The Science Framework in

the K to 12
• Have you ever come across an acronym in
science which is STL?
• It means, Science and Technology Literacy.
• In includes the ability to apply scientific and
technological concepts, use the process skills
and embrace science attitudes and values in life.
STL involves three components:
1.Understanding and Applying Scientific
Knowledge
2.Developing and demonstrating Scientific
Attitude and Values
3.Performing Scientific Inquiry Skill
Based on these, all science learners who aim to be
scientifically and technologically literate should be:
 Critical and Creative Problem Solver
 Responsible steward of nature
 Innovative and Inventive Thinker
 Informed decision maker, and
 Effective Communicator
 
STL are characterized by the following models,
approaches and practices which are fully anchored
on several learning theories.
1.Multidisciplinary-Interdisciplinary Approach
2.Science-Technology Society (STS) Approach
3.Problem/Issue Based Learning
4.Inquiry-Based Learning
5.Constructivism
6.Social Cognition Learning Model
7.Learning Style Theory
 
To achieve this, there are three intervening skills that need to be
addressed:
1. Understanding and Applying Scientific Knowledge. Science
literacy starts with acquisition of knowledge (ideas, concepts,
generalizations, theories). However, such knowledge should be
understood and applied.
2. Performing Scientific Inquiry Skills. These can be seen as a set of
skills to be learned by the students to include science
processes. Scientific inquiry is a system approach used by
scientists in order to answer mind boggling questions.
3. Developing and Demonstrating Scientific Attitudes and Values.
The development and demonstration of scientific attitudes and
values is a very important component of scientific literacy.
A.The components of Scientific and Technological Literacy
 Understanding and Applying Scientific Knowledge
Science consists of two things: knowledge and the process
by which that knowledge is produced. 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.
 Developing and Demonstrating Scientific Attitude and Values.
It is a way of viewing things, a curiosity to know how and why
things happen with an open mind on govern facts. Attitude
could be positive or negative.
 Here are some 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
(Rational)
10.A scientist tries new approaches to arrive at a solution. ( 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 the science inquiry.
Students’ abilities that are needed to enable
them to be science inquirer are presented for K to 4
and G 5 to 8 learners. These are found in the matrix
below:
 
Kindergarten to
grade 4 Learners
Learners
Ask questions about objects,
organism, and events in the
environment.
Plan and conduct a simple
investigation.
Employ a simple equipment and
tools to gather data and extend
senses.
Use data to construct
reasonable explanation.
Communicate investigations and
explanation.
Grade 5 to Grade 8
Identify questions that can be
answered through scientific
investigations
Design and conduct simple scientific
investigations.
Use appropriate tools and techniques
to gather, analyse, and interpret data.
Develop descriptions, explanations,
predictions, and models using device.
Think critically and logically to make
the relationship between evidence and
explanations.
A.Approaches, Models and Practices Used in the Framework
 
Being a future science teacher, you must be able to understand the
processes or the pedagogy of each.
 
1. Multidisciplinary- Interdisciplinary Approach. The used of two or more
subject areas in one lesson or activity.
2. Science - Technology Society (STS). An interdisciplinary field that
examines how science and technology shape societies, cultures and
environmental factors that shape the development of science and
technology.
3. Problem/Issue Based Learning. PBL is a method of and teaching which
allows students to focus on how and what they will learn.
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 for the right answer but seeking the appropriate
solution.
5. Constructivism. It is a theory that explains about how
people learn by constructing their own understanding and
knowledge of the world through prior experiences and
reflecting on those experiences.
6. Social Cognition Learning Model. Introduced by Lev
Vygotsky where he asserts that culture is the primary factor
of individual development
7. Learning Style Theory. “All learners are created equally but learn
differently,” That each individual has a preference in how they learn.
Individual learning style depends on cognitive, emotional,
environmental factors and one’s previous knowledge. The most
accepted learning style fall into three categories:
 Visual learners prefer to use image, maps and graphic organizers
to access and understand new information.
 Auditory (Oral-Audio) learners best understand new concepts
through speaking and listening.
 Kinesthetic (tactile) learner prefer to touch, move or manipulate.
They learn best through hands on-activities practicum and other
similar activities.
 
 Lesson 2 CONTENTS OF
ELEMENTARY SCIENCE IN A SPIRAL
PROFESSION
 
The content of Science in 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 (Surroundings and Land, Water and
Air, Weather, Climate and Solar System)
 
For each grade level, there are four science areas to be covered. Each area 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 Living Living Living

Things Things Things Things
Quarter 3 Force, Force, Force, Force,
Motion, Motion, Motion, Motion,
Energy Energy Energy Energy

Quarter 4 Earth & Earth & Earth & Earth &

Space Space Space Space
Major Area: Chemistry
Description in the Elementary Curriculum: Matter
 
The chart below shows the different topics that are taken in progression in Chemistry
 
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, repair
Changes that materials undergo
 Changes that are useful
 Changes that are harmful
Grade 5 Properties and Structure of Matter
   Properties used to minimized waste
Matter  Importance of reading product label
Changes that matter undergoes
 Evidence of change
 Appropriate ways of storing materials

Grade 6 Properties and Structure of Matter

   Mixture and their Characteristics
Matter - Heterogeneous mixtures and suspensions
- Colloids
Separating Mixtures
 
Major Area: Living Things and Their Environment
Different topics and how these topics and how progress in the different grade levels.
 
Grade 3 Characteristics of Living Things
  Parts and Functions of Living Things
Living  Humans
Things and  Animals
Their  Plants
Environmen Traits Passed on From Parents
t  Humans
 Animals
 Plants
Interactions of Living Things with the Environment
 Basic needs
 Feeding relationships
 
 
Grade 4 Parts and Functions
   Humans
Living Things - Major organs of the body
and Their - Caring for major organs
Environment - Diseases that affect the major organs
   Animal
- Terrestrial animals
- Aquatic animals
 Plants
- Terrestrial plants
- Aquatic plants
Life Cycle
 Humans, Animals, and Plants
Interactions
 Beneficial interactions
 Harmful interactions
Grade 5 Parts and Functions
   Humans
Living Things - Stages of growth
and Their - Parts of the secondary sex characteristics
Environment - Menstrual cycle
 Animals
- Parts of the reproductive system of representative groups of animal and their
functions
- Differences in the modes of reproduction: external fertilization, internal
fertilization
-birds
- Fishes
- Toads/frogs
- Crustaceans (crabs and shrimps)
- dragonflies and butterflies
- Protecting habitats of animals
 Plants
- Flowering plants
- Non-flowering plants
- Protecting habitats of plants
Interaction among Living Things
Grade 6 Parts and Functions
   Human Body System
Living  Animals
Things  Plants
and  Interaction
Their
Environ
ment
 END

Thank You!