Final Draft 2010 Secondary Education Curriculum With Curriculum Guide

SECONDARY EDUCATION CURRICULUM(SCIENCE)

Program Standard: The learner demonstrates understanding of basic Science concepts and processes in an integrative way to solve problems critically, think innovatively/creatively and make informed decisions in order to protect the environment, conserve resources and sustain quality life.

General StandardFirst Year

Integrated Science

General StandardSecond Year

Integrative Biology

General StandardThird Year

Integrative Chemistry

General StandardFourth Year

Integrative PhysicsThe learner demonstrates understanding of fundamental concepts and processes in, Chemistry, Physics, Space Science and Ecology in an integrative way to analyze/solve problems critically, think innovatively/creatively, and make informed decisions in order to protect the environment, conserve resources and sustain quality life.

The learner demonstrates understanding of basic concepts and processes in Biology deepened by other disciplines to analyze/solve problems critically, think innovatively/creatively, and make informed decisions in order to protect the environment, conserve resources and sustain quality life.

The learner demonstrates understanding of basic concepts and processes in Chemistry deepened by other disciplines to analyze/solve problems critically, think innovatively/creatively, and make informed decisions in order to protect the environment, conserve resources and sustain quality life.

The learner demonstrates understanding of basic concepts and processes in Physics deepened by other disciplines to analyze/solve problems critically, think innovatively/creatively, and make informed decisions in order to protect the environment, conserve resources and sustain quality life.

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General Standard: The learner demonstrates understanding of fundamental concepts and processes in Chemistry, Physics, Space Science and Ecology in an integrative way to analyze/solve problems critically, think innovatively/creatively, and make informed decisions in order to protect the environment, conserve resources and sustain quality life.

Quarter 1 A – The Scientific MethodStage 1: Results/Outcomes Stage 2: Assessment

Standard Essential Product / Performance

Level of Understanding Level of PerformanceContent Performance Understanding Question

The learner demonstrates understanding on scientific methods.

I. Formulating Research Problem

1. Definition and sources of research problem/ topic

2. Selection of community-based research problem/ topic

3.Main and sub-objectives of research problem/ topic

4. Significance of the research problem/ topic

5. Scope and limitations

6. Variables

II. Formulating Hypothesis

III. Planning the Research Design

1.Research as a process

2.Applied and basic research

Learners perform in groups at least one teacher-guided community-based investigation using scientific method(s).

Scientific methods are valuable when internalized as a process to: a) solve problems in life; b) explain natural phenomena, and c) develop/invent useful products.

When do scientific methods become valuable?

Conduct of a teacher-guided community-based science investigation using scientific methods

EXPLANATION

Synthesize how scientific knowledge is acquired and validated.

Criteria

a. Thorough (explaining all needed steps of scientific methods used until conclusions are reached to generate scientific knowledge; and explaining how results of science investigations are subjected to review and testing of other scientists)

b. Clear (expressing with clarity the scientific thought in oral or written form)

c. Justifiable ( providing depth and breadth of scientific reasoning)

INTERPRETATION

Make sense of the importance of translating the data collected through tables and graphs while using scientific methods.

Performance assessment of the conduct of a teacher-guided science investigation based on the following criteria:

Community-based

Using scientific methods

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Stage 1: Results/Outcomes Stage 2: AssessmentStandard Essential Product /

PerformanceLevel of Understanding Level of

PerformanceContent Performance Understanding Question3. Experimental design

4. Time Table

5. Materials and methods

IV. Conducting Actual Experiment

1.Use of

laboratory apparatus

2.Precision and accuracy

3.Proper handling and disposal procedures

4.Notetaking and data collection (using qualitative and quantitative observations)

V. Detecting Patterns and Trends

1. Classification of data

2.Use of graphs and tables

3.Describing data

4. Testing of hypothesis

VI. Making Conclusions and Recommendations

VII. Abstract Writing

Criteria

a. Meaningful ( giving brief yet substantial discussion on the importance of graphing/ tabulating data while using scientific methods)

b.Illustrative (using given graphed or tabulated data to show relationships or connections between organizing or transforming raw data and the provision of a more compact and organized way based on specific purposes; how relationships or connections can be used in determining pattern and trend)

APPLICATION

Use scientific methods in solving problem at home/community (eg. increase of insect pests) considering either economic, social, cultural or other factors.

