Lesson 3

CURRICULU
M MAPPING
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CURRICULUM MAPPING
It is a process or procedure that follows
curriculum designing.
It is a planning tool, a procedure for examining
and organizing curriculum that allows educators to
determine how content, skills and assessments will
unfold over the course of the year.
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 It is an ongoing process or “ work-in-progress”.

It is not a one time initiative but a continuing

action which involves the teacher and other
stakeholders who have common concerns
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CURRICULUM MAPPING CAN

BE DONE BY:
 Teachers alone
 A group of teachers teaching the same subject
The department
The whole school or district or the whole
educational system.
 1. What do my students learn? 5

There are 2. What do they study in the first quarter?

common questions 3. What are they studying in the school
that are asked by throughout the year?
different
stakeholders: 4. Do my co-teachers who handle the same
subject, cover the same content? Achieve the
same outcomes? Use similar strategies?
5. How do I help my students understand the
connections between my subjects and other
subjects within the year? Next year?
 Suggested steps to follow in making 6

curriculum map:
CURRICULUM
1. Make a matrix or a spread sheet.
PROCESS
2. Place a timeline that you need to cover.
(one quarter, one semester, one
year).This should be dependent on time
frame of a particular curriculum that
was written.
 . 3. Enter the intended learning
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Cont. outcomes, skills needed to be taught

or achieved at the end of teaching.
CURRICULUM 4. Enter the same matrix the content
PROCESS areas/subject areas to be covered.
5. Align and name each resource
available such as textbooks,
workbooks, module next to subject
areas.
 6. Enter the teaching-learning methods to be
8

used to achieve the outcomes.

Cont. 7. Align and enter the assessment procedure
CURRICULUM and tools to the intended learning
PROCESS outcomes, content areas, and resources.
8. Circulate the map among all involved
personnel for their inputs.
9. Revise and refine map based on
suggestions and distribute to all
concerned.
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 are visual timeless that outline desired
learning outcomes to be achieved, contents,
THE skills, and values taught instructional time,
CURRICULUM assessment to be used and the overall student
MAP movement towards the attainment of the
intended outcomes.
 simple or elaborate that can be used by
individual teacher, the department, the whole
school or district or the whole educational system
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 A map is geared to a school calendar.
 It provide quality control of what are taught
THE in schools to maintain excellence, efficiency
CURRICULU and effectiveness.
 It is intended to improve instruction and
M MAP
maintain quality of education that all
stakeholders need to be assured.
 A map can reassure stakeholders specific
information for pacing, and alignment of
the subject horizontally or vertically.
  It will also avoid redundancy, inconsistencies
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and misalignment.
THE
CURRICULUM Horizontal alignment, called sometimes as “pacing
MAP guide”, will make all teachers, teaching the same
subject in a grade level follow the same timeline
and accomplishing the same learning outcomes.
Vertical alignment, will see to it that concept
development which may be in hierarchy or in
spiral form does not overlap but building from a
simple to more complicated concepts and skills.
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THE ○ Alignment, either vertical or horizontal,

CURRICULUM will also develop interdisciplinary
MAP connections among teachers and
students, between and among courses.
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A curriculum map is always a work in progress,
that enables the teacher or the curriculum
review team to create and recreate the
curriculum. It provides a good information for
modification of curriculum , changing of
standards and competencies in order to find
ways to build connections in the elements of
the curricula.
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CURRICULUM MAP/GUIDE
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ELEMENTARY SCIENCE GRADE 3

Note: For Quarter 2, there are still two major content
which are 3. Living Things 3.1 Plant and 4. Heredity:
Inheritance and Variation.
 Content Content Standards Performance Standards Learning Competency Learning Materials
Grade 3- matter ( First Quarter/First grading period)
16
Properties I.I The Learners demonstrate The learners should The learners should be able to.. Learning guide in
Characteristic understanding of……. be able to… Describe the different objects based Science & Health:
s of solids, Ways of sorting materials Group common on their characteristics (e.g. Shape, Mixtures
liquids, gases and describing them as object found at home Weight, Volume, Ease o Flow ) BEAM-Grade 3 Unit
solid, liquid or gas based in school according to 4 Materials LG-
on observable properties solids, liquids and Science 3 Materials
gas. Module 1
Classify objects and materials as solid,
liquid, and gas based on some
observable characteristics
Describe ways on the proper use and
handling solid, liquid and gas found at
home and in school
Changes that Effects of temperature on Investigate the Describe changes in materials based BEAM-G3 Unit
materials materials different changes in on the effect of temperature: 3materials-Distance
undergo materials as affected 4.1 Solid to Liquid Learning Module
by temperature 4.2 Liquid to Solid BEAM G3 Unit
4.3 Liquid to Gas Materials Module
4.4 Solid to Gas 44-49
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Grade 3-living Things and Their Environment

Second Quarter/Second grading period
I. Living The learners The learners should able The learners should be able to……
Things demonstrate to…. 1.describe the part and function
II. Humans understanding of. . Practice healthful habits of the sense organs of the human 18
I.2 A Sense Parts and functions in taking care of the body;
Organs of the sense organs sense organs
of the human body.

2.Enumeratc healthful habits to Beam –Grade 3-unit 2

protect the sense body; Animals DLP Science 3 DLP
19 Beam –Grade 3-unit 2
2.Living Things Parts and functions Enumerate ways of 3. describe the animals in their
animals DLP science 3
2.I Animals of the animals and grouping animals based immediate surrounding;
31-32
importance to on their structure and
Learning Guide in Science &
humans importance
Health:
4. Identify the parts and function
The body Guards
of animal;

5. classify animal according arts

and use; body

6. state the importance of

animals to humans;

7. Describe ways of proper

handling of animals
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Thanks!
Rosalina Dumayac
Reporter
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