1

2
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 The
Science
Curriculum
What is a Curriculum in Education?

 Curriculum is a standards-based sequence of planned

experiences where students practice and achieve proficiency in
content and applied learning skills. Curriculum is the central guide
for all educators as to what is essential for teaching and learning,
so that every student has access to rigorous academic experiences.

5
 What is a Framework?
 The Canadian Oxford Dictionary defines a framework as
“an essential supporting structure or a basic system.” At
a school, a framework is the most essential supporting
educational structure, and when designed correctly, it
becomes the foundation upon which everything else is built.

6
 What is Curriculum
Framework?
A Curriculum framework is a supportive structure to help schools to plan
and develop their own curriculum. It comprises a set of interlocking
components, including essential learning experiences, generic skills, values,
attitudes, and key-learning areas

Curriculum framework A document (or set of documents) that sets

standards for curriculum and provides the context (available resources,
capabilities of teachers and system support) in which subject specialists
develop syllabuses. Learning area. A broad description of a set of
knowledge, skills and values, often.

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For Whom is the Framework

The science curriculum framework is a resource for curriculum developers, faculty of

teacher education institutions, teachers, school administrators, and policy makers to
design, implement, and assess the content of the science curricula.

What is Science Curriculum Framework in Basic Education ?

The “Science Framework for Philippine Basic Education” contains resources that will
help curriculum developers, teachers, school administrators and policy makers to design
and implement science curricula that empower students to “learn to learn” and cause
them to better understand and use science in their everyday life .

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 Components of Curriculum Frameworks.

1. Introduction: Current Context

2. Educational Policy Statements
3. Statement of Broad Learning Objectives and Outcomes /standards for each level/cycle
4. Structure of the Education System
5. Structure of curriculum content, learning areas and subjects
6. Standards of resources required for implementation
7. Teaching methodology
8. Assessing student achievement
Features of the K-12 Curriculum

1. Strengthening Early Childhood Education (Universal

Kindergarten)
With the Universal kindergarten program of DepEd , every Filipino
is expected to have access to early childhood education.

2. Making the Curriculum Relevant to Learners

( Contextualization and Enhancement)
Students realize that their daily lessons are good use to their
personal well-being and to their professional preparation.

3. Building Proficiency ( Mother –Tongue Based Multilingual

Education)
To be able to promote the child’s dominant language and to use it as
language of instruction.
4. Ensuring Integrated and Seamless Learning (Spiral Progression)
Rediscovering Concepts previously learned as students go up in grade level
that lead to a more complex and sophisticated version of the general
concepts

5. Gearing up for the Future

Ensures college readiness by aligning core and applied courses to the
College Readiness Standards and new General Education Curriculum

6. Nurturing the Holistically Developed Filipino ( College and Livelihood

Readiness , 21 Century Skills)
To nurture holistically developed Flipino every K to 12 graduate is expected to
be ready to go into different paths-higher education, employment or
entreprenurship
 “
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○ What is a K-12 science curriculum

○ framework?

○ The K to 12 science curriculum envisions the

development of scientifically, technologically, and
environmentally literate and productive members of
society who manifest skills as a critical problem solvers,
responsible stewards of nature, innovative and creative
citizens, informed decision makers, and effective
communicator.
“
“
16

“)
 “
17

“The current health global crisis poses a

profound impact on the basic education
system as approximately 87% of the
world’s student population, or about 1.5
billion learner, have been affected by
school closures”. (UNESCO, 2020)
 “
…the most marginalized ,
poverty stricken, and
vulnerable children are
expected to be put at a
disadvantage.
 “
In the Philippines, ensuring the
welfare of more than 27
MILLION LEARNERS in basic
education alone requires
indomitable commitment
amidst crisis.
 AD E M I
AC
C
R E E Z E ?
F
“Education cannot
wait. If learning
stops, we will lose
human capital.”
 SDG 4 is to ensure inclusive and
equitable quality education and promote
lifelong learning opportunities FOR ALL.

