AS4 Scie 2- BEED 2

INTRODUCTORY MODULE
Lesson 1: The DepEd Science Framework and Curriculum
Key Stages in K To 12
Teaching Science in the Elementary Grades is a two-semester course. The first semester
covers Chemistry and Biology (Vol. 1) and the second semester covers Physics and Earth and
Space (Vol. 2). This arrangement is based on the spiral curricula of the Department. Hence, this
work text will focus on the two major branches of Science. These branches are aligned to the
DepEd curriculum for elementary science. Physics is composed of two modules while Earth and
Space comprise three modules. To allow effective transfer of learning and teaching, Volume 2
follows the design of the first volume. Each lesson follows 5E’s as its design: ENGAGE,
EXPLORE, EXPLAIN, ELABORATE and EVALUATE. Each lesson is introduced by a science
concept and lesson outcomes. This will guide the user on what to accomplish at the end of the
lesson which is in line with the principle of Outcome-Based Education (OBE).
LESSON CONCEPT
Science in basic education is anchored on a framework and the curriculum addresses each
key stage in K to 10.

LESSON OUTCOMES
At the end of the lesson, the learner should have:
1. Described the science conceptual framework and the curriculum key stages in K-10.
2. Discussed the key stages relative to the grade levels and the two branches of science.

ENGAGE
Welcome to the two branches of Science which you will teach in science in the elementary
level of the basic education. Physics and Earth and Space are science areas that you will enjoy
learning and teaching.
How will you mount your picture, so that it would be stable on the wall?
Of course, you will place it in a picture frame, to make it stable. Like the picture frame, the
Department of Education provided a Science Framework upon which the curriculum is based.
Also, in order to make the curriculum more stable, science in the curriculum is introduced in
different key stages across basic education.
Would you like to learn more about the science framework and the science key stages?
A. SCIENCE CURRICULUM FRAMEWORK

The diagram shows that the ultimate goal of the science curriculum is to produce learners
who are scientifically, environmentally, technologically, and engineering literate young adults. To
achieve this goal, three very important components are highlighted:
1. understanding and applying scientific knowledge;
2. performing scientific processes and skills;
3. developing and demonstrating scientific attitude and values.
The indicators of these components are achieved and developed of the scientifically literate
learners become:
• critical and creative problem solver;
• responsible steward of nature;
• innovative and inventive thinker;
• informed decision maker; and
• effective communicator.
 How can these literacy skills be developed? The Framework shows an interconnected models
approaches and practices which are anchored on several learning theories.
Furthermore, the whole framework has embedded assessment and monitoring processes.
B. KEY STAGES IN SCIENCE CURRICULUM
How is science presented across the basic education curriculum?
There are three Key Stages in the Basic Education curricula. The stages are clusters of
grade levels from Kindergarten to Grade 10 or Junior high school. Each stage has corresponding
standards expressed in specific objectives corresponding to grade levels.
Key Stage 1 (K to G 3)
Key Stage 2 (G 4 to G 6)
Key Stage 3 (G 7 to G 10)
Key Stage 1 Standards- Kindergarten to Grade 3
Elementary Science in Key Stage 1 ensures that every learner
• acquires understanding of the properties of objects around them;
• practices basic science process skills necessary for the conduct of scientific investigations; and
• exhibits curiosity and appreciation of the natural world.
Key Stage 2 Standards- Grade 4 to Grade 6
In Key Stage 2, every science learner:
• acquires knowledge and skills necessary to explain natural phenomena;
• understands and recalls science concepts and connects them with the information;
• conducts investigation safely using appropriate equipment; and
• communicates scientific observations and ideas accurately.
Key Stage 3 Standards- Grade 7 to Grade 10
A science learner in Key Stage 3, levels up knowledge and understanding, scientific skills, values
and attitudes. To achieve this objective, the learner in high school
• applies science concepts in designing scientific investigations and/or possible solutions to real-
world problems;
• evaluates scientific evidence in drawing interpretations and conclusions;
• exhibits critical and analytical thinking in making decisions in scientific contexts; and
• demonstrates desirable attitudes and skills in conducting scientific investigation.

EXPLAIN
THE SCIENCE FRAMEWORK
A framework for science curriculum of the DepEd provides a direction, a coverage and an
emphasis to achieve the goal of a scientifically literate person in society.
Let us understand clearly what this framework is all about so we can be guided very well
as science teachers.
The Science Framework clearly shows the following information for all science educators,
learners and the citizens as well.
In the center, we see a circle divided into three parts which represent the skills to achieve.
It is the core of the framework. The end goal of science literacy is to understand and apply scientific
knowledge, perform scientific inquiry skills and develop scientific attitudes and values. The
development of these attributes is progressive from Kindergarten to Grade 6 and beyond.
 The core components are supported by different science approaches which are:
• multi-disciplinary
• science technology and society/contextual based
• problem/issue-based learning
• inquiry-based
These approaches are anchored on time-tested and emerging sound educational pedagogy
which include the following:
• Constructivism
• Social Cognition
• Learning Styles
• Brain-based learning
Along the way all these concepts will be supported by a built in mechanism of assessment
and monitoring, thus the end goal of SCIENTIFIC, ENVIRONMENTAL and
TECHNOLOGICAL and ENGINEERING LITERACY shall be achieved.
Further on the Science Framework shall be used in all grade levels of K to 10, starting with
the basics to more complicated concepts as the learners progress in their grade levels, thus the Key
Stage Level Standards. This book will only focus on two Key Stage Levels from Kindergarten to
Grade 6 or the elementary level.