Criteria

a. Appropriate (illustrating how scientific method(s) can be used/ adapted/ customized in solving problems at home or community)

b.Practical (discussing how scientific methods can be done easily to solve a

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PerformanceContent Performance Understanding QuestionVIII. Peer Review problem at home or in the community)

c.Efficient (expounding how time and resources can be used productively, how safety measures can be done throughout the investigation, and how data can be recorded objectively or honestly)

d.Effective (discussing how the desired/ expected results/outputs can be achieved after using scientific method/s)

PERSPECTIVE

Analyze how approaches/ procedures of investigations done by some scientists differ from or similar to those of others.

Criteria

a. Insightful (providing similarities and differences on the approaches/ procedures after considering all situations/ views)

b.Credible (using authoritative sources of information while expounding similarities and differences)

c.Reflective of critical thinking (combining research, knowledge of historical context, and balanced

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PerformanceContent Performance Understanding Questionjudgment to prove similarities and differences; becoming skeptical of another view point based on very small sample of data; distinguishing between irrelevant and relevant or inaccurate and accurate information, and appropriate and inappropriate analogies)

EMPATHY

Assume the role of a scientist.

Be open to emulate scientists the way they develop their attitudes and values while using scientific method/s.

Criteria

a. Perceptive (recognizing scientific attitudes and values developed by scientists while doing scientific method/s)

b. Receptive (accepting readily/ willingly that these scientific attitudes and values must be developed by scientists and oneself)

c. Responsive (exhibiting how scientists develop scientific attitudes and values while using scientific methods)

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PerformanceContent Performance Understanding Question

SELF-KNOWLEDGE

Recognize one’s best contribution to community using scientific method.

Criteria

a. Reflective(becoming aware of one’s limitations in applying scientific methods, and of how one’s thought is influenced/ shaped by these)

b.Responsive (reacting positively as a result of change in one’s view from using scientific method/s; reacting positively showing how the learner can use scientific methods beneficial to the community)

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Quarter IB - Matter



PerformanceContent Performance Understanding QuestionThe learner demonstrates understanding on changes in properties of matter.

I .Properties and Phases of Matter

1.Properties of matter (physical: extensive or intensive; chemical)

2. Phases of matter (solid, liquid, gas and plasma)

II. Classification of Matter

I. Substances (elements : metals, non-metals and metalloids; compounds: inorganic & organic, acids, bases and salts)

2. Mixtures (homogeneous/ heterogeneous; types of mixtures (solutions, suspensions and colloids), their characteristics and uses)

III. Effects of Physical and Chemical Changes on Health and the Environment

Learners, working in groups, manifest understanding on changes in properties of matter and their benefits to one’s health and the environment through creating innovative, marketable, replicable and cost-effective products.

Understanding on changes in properties of matter is important when manifested in creating products that are significantly beneficial to one’s health and the environment.

How does understanding on changes in properties of matter become beneficial?

Manifestation of understanding on changes in properties of matter through creation of innovative, marketable, replicable and cost-effective products that are beneficial to one’s health and the environment.

EXPLANATION

Prove that matter undergoes physical or chemical change or both.

Criteria:

a. Thorough ( discussing completely why matter undergoes physical or chemical change or both)

b.Justifiable ( providing depth and breadth of scientific reasoning)

c.Clear (expressing with clarity scientific thoughts in written or oral form)

INTERPRETATION

Make sense of the data gathered from investigations that indicate changes in properties of matter.

Criteria:

a. Meaningful (drawing inference or making justification on the data presented) b. Illustrative (discussing accurately and comprehensively the details of

Performance assessment of the manifestation of understanding on changes in properties of matter through creation of product(s) based on the following criteria:

Innovativeness/ creativity- originality

- critical thinking in finding ways/means to produce the product

Marketability- quality

- aesthetic value

- usability

Replicability of the production processes

- easy/simple production process

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PerformanceContent Performance Understanding Questioninformation)

APPLICATION

Propose ways on how understanding on changes in properties of matter can be used in life.

