THE SCIENCE FRAMEWOR THE K TO 12

Lesson Outcomes:
1. Described the science framework in the K to 12.
2. Discussed the framework relative to each grade level

What do you expect to teach in science? What first come to your mind when you are to teach Science?
In K to 12 enhanced curricula, what is the national framework for Science in all levels? Have you ever come
across an acronym in science which is STL? It means, Science and Technology Literacy. It includes the ability
to apply scientific and technological concepts, use the process skills and embrace science attitudes and values in
life. This lesson will engage you to all these as the Science Framework from kindergarten to Grade 6 and
beyond.

The Science Framework in the K to 12

Science as whole, as provided by the national framework of the DepEd responds to the 21 st Century
Literacy which is the Science and Technological Literacy. This three important components. 1. Understanding
and Applying Scientific Knowledge 2. Developing and Demonstrating Scientific Attitude and Values 3.
Performing Scientific Inquiry Skills.

Based on these phases, all science learners who technologically literate should be:
 Critical and Creative Problem Solver
 Responsible steward of nature
 Innovative and Inventive thinker
 Informed decision maker, and
 Effective communicator.
As a future teacher, you should hear in mind, that you will be assisting or guiding your learners to acquire
these scientific and technological skills.
How are these skills developed? Based on the framework, the foundations of scientific and technological
literacy are characterized by the following models, approaches and practices which are fully anchored on
several learning theories:
1. Multidisciplinary-lnterdisciplinary Approach -- Interrelationships and interaction of different disciplines
like science and mathematics, science and social studies, science and history and many more.
2. Science-Technology Society (STS) Approach -- One way to appreciate science is to link it with
technology and how it influence people, and their ways of life.
3. Problem/Issue Based Learning — Making use of the identified problem or issues surrounding the
environment will more meaning in learning science.
4. Inquiry-based approach — The basic principle of inquiry-based approach the learners take ownership of
a problem or a need and the desire to solve it.
5. Constructivism — Constructivist teaching is based on the belief that learning occurs as learners are
actively involved in the process of meaning and knowledge construction. Learners are the makers of
meaning and knowledge.
6. Social Cognition Learning Model — Learning can be directed to observing others while interacting and
experiencing.
7. Learning Style Theory — The VARK model identifies Visual, Auditory, Reading/Riting and Kinesthetic
learners who respond to different kinds of learning. There are also many other types of learning style.
This means that to teach science for learners to learn, a future teacher like you, will use the above theories,
principle and models in teaching.
 Science and Technological Literacy is the ultimate goal of science learning. Its development starts early
and formally begins in K to a completion of a degree and throughout life. A country whose citizens are
science and technologically literate will be educationally and scientifically advanced.
To achieve this goal, there are three intervening skills that need to be addressed.
Understanding and Applying Scientific Knowledge. Science literacy starts with acquisition of
knowledge (ideas, concepts, generalizations, theories). However, such knowledge should be understood and
applied. Thus, in teaching science, teachers should remember that although memorization of facts is
important, however, these facts, knowledge, generalization and theories should be understood and used in
the daily lives.
Performing Scientific Inquiry Skills. Other than understanding and applying science knowledge, it is
also the foundation of scientific and technological literacy to perform inquiry skills. Scientific inquiry skills
can be seen as a set of skills to be learned by the students to include the science processes of the AAAs, the
performance of the scientific investigations and the cognitive outcomes the students will achieve. What
students will be able to do is the performance of inquiry and based on what the students know about inquiry.
In short, scientific inquiry is a systematic approach used by scientists in order to answer mind boggling
questions.
Developing and Demonstrating Scientific Attitudes and Values. The development and demonstration
of scientific literacy. What are scientific attitude and values?
All the explanations will be elaborated in the next section.

A. The Components of Scientific and Technological Literacy •

 Understanding and Applying Scientific Knowledge
To understand better scientific knowledge, it is best to understand first what science is. Science consists
of two things: a body of knowledge and the process by which that knowledge is produced. More often,
science is defined only as a body of knowledge. However science processes is the, other component that
describes the way of thinking and knowing about the world. Scientific knowledge is not absolute or certain.
Knowledge, including facts, theories, and laws, is all tentative and subject to change due to new evidence
brought about by advances in theory and technology. Science knowledge is also socially and culturally
embedded.
 Developing and Demonstrating Scientific Attitude and Values.
What is scientific attitude? It can be defined as way of viewing things, a curiosity to know how and why
things happen with an open mind on govern facts. It is a way of thinking, feeling, acting and a disposition
towards science. Attitude can be positive or negative. Science attitude is oftentimes attributed to
characteristics of scientists, but learners can also develop scientific attitudes. Here are some of the scientific
attitudes:
1. A scientist must be curious about the world. (Curiosity)
2. A scientist admits failures and recognizes that there are better ideas (Humility)
3. A scientist listens and respects ideas of others (Open-mindedness)
4. A scientist is intellectually honest. (Intellectual honesty)
5. A scientist works hard and is persistent. (Perseverance)
6. A scientist does not jump to conclusions. (Skepticism)
7. A scientist is creative and critical thinker. (Creative and Innovative)
8. A scientist uses reason or logical thinking before giving answers.(Rational)
9. A scientist is willing to suspend judgment until he is sure of his results. (Objectivity)
10. A scientist tries new approaches to arrive at solutions. (Innovative)
  Performing Scientific Inquiry Skills.
A science oriented mind is a questioning mind. To inquire is to ask a series of questions and find
answers to the questions asked. The series of questioning and finding answers to the questions refer to
science inquiry.
Students' abilities that are needed to enable them to be science in are presented for K to 4 and G 5 to
8 learners. These are found in the matrix below:

