CONTENT OF SCIENCE CURRICULUM

ELEMENTARY SCIENCE CURRICULUM

CONTENT OF SCIENCE
CURRICULUM
THE K-12 SCIENCE CORE
1 LEARNING AREA STANDARDS

KEY STAGE STANDARDS

2

SCIENCE GRADE LEVEL

3 STANDARDS (GRADE 1 to 6)

SCIENCE CURRICULUM SCOPE

4 AND SEQUENCE
CURRICULUM
The word curriculum is derived from a Latin
word “currere” which means to run.
Thus curriculum means a course to be run
by a student for achieving the aims and
objectives of education

“curriculum is the tool in the

hands of the artist to mold his
material according to his ideas
in his studio.”

-Cunningham
The Conceptual
Framework of
Science Education
 CONCEPTUAL FRAMEWORK
• Science education aims to develop scientific literacy among learners that will
prepare them to be informed and participative citizens who are able to make
judgments and decisions regarding applications of scientific knowledge that
may have social, health, or environmental impacts.

• The science curriculum recognizes the place of science and technology in

everyday human affairs. It integrates science and technology in the social,
economic, personal and ethical aspects of life. The science curriculum
promotes a strong link between science and technology, including indigenous
technology, thus preserving our country‟s cultural heritage.
 Interdisciplinary Approach

• An interdisciplinary approach involves drawing appropriately from

several disciplines (or separate branches of learning or fields of
expertise) to redefine problems outside of normal boundaries and
reach solutions based on a new understanding of complex situations.
 Contextual Learning

• The Contextual Teaching and Learning (CTL) approach is an approach

involving active students in the learning process to discover the
concepts learned through to knowledge and experience of the
students.
 Problem-based Learning

• Problem-Based Learning (PBL) is a teaching method in which

complex real-world problems are used as the vehicle to promote
student learning of concepts and principles as opposed to direct
presentation of facts and concepts.
• PBL can also be used to create assessment items.
 Inquiry-based Approach

• Inquiry-based learning is a learning process that engages students by

making real-world connections through exploration and high-level
questioning. It is an approach to learning that encourages students to
engage in problem-solving and experiential learning.
 Constructivism

• Constructivism is „an approach to learning that holds that people actively

construct or make their own knowledge and that reality is determined by
the experiences of the learner‟ (Elliott et al., 2000, p. 256).
 Constructivism

• Constructivism is „an approach to learning that holds that people actively

construct or make their own knowledge and that reality is determined by
the experiences of the learner‟ (Elliott et al., 2000, p. 256).
 Social Cognition Learning Model

• The social-cognitive theory is a theoretical perspective in which

learning by observing others is the focus of study.
• One is that people can learn by observing others. Learners can acquire
new behaviors and knowledge by simply observing a model. A model is
a person who demonstrates behavior for someone else.
 Learning Style Theory

• "Learning Styles" theories attempted to define people by how they

learn – based on individual strengths, personal preferences, and
other factors such as motivation and favored learning environment.
Many different Learning Styles models were developed, but even the
most popular ones have now been called into question.
Learning Style Theory
 Brain-based Learning

• Brain-based learning refers to teaching methods, lesson designs, and

school programs that are based on the latest scientific research about
how the brain learns, including such factors as cognitive development—
how students learn differently as they age, grow, and mature socially, em
otionally, and cognitively.
CURRICULUM GUIDE
CONTENT OF SCIENCE CURRICULUM
GUIDE
CURRICULUM GUIDE
CODE
CURRICULUM GUIDE
GRADE LEVEL STANDARD
GRADE -3 STANDARD
Learners can describe the functions of the different parts of the
body and things that make up their surroundings --- rocks and
1 soil, plants and animals, the sun, moon and stars. They can
also classify these things as solid, liquid or gas.

They can describe how objects move and what

2 makes them move. They can also identify
sources and describe uses of light, heat, sound,
and electricity.
GRADE -3 STANDARD

Learners can describe changes in the conditions

3 of their surroundings. These would lead learners
to become more curious about their surrounding
s, appreciate nature, and practice health and
safety measures.
SEQUENCE OF DOMAIN
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