Criteria

a. Appropriate (proposing ways or approaches in regard to how the understanding on changes in properties of matter can be used/adapted/ customized in relation to one’s life)

b.Practical (suggesting how these ways or approaches can be done easily)

c.Efficient (expounding how the proposed ways or approaches will employ the productive use of time and resources)

d.Effective (achieving the desired result in using the understanding on changes in properties of matter)

PERSPECTIVE

Argue on the use of some commercially available products (fertilizers, detergents, instant noodles,

- availability of materials

Cost- effectiveness- quality product at low cost

- availability of materials

Manifestation of changes in properties of matter

Benefits to one’s health and the environment

- usability

- practicality

- safety in using the product

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PerformanceContent Performance Understanding Questiontoothpaste, shampoos, automobiles, toys with high content of lead, milk and other dairy products with melamine content, refrigerators , etc..) based on their effects on health and the environment.

Criteria

a. Insightful (developing one’s argument after considering all effects of some commercially-available products on health and the environment)

b.Credible (citing authoritative sources of information while arguing or defending a point of view)

c.Reflective of critical thinking (combining research, knowledge of historical context, and balanced judgment to choose the most reasonable view based on objectivity and discretion to disregard personal biases/ prejudices)

EMPATHY

Role play a worker’s feeling (that of a farmer, fisherman, etc – depending on the context of learner’s community) when there is less production due to some changes/practices that evolved

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PerformanceContent Performance Understanding Question(long term use of pesticides, rampant use of illegal fishing activities, etc).

Criteria

a. Perceptive (recognizing the problem a worker faces)

b. Receptive (accepting readily/ willingly a worker’s feeling about the less yield of products due to some changes (changes in properties of the soil, long term use of pesticides, rampant use of illegal fishing activities, etc…)

c.Sensitive (demonstrating how a worker reacts to this situation)

SELF-KNOWLEDGE

Realize how understanding on changes in properties of matter affects one’s view on health and the environment.

Criteria

a. Reflective (becoming aware how one’s view on health and the environment is affected by the understanding on changes in properties of matter)

b.Responsive (reacting positively as a result of redirecting/ changing one’s

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PerformanceContent Performance Understanding Questionthought or view)

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Quarter 2A – The Laws of Motion



PerformanceContent Performance Understanding QuestionThe learner demonstrates understanding on the laws of motion.

I. Description of Motion

1.Distance, displacement, speed and velocity

2.Uniform velocity & uniform acceleration

3.Free fall, projectile and circular motion

II. Cause of Motion

1. Newton’s laws of motion

a. Force and Inertia: the first law

b. Force, mass, and acceleration: the second law

c. Action and reaction: the third law

III. Forces and the Laws of Motion

1. Mass, weight and gravity

2. Friction

3.Equilibrium

Learners, working in pairs, integrate their understanding on the laws of motion in a clear, practical/ applicable and comprehensive guide on safety and protection.

The laws of motion are valuable when integrated in observing safety measures.

In what ways are the laws of motion important?

Integration of the laws of motion in a clear, practical/ applicable and comprehensive guide on safety and protection

EXPLANATION

Predict when an accident is bound to happen (because something / someone in the incident did not consider the laws of motion). Justify.

Criteria

a. Accurate (using correct science concept/s behind the cited event)

b.Clear (expressing with clarity scientific thoughts in written / oral form)

INTERPRETATION

Translate by using graphs, the varied motion of bodies in real life.

Criteria

a. Accurate (presenting true and correct illustrations)

b.Comprehensive (presenting possible motion examples existing in real life)

Performance assessment of integration of the laws of motion in a guide on safety and protection based on the following criteria:

Clarity

Practicality/ Applicability in varied contexts

Comprehensiveness

Accuracy (accurate integration of the laws of motion)

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PerformanceContent Performance Understanding QuestionIV. Implications of the Laws of Motion on safety and protection

APPLICATION

Propose ways on how the laws of motion can be used in life.

Criteria

a. Appropriate (citing the laws of motion that fits the situation / event)

b. Effective (achieving the desired result)

PERSPECTIVE

Argue the need for safety gadgets or protective devices /gears when engaged in fast moving activities (cycling, running, playing rough games, etc.).

Criteria

a. Credible (citing authoritative source/s of information while arguing for or against a point of view) b.Insightful (creating one’s own view after considering all the situations)

EMPATHY

Assume the role of a victim of an accident due to inability to apply the

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PerformanceContent Performance Understanding Questionlaws of motion.