B. Approaches, Models and Practices Used in the Framework

Based on the framework, there are dominant approaches, models and practices that can be utilized in
teaching and learning science in the elementary grades. Being a future science teacher, you must be able to
understand the processes or the pedagogy of each.
1. Multidisciplinary - Interdisciplinary Approach is the use of two or more subject areas in one lesson or
activity. For example Science and History can go together when the topic is about discoveries and
inventions.
2. Science - Technology Society (STS) Approach is is interdisciplinary field that examines how science
and technology shape societies, cultures and environments and how social, cultural and environmental
factors that shape the development of science and technology.
3. Problem/Issue Based Learning. Problem- based learning (PBL) is a method of and teaching which
allows students to focus on how and what they will learn. An unfamiliar problem, situation or task is
presented to the students and students are encouraged to determine for themselves how they will go
about solving the problem. This usually occurs through small group work and allows students to utilize
their prior knowledge in the topic area and identify the gaps in their knowledge as they attempt to solve
the problem. PBL is a student-centered approach to learning that encourages students to be self-directed,
interdependent and independent as they attempt to solve the set problem.
 4. Inquiry-based approach is anchored on the idea of seeking for truth, information or knowledge.
Memorizing facts and information is not as useful as asking questions that will lead to the understanding
of such data and information. It is not looking the right answer but seeking the appropriate solution. No
one can learn everything, but everyone can learn the skills of an inquiring attitude. Skills and ability and
habits of the mind to continue learning through inquiry-based approach teaching-learning.
5. Constructivism is a theory that explains about how people learn by constructing their own
understanding and know through prior knowledge of the world experiences and reflecting on those
experiences. When something new is learned, this has to be compared with the previous experiences,
perhaps discarding the old if the new information is relevant. Thus in constructivism, there is a
continuous asking of questions, exploration and assessment. In the teaching-learning it means
encouraging to use active learning as experimenting and real world problem solving to create more
knowledge. Discussing about what the students are doing themselves, will allow then to realize that their
understanding may also be changing, thus constructing their own knowledge.
6. Social Cognition Learning Model has been introduced by Lev Vygotsky where he asserts that culture
is the primary factor of individual development. First through culture, children acquire much of the
content of their thinking which is their knowledge and second, the surrounding culture provides the
learners the means or process of thinking. In short in social cognition learning model, culture teaches the
learners both what to think and how to think. Thus, since children learn much through interactions,
lessons should be designed to emphasize interaction between learners and learning task. Further
appropriate adult help or scaffolding is needed for independent problem solvers.
7. Learning Style Theory. "All learners are created equally but learn. Differently." This is the premise of
the learning style theory. That each individual has a preference in how they learn. Individual learning
style depends on cognitive, emotional, environmental factors and one's previous knowledge.
Individualized teaching and learning or differentiated instructions are likewise anchored on learning
styles of learners. The most accepted understandings of the learning style fall into three categories:
Visual, Auditory (Oral-Aural) and Tactile or Kinesthetic

C. Characteristics of a Scientific and Technologically Literate Persons

If the learners are able to model, theories, and practices that are imbibed based the framework, how then
should every learner be characterized? It is expected that science teachers should be able to develop learners
who have characteristics exemplified below. Read for further explanations.
 Critical and Creative Problem Solver. Learners have developed skills that enable them to analyze and
find solutions to any perplexing questions of problems. They have other ways of solving problems.
 Responsible steward of nature. Learners demonstrate concern in keeping the environment safe for
themselves and for everybody. They become citizens who take responsibility of their action in
protecting and preserving the environment.
 Innovative and Inventive thinker. Science as a discipline will enable learners to create and innovate
something simple for humanity. They will become scientists and inventors of the future.
 Informed decision maker. As the science learners are growing up, they should be able to develop the
ability to make informed decisions. Most especially if they become independent learners.
 Effective communicator. Science literacy also develops the ability of the leaers to convey correct
message to others, whether written or oral, from their fund of knowledge, results of inquiry,
investigations and many more. There is a need for science learners to share their findings
Monitoring and Assessment
All throughout the process of science teaching and learning, and based on the framework, there is a
continuous monitoring and assessment of learning. These are very important elements that need .to be addressed
in all educational endeavor including science teaching and learning.
I bet you are clarified about the Science i Framework for K to 12. As a framework, it sets the parameters upon which a
solid ground for science in the elementary level is anchored. Now let us check what you have learned.