THE KEY STAGE LEVEL STANDARDS

Kindergarten to Grade 3
Although Science is not taught as a separate subject in Kindergarten up to Grade 2, there
are already content standards introduced that are infused in other basic subject areas. Formal
teaching of Science is introduced in Grade 3, thus the accumulated terminal outcomes are assessed
after Grade 3.

Grade 4 to Grade 6

From Grade 4 up to Grade 6, science learners gradually enhance scientific inquiry by

designing simple investigations by using appropriate steps or procedures. They will be
using scientific tools to gather empirical evidence, observe patterns, determine
relationships, and eventually draw conclusions based on the evidence. Learners from Grade
4 to Grade 6 can now communicate ideas in various ways and can make meaning of their
observations of the environment.

ELABORATE
Now, that the Framework and the two Key Stage Levels are briefly described, let us go into
details.
Let’s begin with the three major components found at the core of the framework.
What are the components at the core of the Framework?
1. Understanding and Applying Scientific Knowledge
A science literate learner understands what science is and applies processes to know more about
science. Science is all around us. We begin to learn science even before we go to school. In school,
we learn science as a body of knowledge. But more than that, there are science processes that
enable learners to learn more about the body of knowledge. As a body of knowledge, science is
divided into different branches. In basic education, K to Grade 6, four branches of science
knowledge are given emphasis. These are Chemistry, Biology, Physics and Earth and Space. Hence
the framework provides guidance for understanding and application of scientific knowledge in all
the four branches in the elementary level.
2. Performing Scientific Inquiry Skills
In Science, it is not all knowledge, concepts, ideas, theories, principles that are memorized and
understood. The science-oriented mind is a questioning mind. It continues to inquire or wonder. It
continues to search for an answer to the question the framework provides every opportunity for
the learner to arrive at the answers. There are processes and inquiry skills necessary in the
curriculum to achieve this goal.
3. Developing and Demonstrating Scientific Attitudes and Values
Moreover, in science, attitudes and values are of utmost importance. Attitude can be positive or
negative, as observations would reveal that there are two faces of science. This situa on has been
a ributed to the values and a tude of scien sts. However, in young learners, science should be
viewed with a posi ve no on and valued for the benefit of humankind.

Here are some positive attitudes that young science learners should develop:
a. Curiosity is an attitude that implies inquisitiveness. A desire for exploration and investigation
to learn new knowledge.
b. Open-mindedness means the willingness to search for evidence before making conclusions.
c. Perseverance is a positive attitude characterized by patience in doing something persistently
even how difficult it is to achieve a goal.
d. Skepticism seems to be a negative attitude. However, a science literate person always leaves a
doubt before totally believing. The search for evidence prior to believing is a rule of thumb.
e. Creativity and Innovation is a positive attitude that maximize the use of an imaginative mind
to produce something new.
f. Objectivity is an attitude that removes bias. A personal opinion or feelings are not considered
to represent facts or ideas.
What are the approaches, models and practices recommended by the Framework?
The framework recommends the following approaches:
1. Multi-disciplinary. Science is approached in different branches. It considers the fact that
all sciences are interrelated with each other. In Elementary Science four interconnected
sciences of Chemistry, Biology, Physics and Earth and Space are given emphasis. Each of
the branches or disciplines is not taken in isolation.
2. Contextually-based. The science curriculum is approached within the context of the
learning environment. Technology and society play a great role in designing learning
activities to be meaningful science.
3. Problem/Issues based. Problem-based learning believes that science learners should focus
not only on the what, but on the how and why they learn. A problematic situation is
confronted by learners in groups to find a solution based on their prior knowledge. It is a
 student-centered approach in teaching science which will ultimately develop self-directed
individuals.
4. Inquiry Based. This approach is based on the idea of seeking information, knowledge or
truth based on the questioning mind. Asking questions to find answers will lead to a better
understanding of facts, ideas or information. Skills, ability and habits of the inquiring
minds will lead to a higher level of learning.
With the different approaches, the following time-tested and emerging sound educational
pedagogy are recommended:
1. Constructivism. This is a learning theory that explains how individuals construct
understanding and knowledge through prior learning and reflection. There is a continuous
learning through unlearning and relearning. Active learning or use of experiential science
activities is a nature of constructivism in science.
2. Social Cognition. Introduced by Lev Vygotsky, who asserted that culture is the foundation
of individual development. Culture teaches learners both what to think and how to think
on their own or in groups. Adults or teachers will provide assistance or scaffolding to
develop independent problem solvers.
3. Learning Styles. Learning style theory is anchored on the premise that learners are created
equally but learn differently. Each individual has a preference on how to learn, based on
cognitive, emotional, emotional factors including previous knowledge and exposure.
Differentiated instruction and individualized learning are anchored on this theory. The most
common categories of learning style preference are Visual, Auditory (Aural-Oral) and
Kinesthetic (Tactile).
4. Brain-based learning. It is a student-centered learning that utilizes the whole brain and
recognizes that not all learners learn the same way. It centers around neuroplasticity or
remapping of the brain connections when learning concepts. Activities like mind mapping,
concept mapping, brain-based mapping are also related to Learning Styles.