Criteria

a. Receptive (becoming ready / willing to accept that humans fail to remember to take precautions either due to negligence or lack of knowledge)

b.Perceptive ( recognizing emotions of others)

c.Responsive (exhibiting other’s feelings and reciprocate it in some ways)

SELF-KNOWLEDGE

Realize that the laws of motion help one become safety conscious.

Criteria

a. Reflective (becoming aware of how one’s thoughts are influenced by certain factors like accidents which happen because some people neglect to consider the laws of motions)

b.Responsive (reacting positively from one’s understanding of the laws of motion)

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Quarter 2B – Energy Transfer



PerformanceContent Performance Understanding QuestionThe learner demonstrates understanding on energy transfer.

I. Energy Transfer (spontaneous transfer of energy, deliberate transfer of energy, work, machines, kinetic and potential energy, power and efficiency of machines, power rating of electrical appliances, human activities that impact on the thermal environment)

II. The Law of Conservation of Energy

III. Conserving Energy and Energy Resources (energy use and sources)

Learners, working in groups, advocate wise use of energy and its alternative sources in the community through a cooperatively planned, relevant, comprehensive, accurate and creative or innovative activity.

Advocating for efficient energy transfer is a means of using energy resources wisely and its alternative sources in the community.

Why should we advocate for efficient energy transfer?

Conduct of advocacy for wise use of energy and its alternative sources through a cooperatively planned, relevant, comprehensive, and creative or innovative activity

.

EXPLANATION

Demonstrate how energy is transferred efficiently.

Criteria

a. Accurate (giving correct data / information)

b.Clear (expressing with clarity the scientific thought)

c.Thorough (giving complete explanation in terms of how energy is transferred efficiently in two or more ways)

d.Justifiable (providing depth and breadth of scientific reasoning)

INTERPRETATION

Evaluate how energy is conserved as reflected in the different power ratings of electrical appliances.

Criteria

a. Illustrative (discussing in details how power ratings vary)

b.Meaningful (showing the importance

Performance assessment of the conduct of advocacy activity for wise use of energy and its alternative sources in the community based on the following criteria:

I. Cooperation

Teamwork (members work together; each member performs a specific task)

Communication (members communicate thought processes and strategies by asking questions, discussing ideas, offering constructive criticisms, and summarizing discoveries as a result of the group’s effort to come up with

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PerformanceContent Performance Understanding Questionof having different power ratings by relating these to conserving energy)

c.Accuracy (computing energy use of appliance/s of different power ratings)

APPLICATION

Propose ways to minimize energy consumption.

Criteria

a. Appropriate (expressing varied ways how energy consumption can be minimized within one’s context or experience)

b.Practical (illustrating how such ways can be done easily)

c.Efficient (expounding how these proposed ways can be done using time and resources productively)

d.Effective (presenting documents showing that desired results are achieved)

PERSPECTIVE

Infer how proposed ways to minimize energy consumption contribute to global campaign on the wise use of energy.

an advocacy)

2. Relevance/ suitability in the context of one’s community

3. Comprehensiveness

4. Innovativeness/ Creativity in the design and/or implementation of the activity

5. With a focus on the wise use of energy and its alternative sources in the community

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PerformanceContent Performance Understanding QuestionCriteria

a. Credible(citing authoritative source of information / data while arguing for/against a view)

b. Reflective of critical thinking (reaching the view impartially and without bias by combining research, knowledge of historical context, and having a balanced judgment)

c.Insightful ( creating one’s own view after considering all the situations / views)

EMPATHY

Imagine how you will live in a world characterized by the abundance of non-useful form of energy.

Criteria

a. Receptive (being ready / willing to accept the possibility of having a lack of useful form of energy)

b.Perceptive (recognizing emotions / world view of others)

c. Responsive (exhibiting other’s feelings or worldview and able to reciprocate it)

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PerformanceContent Performance Understanding QuestionSELF-KNOWLEDGE

Recognize the need to use energy and its alternative sources wisely.