A. Lets find out!

Answer the following questions based on Lesson 1

1. What are the most important knowledge, skills and valued that I learned?

2. What else do 1 need to learn to understand the Science Framework for K to 12

3. As a future teacher, what will I do with what I know?

LESSON 2: CONTENTS OF ELEMENTARY SCIENCE IN

SPIRAL PROGRESSION
Lesson Outcomes:
1. Identified the contents of science in Grade 3 to 6 in a spiral progression.
2. Explained that the contents or subject matter of science progresses in complexity from grade level to
another.

Engage
Engage yourself in a discussion by answering the following questions:
1. Is Science easy or difficult to teach?
2. What areas in Science should I study in order to teach well?
3. Will the topics on living things be taught only in Grades4 and 5?

Explore
Science in a spiral curriculum design is one in which “key concepts are presented repeatedly throughout
the curriculum but with deepening layers of complexity.” The learner tries to spiral upwards learning as the new
knowledge is introduced as well as the new process skills are developed. This will increase the breadth and the
depth of knowledge achieved. This is the curriculum design for science in the basic education to start with the
Grade 3 to Grade 6.
 The content of Science in the K to 12 Curriculum is made up of the four major fields or disciplines.
A. Chemistry (Matter: Diversity of Materials, Properties and Structures Changes and Interactions.
B. Biology (Living Things and Their Environment)
C. Physics (Force, Motion and Energy); and
D. Earth and Space (Surrounding and Land, Water and Air, Weather, Climate and Solar System)

The subject area contents are not labeled by the major science discipline, instead these are given titles
that are understandable by the learners from Grade 3 to Grade 6 and even up to Grade 10.
.

The four quadrants represent the total coverage of Science in the elementary level. As noted, there is a
continuous flow of topics in every quadrant. This implies integration, interdisciplinary and multidisciplinary of
Science.

Explain
For every grade level, there are four science areas to be covered. Each are is taken up in every quarter
since there are four quarters in every school year level.

Grade 3 Grade 4 Grade 5 Grade 6

Quarter 1 Matter Matter Matter Matter
Quarter 2 Living Things Living Things Living Things Living Things
Quarter 3 Force, Motion, Force, Motion, Force, Motion, Force, Motion,
Energy Energy Energy Energy
Quarter 4 Earth & Space Earth & Space Earth & Space Earth & Space
 Although science as a subject starts in Grade 3, yet the components of science such as content and
processes, inquiry and science attitudes are also taken up starting in Kindergarten, Grade 1 and Grade 2:. These
are incorporated in specific areas of learning Social Studies, Mother Tongue Multi-Lingual Education
(MTBMLE) or in Communication Arts. This is one of the characteristics of the K to 12 Curricula in the
Philippines basic education where formal Science Subject begins in Grade 3.
Thus starting in Grade three up to Grade 6 in the elementary level, future teachers should learn how to
teach the science as subject and not merely to embed science in other subjects.
Let us look at the two major topics in science which will be discussed in Book 1 The remaining two
topics Physics and Earth Science will be included in Book 2.
The Science Curriculum Guide of the Department of Education begins with the, Topic on Chemistry:
Matter. How is the big concept of Matter presented in the curriculum in its spiral progression. Find out in this
section.
Let us have a closer look at each Major area and how each increases in complexity as learning moves
from a level to a higher level.

Major Area: Chemistry

Description in the Elementary Curriculum: Matter

The chart below shows the different topics that are taken in progression in Chemistry from one lower
grade level to another higher grade level. All the topics anchored on one bigger topic as Properties and
Structure.
Grade 3 Properties and Structure of Matter
 Characteristics of solids, liquids and gases
Matter  Changes in Solids, Liquids and Gases
Grade 4 Properties and Structure of Matter
 Properties used to group and store materials
Matter (ability to absorb water; float or sink; decaying or
non-decaying) regrouping materials: recycle,
reduce, reuse, recover, and repair.
Changes that materials undergo
 Changes that are useful
 Changes that are harmful.
Grade 5 Properties and Structure of Matter
 Properties used to minimize waste
 Importance of reading product label
Matter Changes that materials undergoes
 Evidence of change
 Appropriate ways of storing materials
Grade 6 Properties and Structure of Matter
 Mixture and their Characteristics
-Heterogeneous mixtures: solutions, and
Matter suspensions
- Colloids
 Separating mixture
Major Area: Living Things and Their Environment

The next major topic is Biology which is described as Living Things and Their Environment. Let us see the
different topics and how these progress in the different grade levels.