Learning assessment and monitoring are built in and embedded in the curriculum from K to
10.

Let us now look into the details of the Key Stage Level Standards per grade level from
Kindergarten to Grade 6.

KEY STAGE LEVEL STANDARDS for KINDERGARTEN TO GRADE 6

Key Stage Level 1- Key Level Standards Related to Physics and Earth and Space

• KINDERGARTEN. In Kindergarten, a learner starts to

a. understand plants, animals and varied materials in the environments, and
b. observe general weather conditions that influence what clothes they wear and other things
in their environment.

Furthermore, these understanding will be acquired through exploration, asking questions and
observations as they infer patterns, similarities and differences that will allow them to make
conclusions. Most of their learning activities will be through play and exploration.

• GRADE 1. In Grade 1, learners

a. tell the shape, color, texture and size of things around them,
b. describe similarities and differences given two objects,
c. differentiate sounds produced by animals, vehicles, and musical instruments,
d. illustrate how things move,
e. describe the weather and what to do in different situations, and
f. ask questions and give simple answers.
Note: This grade standards are taken in other subjects, not in Science, but are Physics and Earth
and Space related.

• GRADE 2. Learners in Grade 2:

a. compare two or more objects, using two or more physical properties,
b. sort things in different ways and give reasons for doing so,
c. do simple measurement of length,
d. tell why some things around them are important,
e. practice electricity, water and paper conservation,
f. tell short stories about what they do, what they see or what they feel.
Note: The grade standards are taken from other subjects, not in Science but are Physics and
Earth and Space related.

• GRADE 3. All the basic science level standards from K to Grade 2 are assumed to have been
already achieved when they are in Grade 3 where Science is already a separate subject. In Grade
3, the standards related to Physics and Earth and Space include:
a. understand science as a study of the natural and physical world,
b. demonstrate basic science process skills such as observing, measuring, inferring and
classifying,
c. describe how objects move and what makes them move,
d. identify sources of light, heat, sound and electricity in their environment and describe their
uses and importance,
e. describe the changes in the conditions of their environment.

Key Stage Level 2 – Grade Level Standards

• GRADE 4. Upon reaching Grade 4, learners
a. apply the science process skills as they investigate the changes in some observable
characteristics of materials;
b. measure and explain the movement of objects in terms of distance and time traveled,
c. explain the effects of push and pull on the size, shape and movement of object,
d. analyze how light and sound travel, investigate their properties and characteristics,
e. distinguish the different elements of weather and apply their knowledge of weather conditions
in making decision for the day,
f. infer the importance of the Sun to life on Earth and how it drives the water cycle and weather
patterns.

• GRADE 5. Higher level standards are provided for Grade 5. The strands below relate to
Physics and Earth and Space:
a. Measure and explain the movement of objects in terms of speed traveled and represent them
graphically;
b. Infer and describe the effects of friction on objects motion;
c. Analyze how various materials react differently with heat and electricity and how these relate
to their specific uses;
d. Distinguish the various changes to earth’s materials caused by weathering and erosion;
e. Design appropriate emergency plan in preparation for a weather disturbance, and
f. Categorize the different planets according to their characteristics and illustrate how the motion
and position of the moon creates its phases.

• GRADE 6. Lastly for the elementary level, the Grade 6 standards for Physics and Earth and
Space include:
a. measure and explain the movement of objects in terms of velocity and represent them
graphically;
b. describe how gravity affects motion of people and objects;
c. recognize the different forms of energy such as mechanical (potential and kinetic)
thermal/heat, light/radiant, sound, electrical and chemical as well as energy transformation they
undergo;
d. identify and describe the uses of simple machines;
e. compare and contrast the layers of the earth and relate them to volcanic eruption and
demonstrate what to do when they occur;
f. infer that the weather follows a pattern in the course of the year;
g. deduce the pattern in the change in appearance of constellation visible in the night sky; and
h. create models of simple space technologies.

Compiled by:
Felwyn Lovely R. Na vidad, Ed.D.
January 26, 2026