Criteria

a. Reflective (becoming aware of how one’s thoughts are influenced by certain factors (e.g., acquisition of a comprehensive knowledge and skills on energy demands)

b.Responsive (reacting positively from one’s understanding of energy transfer)

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Quarter 2C – Plate Tectonics



PerformanceContent Performance Understanding QuestionThe learner demonstrates understanding on plate tectonics

I. Evidence of Plate Tectonics

1.Lithosphere and asthenosphere

2.Continental drift theory

3.Seafloor spreading

4.Relationship of laws of motion & energy transfer to plate tectonics

II. Managing Effects of Natural Phenomena associated with Plate Tectonics

1.Earthquake

a. Causes of earthquake

b. Damages caused by earthquake on human lives and the environment.

c. Earthquake and tsunami

d. Management of damages caused by earthquake

Learners, working in pairs, manage the effects on human lives and the environment of events associated with plate tectonics through informed decision making.

Understanding on plate tectonics helps us realize that we share the same planet in which there are many events whose effects should be managed because they inevitably affect human lives and the environment.

What does understanding on plate tectonics tell us?

Informed decision making on actions learners need to take to manage the effects on human lives and the environment of events associated with plate tectonics

Explanation

Describe how plate tectonics cause earthquakes and formation of mountains and volcanoes.

Criteria

a. Thorough (explaining the science concepts how earthquakes and formation of mountains and volcanoes are caused by plate tectonics)

b.Clear (expressing with clarity the scientific thought in oral or written form)

c.Justifiable ( providing depth and breadth of scientific reasoning)

d. Accurate (providing correct science concepts in explaining how earthquakes, and formation of mountains and volcanoes are caused by plate tectonics)

INTERPRETATION

Make sense of the connections involving recent occurrences of earthquakes and tsunamis that affected countries around the world.

Performance assessment of the learner’s capability to make decisions based on the following criteria:

1.informed decision

2. Actions learners need to take to manage the effects on human lives and the environment of events associated with plate tectonics.

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2.Mountain formation

a. Plate tectonics and formation of types of mountain

3.Volcanoes

a. Types of volcanoes

b.Volcanic activities

c.Effects of volcanic eruptions on humans and the environment

d.Making predictions for the country in regard to volcanic activities

e.Monitoring and safeguards for volcanic activities

Criteria

a. Meaningful (seeing the connections within the immediate context of the learner)

b.Illustrative (discussing in detail the connections involving recent occurrences of earthquakes and tsunamis among countries)

APPLICATION

Propose implementation of safety measures before, during, and after the occurrence of earthquakes, tsunamis and volcanic eruptions.

Criteria

a. Appropriate (providing safety measures before, during, and after the occurrence/s of these natural phenomena and telling how such measures can be used, adapted and customized in different/several situations or contexts)

b.Practical (discussing how safety measures can be done easily)

c.Efficient (expounding how time and resources can be used productively while using, adapting and customizing such safety measures )

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PerformanceContent Performance Understanding Questiond.Effective(discussing how the desired/ expected results can be achieved after using safety measures)

PERSPECTIVE

Analyze government efforts (international, national and local) in reducing damages of earthquakes, tsunamis and volcanic eruptions reasonable based on cost effectiveness.

Criteria

a. Insightful (developing one’s view after considering all government efforts in reducing damages of earthquakes and volcanic eruptions)

b.Credible (citing authoritative/primary sources of information while arguing for the reasonability of government efforts in reducing damages of earthquakes and volcanic eruptions based on the cost effectiveness analysis)

c.Reflective of critical thinking (combining research, knowledge of historical context, and balanced judgment to prove the reasonable or unreasonable government efforts in reducing damages of earthquakes and volcanic eruptions based on cost

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PerformanceContent Performance Understanding Questioneffectiveness analysis)

EMPATHY

Imagine what other people feel and how they adjust while living in areas frequented by earthquakes, tsunamis or volcanic eruptions.

Criteria

a. Perceptive (recognizing the effects on people living in areas frequented by earthquakes and volcanic eruptions)

c.Sensitive (exhibiting what these people feel and how they adjust as a result of experiencing effects of these natural phenomena)

SELF-KNOWLEDGE

Self-assesses how the understanding on reducing damages of earthquakes, tsunamis and volcanic eruptions shapes/influences one’s beliefs and values on volunteerism.

a. Reflective (becoming aware of how one’s beliefs and values on volunteerism are influenced/ shaped by knowledge on reducing damages brought about by earthquakes and volcanic eruptions)

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PerformanceContent Performance Understanding Questionb.Responsive (reacting positively/how one must behave as a result of changing one’s beliefs and values on volunteerism)

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Quarter 3A – Sun-Moon-Earth System

Stage 1: Results/Outcomes 1Stage 2: AssessmentStandard Essential Product /


PerformanceContent Performance Understanding QuestionThe learner demonstrates understanding on effects of the Sun-Moon-Earth System.