Educational quality, access, and

system strengthening cannot be
compromised in times of crisis.
 W h y
cont i nu e
SY 2 0 2 0 –
20 2 1?
 W h y
cont i nu e
SY 2 0 2 0 –
20 2 1?
 Affirms its commitment to sustaining the
delivery of quality, accessible, relevant and
liberating Philippine basic education services

FRAMEWORK

Ensures that learning standards are relevant and

flexible to address the complex, disruptive,
volatile and ambiguous impact of Covid-19 in the
Philippines
 Affirms its commitment to sustaining the
delivery of quality, accessible, relevant and
liberating Philippine basic education services

FRAMEWORK

Ensures that learning standards are relevant and

flexible to address the complex, disruptive,
volatile and ambiguous impact of Covid-19 in the
Philippines
⮚ To be used Nationwide by field
implementers for SY2020 –
2021 only.

⮚ The experience will be used to enrich

the curriculum review of the K to 12
Curriculum
 MELCs
Response to addressing the challenges of the
current pandemic
Response to the call of SDG 4 to develop resilient
education systems, most especially during emergencies

Enable the Department to focus instruction to the most

essential and indispensable competencies that our learners
must acquire

Lighten the burden of converting the classroom- oriented

learning resources into learning resources adaptive to distance
learning.
 D on the
IDENTIFICAT 29

ION
of the
MOST
ESSENTIAL
LEARNING
 30

Curriculum Standards
Development Division

Bureau Field Academi

Specialis Implementer c
s
t Experts

Consensus regarding the criteria to be

used
in determining Essential Learning Competencies
 Characteristics of Essential
Learning
Learning It isCompetencies
aligned with national and/or local
competency is standards/frameworks(e.g. scientifically
literate Filipinos”
essential if…
It connects the content to higher concepts
across content areas.

It is applicable to real – life situations.

If students leave school, it would still be important for

them to have this competency above many others.

It would not be expected for most students to learn this in

settings other than through formal education.
 HOWEVER…
With the challenges on learning
delivery posed by Covid – 19, the
Bureau of Curriculum Development accelerated
the identification of the essential learning
competencies, and streamlined these further into
the
MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
32
Process of Identifying
the MELCS
K to 12 Essential Most
Curricul Learning Essential
um Competen Learning
Guide cies Compete
ncy

33
Primary Determining Factor:
ENDURANCE
*if it is useful beyond a
*if it remains with single test or unit of
learners long after a study
test or unit of study is (examples: research skills,
completed, or if it is reading comprehension,
useful beyond a single writing, map reading, and
test or unit of study hypothesis testing, which are
essential in many professions
and in everyday life(Reeves,
2002;Many &Horrell,2014)
 If it greatly contributes to If they have the same
life – long learning and is a
objective or learning
pre – requisite skill to the
next grade level. intention

Essential
Learning
Competen • Recurring
cies
• Subsumed in another
To be more learning competency
concise •Deemed appropriate to be introduced
in an earlier quarter or grade level
The K to 12 Most Essential Learning Competencies (MELCs)
Not a departure from the K to 12Curriculum

Content and Performance Standards are retained

Focus on the 21st century skills

The codes and tagged materials are retained for

merged and retained competencies
All learning areas will still be taught

Aligned with Sulong Edukalidad Framework

 The
Science
Curriculum
 What do we
normally ask
ourselves at th
e
beginning of
the school
year?
 What serves as our guide in planning our
lesson?

How do we know the essential

knowledge and skills that our
learners must learn in a particular
grade level, subject area, quarter,
week or day?
 MATTER

LIVING THINGS &

THEIR ENVIRONMENT

SCIENCE FORCE, MOTION &

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ENERGY

EARTH &
SPACE
40
MATTER CONTENT BEFORE NEW
I
Doing Scientific
1
NORMAL
Ways of acquiring knowledge
Investigations and solving problems

I Diversity of Materials 1 Solutions

in the Environment
I
2 Substances and Mixtures

3 Elements and Compounds

4 Acids and Bases

5 Metals and Non-metals

MATTER CONTENT - NEW
I
Doing Scientific
Investigations 1 NORMAL -
Ways of acquiring knowledge
and solving problems

