K to 12 Science K to 12 Curriculum Guide Science -version Republic of the Philippines Department of Education K to 12 Curriculum Guide SCIENCE (Kindergarten to Grade 10

K to 12 Science K to 12 Curriculum Guide Science -version Republic of the Philippines Department of Education K to 12 Curriculum Guide SCIENCE (Kindergarten to Grade 10
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  K to 12 Science K to 12 Curriculum Guide Science  –  version April 25, 2013 Page 1 Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City K to 12 Curriculum Guide SCIENCE   (Kindergarten to Grade 10)    April 25, 2013  K to 12 Science K to 12 Curriculum Guide Science  –  version April 25, 2013 Page 2 CONCEPTUAL FRAMEWORK Science education aims to develop scientific literacy among students that will prepare them to be informed and participative citizens who are able to make judgments and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts. The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the civic, personal, social, economic, and the values and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, keeping our country’s cultural uniqueness and peculiarities intact. Whether or not students pursue careers that involve science and technology, the K to 12 science curriculum will provide students with a repertoire of competencies important in the world of work and in a knowledge-based society. The K to 12 science curriculum envisions the development of scientifically, technologically, and environmentally literate and productive members of society who manifest skills as critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science: understanding and applying scientific knowledge in local setting as well as global, context whenever possible, performing scientific processes and skills, and developing and demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science  – technology society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy namely: constructivism, social cognition learning model, learning style theory, and Gestalt psychology. Science content and science processes are intertwined in the K to 12 curriculum. Without the content, learners will have difficulty utilizing science process skills since these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse students’ curiosity motivates them to learn and appreciate science as relevant and useful. Rather than relying solely on text books, varied hands-on, minds-on, and hearts- on activities will be used to develop students’ interest and let them become active learners.  As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another (spiral progression), thus paving the way to deeper understanding of a few concepts. These concepts and skills are integrated rather than discipline-based, stressing the connections across science topics and other disciplines as well as applications of concepts and thinking skills to real life.  K to 12 Science K to 12 Curriculum Guide Science  –  version April 25, 2013 Page 3 The Conceptual Framework of Science Education Developing and Demonstrating Scientific Attitudes and Values  K to 12 Science K to 12 Curriculum Guide Science  –  version April 25, 2013 Page 4 CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12) The learner demonstrates understanding of basic science concepts, applies science process skills, and exhibits scientific attitudes and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, and make informed and unbiased decisions about social issues that involve science and technology. This understanding will lead to learner’s manifestation of respect for life and the environment, bearing in mind that Earth is our ONLY HOME. KEY STAGE STANDARDS: (STANDARD FOR SCIENCE LEARNING AREA FOR K-3, 4-6, 7-10 AND 11-12) K  –  3 4  –  6 7  –  10 11-12  At the end of Grade 3, the learners should have acquired healthful habits and developed curiosity about self and their environment using basic process skills of observing, communicating, comparing, classifying, measuring, inferring and predicting. This curiosity will help learners value science as an important tool in helping them continue to explore their natural and physical environment.  At the end of Grade 6, the learners should have developed the essential skills of scientific inquiry  –  designing simple investigations, using appropriate procedure, materials and tools to gather evidence, observing patterns, determining relationships,drawing conclusions based on evidence, and communicating ideas in varied ways to make meaning of the observations and/or changes that occur in the environment. The content and skills learned will be applied to maintain good health, ensure the protection and improvement of the environment, and practice safety measures.  At the end of Grade 10, the learner should have developed scientific, technological and environmental literacy so that they will not be isolated from the society where they live, will not be overwhelmed by change, and can make rational choices on issues confronting them. Having been exposed to scientific investigations related to real-life, they should recognize that the central feature of an investigation is that if one variable is changed (while controlling all others), the effect of the change on another variable can be measured. The context of the investigation can be problems at the local or national level to allow them to communicate with students in other parts of the Philippines or even from other countries using appropriate technology.  At the end of Grade 12, the learner should have gained skills in obtaining scientific and technological information from varied sources about global issues that have impact on the country. They should have acquired scientific attitudes that will allow them to innovate and/or create products useful to the community or country. They should be able to process information to get relevant data for a problem at hand. In addition, learners should have made plans related to their interests and expertise, considering the needs of their community and the country —  to pursue either employment, entrepreneurship, or higher education.  K to 12 Science K to 12 Curriculum Guide Science  –  version April 25, 2013 Page 5 Grade/Level Grade Level Standards K Concepts and skills in the kindergarten curriculum are taught thematically so that it is not necessary to identify specific science ideas. Grade 1 To be finalized by the designated TWG for Grades 1 and 2 Grade 2 To be finalized by the designated TWG for Grades 1 and 2 Grade 3  At the end of Grade 3, learners are able to describe the functions of the different parts of the body and things that make up their surroundings --- rocks and soil, plants and animals, the Sun, Moon and stars. They have learned that things may be solid, liquid or gas while others may give off light, heat and sound. They have observed changes in the conditions of their surroundings. These would lead learners to become more curious about their surroundings, appreciate nature, and practice health and safety measures. Grade 4 Learners can investigate changes in the properties of materials when these are subjected to different conditions. They are able to identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in the community. They are able to describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They are able to classify plants and animals according to where they live and observe interactions among living things and their environment. They can infer that plants and animals have traits that help them survive in their environment. Learners can investigate the effects of push or pull on the size, shape, and movement of an object. Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They learned about what makes up weather and apply their knowledge of weather conditions in making decisions for the day. They can infer the importance of the Sun to life on Earth.
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