I. Day and Night Cycle

1.Causes of day and night cycle

2.Effects of day and night cycle on human activities related to health, livelihood and transportation

3. Human practices/ superstitious beliefs common in the community related to the phenomenon

II. Seasonal Patterns

1.Causes of seasonal patterns

2. Effects of seasonal patterns on human activities related to health, livelihood and transportation


Learners, working individually or in groups, make informed decision to manage the effects of the Sun-Moon-Earth System on activities related to livelihood, health and transportation.

Understanding on the Sun-Moon-Earth System is valuable when used making informed decision to manage its effects on activities involving livelihood, health and transportation.

In what way is the understanding on the Sun-Moon-Earth System valuable?

Informed decision making on actions learners need to take to manage the effects of the Sun-Moon-Earth System on activities related to livelihood, health and transportation.

EXPLANATION

Demonstrate how the Sun-Moon-Earth System causes different natural phenomena.

Criteria

a. Thorough (explaining science concepts behind each natural phenomenon caused by Sun-Moon-Earth System)


c.Justifiable ( providing depth and breadth of scientific reasoning)

d. Accurate (providing correct science concepts in explaining how each phenomenon is caused by Sun-Moon-Earth System)

INTERPRETATION

Illustrate through graphs the phenomena caused by the Sun-Moon-Earth System

Performance assessment of the learner’s capability to make decisions based on the following criteria:

1.informed decision

2. Actions learners need to take to manage the effects of the Sun-Moon-Earth System on activities related to livelihood, health and transportation.

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III. Phases of the moon

1.Causes of phases of the moon

2. Effects of phases of the moon on human activities related to health, livelihood and transportation


IV. Eclipses

1.Causes of eclipses

2. Effects of eclipses on human activities related to health, livelihood and transportation


V. Tides

1.Causes of tides

2. Effects of tides on human activities related to health,

Criteria

a. Meaningful (providing substantive information of the phenomena being illustrated )

b. Accuracy (depicting correct data or information through graphs)

APPLICATION

Propose ways of adopting/adapting safety measures during the occurrence of some natural phenomena caused by Sun-Moon-Earth System.

Criteria

a. Appropriate (providing safety measures during the occurrence/s of these natural phenomena and telling hhow such measures can be used, adapted and customized in different/several situations or contexts)

b.Practical (discussing how safety measures can be done easily)

c.Efficient (expounding how time and resources can be used productively while using, adapting and customizing such safety measures)

d.Effective (discussing how the desired/ expected results can be achieved after

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PerformanceContent Performance Understanding Questionlivelihood and transportation using safety measures)

PERSPECTIVE

Infer on the adequacy and/or insufficiency of evidence of superstitious beliefs and community practices related to natural phenomena caused by the Sun-Moon-Earth System.

Criteria

a. Insightful (developing one’s view after considering all superstitious beliefs and community practices related to natural phenomena caused by the Sun-Moon-Earth System)

b.Credible ( citing authoritative/primary sources of information while arguing for limited or adequate evidences of superstitious beliefs and community practices)

c.Reflective of critical thinking (combining research, knowledge of historical context, and balanced judgment to prove the limitations or adequacy of evidences for superstitious beliefs and community practices; becoming skeptical of arguments based on small samples of data, biased samples or samples for which there was no control sample; distinguishing

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PerformanceContent Performance Understanding Questionbetween irrelevant and relevant or inaccurate and accurate information, illogical and logical conclusions, and appropriate and inappropriate analogies)

EMPATHY

Relate how people living in different topographical locations (highland, lowland, coastal areas, riverbanks, etc) might feel about being affected by the Sun-Moon-Earth System.

Criteria

a. Perceptive (recognizing the effects of the Sun-Moon-System methods to people living in different topographical locations)

c.Sensitive (exhibiting what these people feel and how they adapt as a result of the effects of the Sun-Moon-Earth System they have been experiencing)

SELF-KNOWLEDGE

Reflect on how the understanding on Sun-Moon-Earth System influences one’s beliefs, behavior, practices and way of life.