I Diversity of Materials 1 Solutions

in the Environment
I
2 Substances and Mixtures

3 Elements and Compounds

4 Acids and Bases

X
5 Metals and Non-metals
X
MATTER LEARNING COMPETENCIES BEFORE NEW
I
Doing Scientific show fair testing NORMAL 1.1
Recognize that the design of an investigation should

Investigations Identify the components of an investigation research problem,

hypothesis, method for testing hypothesis and conclusions 1.2
based on evidence
Differentiate qualitative from quantitative
1.3
observation

1. Describe the Perform accurate measurements 1.4

components of a scientific
investigation Differentiate observation from inference 1.5
Formulate hypothesis, collect, organize and
1.6
interpret data about the investigation
Identify the independent, dependent, and
controlled variables
1.7
UNPACKED
Formulate conclusion/s based on data 1.8
MATTER LEARNING COMPETENCIES
- NEW
NORMALX-
Recognize that the design of an investigation should
Doing Scientific show fair testing
1.1
I Investigations Identify the components of an investigation research problem,
hypothesis, method for testing hypothesis and conclusions 1.2
based on evidence
Differentiate qualitative from quantitative
1.3
observation

1. Describe the Perform accurate measurements 1.4

components of a scientific
investigation Differentiate observation from inference

Formulate hypothesis, collect, organize and

X 1.5

1.6
interpret data about the investigation
Identify the independent, dependent, and
controlled variables
1.7
UNPACKED
Formulate conclusion/s based on data
X 1.8
MATTER LEARNING COMPETENCIES BEFORE NEW
I Diversity of Materials NORMAL
in the Environment
I
1 Solutions 1.1. Investigate properties of unsaturated or
saturated solutions;
1.2. Express concentrations of solutions quantitatively by preparing
different concentrations of mixtures according to uses and availability
of materials;

2.1. Distinguish mixtures from substances based on a

2 Substances and Mixtures set of properties;

3.1. Recognize that substances are classified into

3 Elements and Compounds elements and compounds;
MATTER LEARNING COMPETENCIES
- NEW
I Diversity of Materials
in the Environment
NORMAL -
I
1 Solutions 1.1. Investigate properties of unsaturated or
saturated solutions;
1.2. Express concentrations of solutions quantitatively by preparing
different concentrations of mixtures according to uses and availability
of materials;

2.1. Distinguish mixtures from substances based on a

2 Substances and Mixtures set of properties;

I NE D
RETA
3.1. Recognize that substances are classified into
3 Elements and Compounds elements and compounds;
HOWE
VER…
47
MATTER LEARNING COMPETENCIES BEFORE NEW
I Diversity of Materials NORMAL
Define solution operationally 1.1.1

in the Environment
I Identify and describe the components of a solution 1.1.2

1 Solutions Describe the properties and characteristics of common 1.1.3

solutions
Investigate the effect of the nature of solute and the
1.1. Investigate 1.1.4
solvent in a solution
properties of
Investigate the properties of unsaturated, saturated
unsaturated or and supersaturated solutions
1.1.5
saturated solutions;
Perform an experiment on saturation of
solution and differentiate saturated,
unsaturated and supersaturated solutions.

UNPACKED
MATTER LEARNING COMPETENCIES
- NEW
I Diversity of Materials
in the Environment
NORMAL -
Define solution operationally 1.1.1

I Identify and describe the components of a solution 1.1.2

1 Solutions Describe the properties and characteristics of common 1.1.3

solutions
Investigate the effect of the nature of solute and the
1.1. Investigate 1.1.4
solvent in a solution
properties of

X
Investigate the properties of unsaturated, saturated
unsaturated or and supersaturated solutions
1.1.5
saturated solutions;
Perform an experiment on saturation of
solution and differentiate saturated,
unsaturated and supersaturated solutions.

