performance Stage 2: Assessment Level of Understanding adequate analogies to illustrate interdependence) APPLICATION Create a presentation to showcase how diversity of life exists in one’s immediate community. Ecological. Value or Usefulness of Certain Organisms A. Characteristics of organisms under existing kingdomsystems III. Criteria a. speciation and genetic variation) II. Criterion Appropriate (developing a presentation that suits one’s context or community) PERSPECTIVE Compare different initiatives that promote understanding of diversity of life. natural selection.Stage 1: Results/Outcomes Standard Content Performance evidence and/or inferences dealing with artificial selection. Level of Performance 22 . medical. Usefulness of classification system B. Insightful (getting insight from similarities and differences between or among these initiatives). Biological Classification A.

Reflective of critical thinking (distinguishing between irrelevant and relevant or inaccurate and accurate information).Stage 1: Results/Outcomes Content Standard Performance Essential Understanding Question Product / Performance Stage 2: Assessment Level of Understanding b. Responsive (exhibiting how said activities Level of Performance 23 . maintain or enrich diverse lifeforms) b. c. maintain or enrich diverse life-forms. Criteria: a. Credible (using at least one authoritative source of information while expounding similarities and differences). EMPATHY Role play human activities that either reduce. Perceptive (recognizing that human activities either reduce.

Responsive (showing positive reaction based on this understanding) Level of Performance 24 . belief. Reflective (becoming aware that this understanding can influence a person’s way of thinking. attitude or behavior) b.Stage 1: Results/Outcomes Content Standard Performance Essential Understanding Question Product / Performance Stage 2: Assessment Level of Understanding affect varied organisms) SELF-KNOWLEDGE Recognize what one can do based on understanding of diversity of life. Criteria: a.

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