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PerformanceContent Performance Understanding Questiona. Reflective (becoming aware of how one’s beliefs, behavior, practices and way of life are influenced/ shaped by the understanding on Sun-Moon-Earth System)

b.Responsive (reacting positively/how one must behave as a result of changing one’s view)

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Quarter 3B – Earth and Space Explorations

Stage 1: Results/OutcomesStage 2: Assessment


Level of Understanding Level of PerformanceContent Performance Understanding QuestionThe learner demonstrates understanding on earth and space explorations.

I. Space-based Observations of the Earth (historical development, types and uses of satellites in exploring mineral deposits, weather events, topography, etc)

II. Explorations of Earth’s Waters (Earth as the water planet, freshwater resources, ocean systems and ocean environments)

III. Earth-based and Space-based Observations of Space (historical development of astronomy form ancient to modern, technologies or tools used to explore the space: telescopes, spacecrafts, orbiters, landers, probes and flyby; space flights and challenges encountered by astronauts/ cosmonauts, explorations within the Solar System, explorations outside of the Solar System)

Learners, working in groups, advocate the use of technologies and recent discoveries/ breakthroughs resulting from earth and space explorations for the benefit of society.

Earth and space explorations lead to breakthroughs/ discoveries and develop technologies, the use of which should be advocated for the benefit of society.

To what extent are earth and space explorations useful? Explain.

Conduct of an activity clearly advocating the use of technologies and recent discoveries or breakthroughs resulting from earth and space explorations for the benefit of society

EXPLANATION

Describe in your own words the significance of advances in earth and space explorations.

Criteria

a. Thorough (explaining completely the significance of advances in earth and space explorations )


c.Justifiable (providing depth and breadth of scientific reasoning)

INTERPRETATION

Evaluate the advances made through earth and space explorations.

Criteria

a. Meaningful (giving substantial insights about earth and space explorations)

b. Illustrative (discussing in detail these insights using varied examples; becoming aware that there may be more than one

Performance assessment of an advocacy activity based on the following criteria:

Clear advocacy on the use of technologies and recent discoveries and breakthroughs resulting from earth and space explorations

Beneficial to society

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Level of Understanding Level of PerformanceContent Performance Understanding QuestionIII. Recent Discoveries or Breakthroughs (latest information/ discoveries about earth and space, latest theories developed on space/ universe, benefits of the society from spin-offs of technologies used in earth and space explorations)

way to interpret data on space explorations)

APPLICATION

Use practically the information gained from space-based observations of the Earth.

Criteria

a. Appropriate (discussing how the information gained from spaced-based observations of the earth can be used, adapted and customized daily in one’s context)

b.Practical (illustrating how the use, adaptation and customization of these information can be done easily)

c.Efficient (expounding how the use of these information employs the productive utilization of time and resources)

d.Effective (discussing how the desired/ expected results can be achieved after using the information from space-based observations of the earth)

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PERSPECTIVE

Infer on the risks and cost effectiveness of efforts done in earth and space explorations.

Criteria

a. Insightful (developing one’s view after considering all efforts in earth and space explorations)

b. Credible (citing authoritative/primary sources of information while arguing for the reasonability of efforts in earth and space explorations based on the cost effectiveness analysis)

c.Reflective of critical thinking (combining research, knowledge of historical context, and balanced judgment to prove the reasonable or unreasonable efforts in earth and space explorations based on cost effectiveness analysis)

EMPATHY

Role play how astronauts/ cosmonauts or oceanographers might feel about adjusting to problems in earth or space explorations.

a. Perceptive (recognizing problems faced by astronauts/ cosmonauts or

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oceanographers during earth or space explorations)

b. Receptive (accepting readily/ willingly the feeling of astronauts/ cosmonauts about adjusting to problems encountered during earth or space explorations)

c. Responsive (exhibiting how cosmonauts/ astronauts or oceanographers feel and adjust to problems encountered during earth or space explorations)

SELF-KNOWLEDGE

Be aware on how information from earth and space explorations help one become more objective and appreciative of the wonders of nature.

Criteria

a. Reflective (becoming aware that information from earth and space explorations make one objective and appreciative of wonders of nature)

b.Responsive (reacting positively as a result of having information from earth and space explorations changed one’s view)

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Quarter 4 – Basics of Ecology and Human Impact on Ecosystems


PerformanceLevel of Understanding Level of Performance

Content Performance Understanding QuestionThe learner demonstrates understanding on basics of ecology and human impact on ecosystems.