UNPACKED
MATTER LEARNING COMPETENCIES BEFORE NEW
I Diversity of Materials NORMAL
Enumerate and describe the types of solution according to the
proportion of the solute and the solvent (Diluted &
1.2.1

in the Environment Concentrated)

I Identify and describe the types of solution according to the 1.2.2
amount of solute present in a given solvent (Concentration)

1 Solutions
a. Calculate the percentage by weight of
the given solutions
1.2. Express concentrations of
solutions quantitatively by
preparing different concentrations b. Calculate the percentage by volume of
of mixtures according to uses and the given solutions
availability of materials;

c. Explain the difference between

percentage by weight of solution and by
volume solution
UNPACKED
MATTER LEARNING COMPETENCIES
- NEW
I Diversity of Materials
in the Environment
NORMAL -
Enumerate and describe the types of solution according to the 1.2.1
I proportion of the solute and the solvent (Diluted &
Concentrated)
Identify and describe the types of solution according to the 1.2.2
amount of solute present in a given solvent (Concentration)
1 Solutions

a. Calculate the percentage by weight of

1.2. Express concentrations of the given solutions
solutions quantitatively by
preparing different concentrations
of mixtures according to uses and
b. Calculate the percentage by volume of
availability of materials;
the given solutions

E T A I NE D
R
c. Explain the difference between
percentage by weight of solution and by
UNPACKED volume solution
 MATTER LEARNING COMPETENCIES BEFORE NEW
I Diversity of Materials NORMAL
in the Environment
I Distinguish mixtures from compounds according to its
composition and properties (Use Venn diagram, 2.1
2 Substances and Mixtures Tabulation, Table organizer, etc.)

Distinguish mixtures from Classify given materials as substances or mixtures

substances based on a set of (include chemical formula of substances with their 2.2
properties; common names and chemical names of materials
found at home or in the community)

Determine unknown materials as substances mixtures

based on the given descriptions/statements (ex. A
material was burned and produced two new materials.
2.3
UNPACKED What is the nature of the material?)
 MATTER LEARNING COMPETENCIES
- NEW NEW
BEFORE
I Diversity of Materials NORMAL
NORMAL -
in the Environment
I Distinguish mixtures from compounds according to its
composition and properties (Use Venn diagram, 2.1
2 Substances and Mixtures Tabulation, Table organizer, etc.)

Distinguish mixtures from Classify given materials as substances or mixtures

substances based on a set of (include chemical formula of substances with their 2.2
properties; common names and chemical names of materials
found at home or in the community)

Determine unknown materials as substances mixtures

UNPACKED
based on the given descriptions/statements (ex. A
material was burned and produced two new materials.
What is the nature of the material?)
X 2.3
 MATTER LEARNING COMPETENCIES BEFORE NEW
I Diversity of Materials NORMAL
Differentiate elements from compounds based on their
in the Environment
I composition from the given chemical names and formulas
of elements and compounds
3 Elements and Compounds
Describe briefly the history and basis of naming
elements

3.1. Recognize that substances

Recognize important elements and compounds that are
are classified into elements and
useful to humans
compounds;

Prepare a slumbook type or the like in introducing one

element and one compound in the class (ex. Name:
Gold; Nickname: Au; Date of Birth: Year of discovery;

Identify elements and compounds from food labels and

other products available at home, market, and the
UNPACKED community
 MATTER LEARNING COMPETENCIES
- NEW NEW
BEFORE
I Diversity of Materials NORMAL
NORMAL -
Differentiate elements from compounds based on their
in the Environment
I composition from the given chemical names and formulas
of elements and compounds
3 Elements and Compounds
Describe briefly the history and basis of naming
elements

3.1. Recognize that substances

Recognize important elements and compounds that are
are classified into elements and
useful to humans
compounds;

Prepare a slumbook type or the like in introducing one

element and one compound in the class (ex. Name:

D
Gold; Nickname: Au; Date of Birth: Year of discovery;

R E T A
UNPACKED
I NE Identify elements and compounds from food labels and
other products available at home, market, and the
community
 CONTENT BEFORE NEW
Parts and 1 Microscopy NORMAL
I Functions 2 Levels of Biological Organization
3 Animal and Plant Cells
4 Fungi, Protists, and Bacteria