Grade 3 Characteristics of Living Things

Parts and Functions of Living Things
Living Things and their  Humans
Environment  Animals
 Plants
Traits Passed on From Parents
 Humans
 Animals
 Plants
Interactions of Living Things with the Environment
 Basic needs
 Feeding relationships
Grade 4 Parts and Functions
 Humans
Living Things and their - Major organs of the body
Environment - Caring for the major organs
- Diseases that affect the major organs
 Animal
- Terrestrial animals
- Aquatic animals
 Plants
- Terrestrial plants
- Aquatic plants
Life Cycles
 Humans, Animals and Plants
Interactions
 Beneficial interactions
 Harmful interactions

Grade 5 Parts and Functions

 Humans
Living Things and their - Stages of growth
Environment - Parts of the reproductive system
- Development of secondary sex characteristics
- Menstrual cycle
 Animals
- parts of the reproductive system of representative groups of animals
and their functions
- Differences in the modes of reproduction: external fertilization, internal
fertilization
 Birds (ducks)
 Fishes (tilapia)
 Toads/Frogs
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
 Plants
- Flowering plants (rice/corn/pechay, mongo)
- Non-flowering plants (conebearing, ferns and liverworts)
Interactions among Living Things
Grade 6 Parts and Functions
 Human Body System
 Living Things and their - Musculoskeletal
Environment - Digestive system
- Respiratory system
- Circulatory system
- Nervous system
 Animals
- Characteristics of vertebrates and invertebrates
- Economic importance of vertebrates and invertebrates in the
community
- Rare animals in the community
- Protecting and caring for animals
 Plants
- Parts of spore-bearing plants
- Life cycles of ferns and mosses
- Vegetative plant propagation
 Interactions
- Physical condition of tropical rainforest, coral reefs and mangrove
swamps
- Plants and animals living in these ecosystems
- Feeding relationships in these ecosystems
- Protecting and conserving tropical forest ecosystems.

Elaborate
After having seen the coverage of the two science components, what have you observed in the content
outline for each topic: Matter and Living Things and Their Environment? Let us understand the framework by
answering the following questions that refer to the two areas of discipline and how they move along in
progression from lower to higher grade level.

Let us make a comparison of the similarities of the two. Agree or Disagree to the observations, place check
mark and explain or elaborate further.

Statements about (1) Agree Disagree Explanation

Matter and (2) Living
Things in their
Environment
1. In both topics, the
concepts in grade 3 are
simpler than grade 4.

2. There is a consistent
title of the major topic
from Grade 3 to Grade 6.

3. The area on Living

Things and Their
Environment focused on
three kinds of living
things: Humans,
Animals, and Plants

4. The Chemistry
component of
Elementary Science
revolve around Matter
that progressively
advance in complexity
from Grade 3 to Grade 6.
 5. In the Elementary
Science framework,
Chemistry which is
considered by many as
difficult subject is taught
in Grade 3.

6. Elementary Science
should lead learners to
scientific literacy.

In summary, what do you understand of a spiral progression curriculum in Science for the Elementary
grades?

Evaluate
Test your Understanding about the Science Framework from Grades 3 to Grades 6 specific to Chemistry
(Matter) and Biology (Living Things and Their Environment)
1. Science in the Elementary level in the K to 12 curriculum include
A. Chemistry and Biology
B. Chemistry, Biology and Physics
C. Chemistry, Biology, Physics and Earth Science
D. None of the A, B, C, D.
2. As the contents of science progress in a spiral, the difficulty of topics
A. decreases C. maintains
B. increases D. static
3. In order to teach science effectively in the elementary level, a teacher should do one of the following:
A. Must have a comprehensive knowledge of only one discipline of science in the curriculum.
B. Must have a comprehensive knowledge of at least two discipline of science curriculum.
C. Must have a comprehensive knowledge of the four discipline of science curriculum
D. Must have a comprehensive knowledge of all branches of science.
4. Spiral progression in science means that grade three pupils learn simpler contents than grade four.
A. This statement is true.
B. This statement is false.
C. This statement is partly true.
D. This statement is doubtful.
5. Which statement is TRUE about teaching science in the elementary grade level for K to 12?
A. All elementary grades teachers should be equipped with contents and process of Science.
B. Only those who will teach science should learn the different branches of science in college.
C. Learning what to teach and not how to teach science is a universal principle.
D. none of the above.