I. Basics of Ecology

1.Basic units of ecology (organism to biosphere

2.Components of ecosystem (ecological communities, ecological habitats, ecological niches)

3.Functions of ecosystem (self-regulating: carrying capacity, maximum sustainable yield, waste assimilative capacity, natural enemies; self- perpetuating)

II.Human Impact on Ecosystems

1.Altering biotic and abiotic factors

2.Human contributions to pollution and its impact on ecosystems (impact on the quality of air and water, global

Learners, working in groups, contribute to conservation of resources and/or solution of an ecological problem existing in the immediate community through the cooperative conduct of an innovative/ creative environmental activity or project.

Humans, as stewards of our finite earth, are tasked to contribute to (a) conservation of resources and (b) solution of ecological problems through cooperative conduct of environmental activities or projects.

Why are humans stewards of our finite earth?

Conserving resources and/or solving an ecological problem existing in the immediate community through the cooperative conduct of an innovative/ creative environmental activity or project (either clean-up drive, eco-fun run, tree planting, rip-rapping, IGP for an environmental cause, etc.)

EXPLANATION

Prove how organisms affect the environment.

Criteria

a. Thorough (discussing completely why organisms affect the environment)

b.Justifiable ( providing depth and breadth of scientific reasoning)

c.Clear (expressing with clarity scientific thoughts in written or oral form)

INTERPRETATION

Evaluate how understanding on ecosystems benefits humans.

Criteria

a. Meaningful (giving the importance of ecosystems using one’s immediate context) b.Illustrative (discussing vividly how ecosystems are valuable to humans)

Performance assessment of a conduct of an environmental activity based on the following criteria:

1. Cooperation

Teamwork ( members work together; each member performs a specific task)

Communication (members communicate thought processes and strategies by asking questions, discussing ideas, offering constructive criticisms, and summarizing discoveries as a result of the group’s involvement in an environmental activity)

2. Innovativeness/ Creativity

Active learning

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Content Performance Understanding Questionwarming and climate change)

III. Seven (7) Environmental Principles (nature knows best, all life forms are important, everything is connected to everything else, everything changes, everything must go somewhere, ours is a finite earth, and humans are stewards of nature)

APPLICATION

Design how resources can be sustained using basic concepts of ecology.

Criteria

a. Appropriate (discussing how each key concept of ecology can help in sustaining resources)

b.Practical (illustrating how the design can be done easily)

c.Efficient (expounding how the use of these key concepts will result to utilizing time and needed materials/ equipment productively)

d.Effective (discussing how the desired/ expected results-eg.sustaining resources, can be achieved after using important concepts of ecology)

PERSPECTIVE

Argue on “thinking globally and acting locally” to protect ecosystems.

Criteria

a. Insightful ( developing one’s own view after exhausting all views about

(group members explore new ways or approaches to address an ecological problem

3. Contribution to conservation of resources and/or solution of an ecological problem existing in the immediate community

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Content Performance Understanding Question“thinking globally and acting locally”)

b.Credible ( citing authoritative sources of information while arguing or defending one’s view)

c.Reflective of critical thinking (combining research, knowledge of historical context, and balanced judgment to choose the most reasonable view; distinguishing between irrelevant and relevant or inaccurate and accurate information, logical and illogical conclusions, and appropriate and inappropriate analogies)

EMPATHY

Assume the role of an environmentalist committed to protect the Earth.

Criteria

a. Perceptive (recognizing the task of an environmentalist to the Earth)

b. Receptive (accepting readily/ willingly that every environmentalist is tasked to protect Earth)

c. Responsive (exhibiting the task of an environmentalist to protect the environment and conserve Earth’s

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Content Performance Understanding Questionresources)

SELF-KNOWLEDGE

Realize one’s contribution to environmental protection and conservation of resources.

Criteria

a. Reflective (becoming aware of one’s contribution to environmental protection and conservation)

b.Responsive (reacting positively as a result of redirecting/ changing one’s thought or view)

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Final Draft 2010 Secondary Education Curriculum With Curriculum Guide

Documents

accepting readily willingly

offering constructive criticisms

results outcomes standard content3

illegal fishing activities

desired expected results

make informed decisions

analyze solve problems critically

make decisions based