1 Asexual reproduction
I Heredity :Inheritance
and Variation 2 Sexual reproduction
I

1 Components of an ecosystem
II Ecosystems 2 Ecological relationships
I 3 Transfer of energy through trophic levels
 CONTENT - NEW NEW
BEFORE
Parts and 1 Microscopy NORMAL
NORMAL -
I Functions 2 Levels of Biological Organization
3 Animal and Plant Cells
4 Fungi, Protists, and Bacteria
X
1 Asexual reproduction
I Heredity :Inheritance
and Variation 2 Sexual reproduction
I

1 Components of an ecosystem
II Ecosystems 2 Ecological relationships
I 3
X
Transfer of energy through trophic levels
 LEARNING COMPETENCIES BEFORE NEW
I Parts and Functions NORMAL
Identify parts of the microscope and their functions
1 Microscopy
Focus specimens using the compound microscope;

Levels of Biological Describe the different levels of biological organization

2 Organization from cell to biosphere;

Differentiate plant and animal cells according to

3 Animal and Plant Cells presence or absence of certain organelles;

Explain why the cell is considered the basic structural

and functional unit of all organisms;

4 Fungi, Protists, and Bacteria Identify beneficial and harmful microorganisms;

 LEARNING COMPETENCIES - NEW NEW
BEFORE
I Parts and Functions NORMAL
NORMAL -
Identify parts of the microscope and their functions
1 Microscopy
Focus specimens using the compound microscope;

Levels of Biological Describe the different levels of biological organization

2 Organization from cell to biosphere;

Differentiate plant and animal cells according to

3 Animal and Plant Cells presence or absence of certain organelles;

Explain why the cell is considered the basic structural

and functional unit of all organisms;

4
X
Fungi, Protists, and Bacteria Identify beneficial and harmful microorganisms;
X
 LEARNING COMPETENCIES BEFORE NEW
NORMAL
I Heredity :Inheritance
and Variation
I
Differentiate asexual from sexual reproduction in terms
1 Asexual reproduction of: (a) number of individuals involved;
(b) similarities of offspring to parents;

2 Sexual reproduction Describe the process of fertilization;

 LEARNING COMPETENCIES - NEW
NORMAL -
I Heredity :Inheritance
and Variation
I
Differentiate asexual from sexual reproduction in terms
1 Asexual reproduction of: (a) number of individuals involved;
(b) similarities of offspring to parents;

2 Sexual reproduction Describe the process of fertilization;

X
 LEARNING COMPETENCIES BEFORE NEW
NORMAL
II Ecosystems
I
differentiate biotic from abiotic components of an
1 Components of an ecosystem ecosystem;

describe the different ecological relationships found in

2 Ecological relationships an ecosystem;

predict the effect of changes in one population on other

Transfer of energy populations in the ecosystem; and
3
through trophic levels
predict the effect of changes in abiotic factors on the
ecosystem.
 LEARNING COMPETENCIES - NEW
II
NORMAL -
Ecosystems
I
differentiate biotic from abiotic components of an
1 Components of an ecosystem ecosystem;

describe the different ecological relationships found in

2 Ecological relationships an ecosystem;

3
Transfer of energy
through trophic levels X populations in the ecosystem; and
X
predict the effect of changes in one population on other

predict the effect of changes in abiotic factors on the

ecosystem.
 CONTENT BEFORE NEW
Motion in One 1 NORMAL
Descriptors of Motion
I (Distance or Displacement; Speed or
Dimension 2
Velocity; Acceleration)
Motion Detectors

1 Types of Waves

I Waves 2
Characteristics of Waves
(Amplitude and
I Wavelength)
3 Wave Velocity

Characteristics of sound
II Sound 1
(Pitch, Loudness, Quality)
I
 CONTENT BEFORE NEW
NORMAL
Characteristics of Light
I Light 1
(Intensity or Brightness;
V Color)

Heat Transfer
V Heat 1
(Conduction, Convection,
Radiation)

