• The overall goal of the Grades 3 to 10 Science
curriculum is the achievement of scientific,
environmental, and technology and
engineering literacy of all learners
Theoretical and Philosophical Bases
• Constructivism.
• Constructivist theory of learning suggests that learners
learn by expanding their knowledge based on their prior
knowledge. One of the primary goals of using
constructivist teaching is for learners to learn how to learn
when they are trained to take the initiative for their own
learning experiences. Therefore, learners learn best when
they can construct a personal understanding based on
experiencing things and reflecting on those experiences. g
and understanding.
• .
• The Social Constructivist Theory advocated by Vygotsky
suggests three important ideas on the processes of learning and
development of an individual.
• First, these processes involve co-construction with others. Social
interaction plays a key role in shaping what learners know
(cognition).
• Second, language mediates the learning process as they
communicate with others, which includes not only verbal but
also non-verbal communication. Knowledge and concepts are
conveyed in the language and modes of communication we use.
• Third, learning and development take place within cultural and
historical contexts. This means that learners' participation in the
classroom and in school is also influenced by other institutions
in which they participate, such as their home and community.
• Brain-based theories of learning,
learners learn differently as they age, grow, and
mature cognitively, emotionally, and socially. It
strongly suggests that learning can be improved
and accelerated if teachers structure educational
experiences in the classroom to reflect
conditions that facilitate learning and improve
brain functions and health and deliver lessons
based on the science of learning.
• Vygotsky’s Zone of Proximal Development
(ZPD).scaffolding
refers to the gap between what a learner can do
independently and what they can achieve with
guidance or support from a more
knowledgeable individual. It's the space where
learning and development are most effectively
fostered, as the learner is challenged to stretch
beyond their current abilities with assistance.
• The curriculum provides Content standards for each Domain and Grade to
support teachers to identify the level of science knowledge, skills, and values to
be taught and learned. It also clearly articulates Performance standards to
support the teacher to assess the levels of knowledge, skills, and values that
learners demonstrate in relation to the Content and Learning Competencies
addressed during and at the end of each quarter of teaching and learning.
• The Science curriculum is structured using the following organizers:
• Content – signaling the key areas of focus for a Quarter;
• Content Standards – indicating the conceptual level expected for the Quarter;
• Learning Competencies – identifying the specific aspects of content for learners to achieve;
• Performance Standards – providing a level for teachers to use to judge learner achievement
at the end of each quarter; and
• Performance Tasks – samples of tasks where the learner applies their knowledge,
understanding, skills and processes, values and attitudes, through which teachers can judge
the levels of achievement of the performance standard for each quarter in the domain.
•
IV. E
SEQUENCE OF DOMAIN PER QUARTER
Elementary Junior High School
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10
First Materials Materials Materials Materials Science Life Science Force, Earth
Quarte of Motion, and Space
r Materia and Science
ls Energy
Secon Living Living Living Living Life Science Science Earth Force,
d Things Things Things Things of and Space Motion,
Quarte Materia Science and
r ls Energy
Third Force, Force, Force, Force, Force, Earth Life Science Science
Quarte Motion, Motion, Motion, Motion, Motion, and Space of
r and and and and and Science Materia
Energy Energy Energy Energy Energy ls
Fourth Earth Earth Earth Earth Earth Force, Science Life Science
Quarte and and and and and Space Motion, of
r Space Space Space Space Science and Materia
Energy ls
GRADE 3 FIRST QUARTER- Materials
Content Content Standards Learning Competency
Learners learn that: The learners…
1. Science in 1. Science is 1. identify objects, activities, or natural events observed in their local
our daily important in environment that can be explained by science;
life understanding 2. participate in guided science activities by asking questions and
2. Science how the natural tinkering with materials;
processes world works. 3. describe the uses of various science equipment and materials used
3. Materials and 2. Using science in simple activities, such as a ruler, hand lens, scissors, balloons,
their uses process skills, simple modeling clay, and cardboard;
science equipment, 4. describe different science process skills used in performing simple
and participating in science activities, such as observing, predicting, and measuring
guided activities using units such as millimeter, centimeter, and meter;
leads to better 5. describe the physical properties of solid materials, such as hard,
understanding of shiny, or stretchable;
science. 6. explain that changes in materials can be harmful to living and non-
3. Physical properties living things in the environment, such as trash disposal, and burning
of materials household materials;
determine their use. 7. demonstrate proper handling and disposal of materials according
to their properties, such as reusing objects, disposing of excess
oil into garbage, and recycling paper, plastic or glass;
8. describe how changes in solid materials make them useful, such as
when they are shaped, pressed, hammered, joined, or cut; and
9. identify the properties and uses of metals used by the local
community such as iron, gold, silver, and copper.
Performance Standard
By the end of the Quarter, learners demonstrate simple science processes to explore common local materials, their physical
properties and uses. They participate in guided science activities including simple measurements using units, such as
millimeters, centimeters, and meters. They demonstrate safe handling procedures to use equipment and materials.
Suggested Performance Task