V Electricity 1 Charges

I 2 Charging Processes
 CONTENT - NEW NEW
BEFORE
Motion in One 1 NORMAL
NORMAL -
Descriptors of Motion
I (Distance or Displacement; Speed or
Dimension 2
Velocity; Acceleration)
Motion Detectors

1 Types of Waves
X
I Waves
X
2
Characteristics of Waves
(Amplitude and
I
X
Wavelength)
3 Wave Velocity

Characteristics of sound
II Sound 1
(Pitch, Loudness, Quality)
I
 CONTENT - NEW NEW
BEFORE
NORMAL
NORMAL -
Characteristics of Light
I Light 1
(Intensity or Brightness;
V Color)

Heat Transfer
V Heat 1
(Conduction, Convection,
Radiation)

V
I
Electricity 1

2
Charges

Charging Processes
X
 LEARNING COMPETENCIES BEFORE NEW
Motion in One NORMAL
I
Dimension
describe the motion of an object in terms of distance or
displacement, speed or velocity, and acceleration;
Descriptors of Motion
1
(Distance or Displacement; Speed or
differentiate quantities in terms of magnitude and
Velocity; Acceleration)
direction;

create and interpret visual representation of the motion

2 Motion Detectors of objects such as tape charts and motion graphs;
 LEARNING COMPETENCIES - NEW
I Motion in One NORMAL -
Dimension
describe the motion of an object in terms of distance or
displacement, speed or velocity, and acceleration;
Descriptors of Motion

X
1
(Distance or Displacement; Speed or
differentiate quantities in terms of magnitude and
Velocity; Acceleration)
direction;

create and interpret visual representation of the motion

2 Motion Detectors of objects such as tape charts and motion graphs;
 LEARNING COMPETENCIES BEFORE NEW
I Waves
NORMAL
I
1 Types of Waves infer that waves carry energy;

2
Characteristics of Waves differentiate transverse from longitudinal waves, and
(Amplitude and mechanical from electromagnetic waves;
Wavelength)
3 Wave Velocity relate the characteristics of waves;

describe the characteristics of sound using the concepts

II Sound of wavelength, velocity, and amplitude;
I explain sound production in the human voice box, and how
1 Types of Waves pitch, loudness, and quality of sound vary from one person to
another;
describe how organisms produce, transmit, and receive sound
of various frequencies (infrasonic, audible, and ultrasonic
sound);
 LEARNING COMPETENCIES - NEW
I Waves NORMAL -
I
1 Types of Waves infer that waves carry energy;

3
Characteristics of Waves
(Amplitude and
Wavelength)
Wave Velocity
differentiate transverse from longitudinal waves, and
mechanical from electromagnetic waves;

relate the characteristics of waves;

X
describe the characteristics of sound using the concepts
II Sound of wavelength, velocity, and amplitude;
I
X
explain sound production in the human voice box, and how
1 Types of Waves pitch, loudness, and quality of sound vary from one person to
another;

X
describe how organisms produce, transmit, and receive sound
of various frequencies (infrasonic, audible, and ultrasonic
sound);
 LEARNING COMPETENCIES BEFORE NEW
I Light
NORMAL
V Intensity or Brightness
relate characteristics of light such as color and intensity
1 to frequency and wavelength;

2 Color infer that light travels in a straight line;

V Heat

1 Heat Transfer infer the conditions necessary for heat transfer to occur;

V Electricity
I Charges describe the different types of charging processes; and
1

2 Charging Processes explain the importance of earthing or grounding.

 LEARNING COMPETENCIES - NEW
I Light NORMAL -
V relate characteristics of light such as color and intensity
D
1 Intensity or Brightness to frequency and wavelength; PHRASE
RE
2 Color infer that light travels in a straight line;
X
V Heat

1 Heat Transfer infer the conditions necessary for heat transfer to occur;

V Electricity
I Charges describe the different types of charging processes; and
1

2 Charging Processes explain the importance of earthing or grounding.

BEFORE NEW - NEW
NORMAL NORMAL -

X
X
SED
REPHRA
BEFORE NEW - NEW
NORMAL NORMAL -

X
BEFORE NEW - NEW
NORMAL NORMAL -

X A SED
RE P H R