2010 SEC - Science Curriculum Guide PDF
2010 SEC - Science Curriculum Guide PDF
2010 SEC - Science Curriculum Guide PDF
Beyond learners being mere consumers of scientific knowledge, they should also
be able to use their acquired knowledge to create or produce new knowledge in science.
This domain, creating scientific knowledge, challenges learners to transfer their learning
in new settings and use this creatively to generate new ideas, view things differently and
re-engineer processes. It also involves designing, constructing, planning, producing and
inventing products.
Gestalt Psychology posits that the operational principle of the learner’s brain is
holistic. Therefore, science teaching–learning processes should provide for the balanced
development of the left and right brain.
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.
The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of fundamental understanding of basic concepts and understanding of basic concepts and understanding of basic concepts and
concepts and processes in, processes in Biology deepened by processes in Chemistry deepened by processes in Physics deepened by
Chemistry, Physics, Space Science other disciplines to analyze/solve other disciplines to analyze/solve other disciplines to analyze/solve
and Ecology in an integrative way to problems critically, think problems critically, think problems critically, think
analyze/solve problems critically, innovatively/creatively, and make innovatively/creatively, and make innovatively/creatively, and make
think innovatively/creatively, and informed decisions in order to protect informed decisions in order to protect informed decisions in order to protect
make informed decisions in order to the environment, conserve resources the environment, conserve resources the environment, conserve
protect the environment, conserve and sustain quality life. and sustain quality life. resources and sustain quality life.
resources and sustain quality life.
PERSPECTIVE
EMPATHY
Criteria
SELF-KNOWLEDGE
Criteria
Quarter IB - Matter
Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
The learner demonstrates Learners, working Understanding of How does Manifestation of EXPLANATION Performance
understanding of changes in in groups, manifest changes in properties understanding of understanding of assessment of the
properties of matter and their understanding of of matter is important changes in changes in Prove that matter undergoes physical manifestation of
benefits to one’s health and changes in when manifested in properties of properties of matter or chemical change or both. understanding of
the environment. properties of matter creating products that matter become through creation of changes in properties
Criteria:
and their benefits to are significantly beneficial? innovative, of matter through
I .Properties and Phases of one’s health and beneficial to one’s marketable, a. Thorough ( discussing completely creation of product(s)
Matter
the environment health and the replicable and cost- why matter undergoes physical or based on the
1.Properties of matter (physical: through creating environment. effective products chemical change or both) following criteria:
extensive or intensive; innovative, that are beneficial
chemical) marketable, to one’s health and b.Justifiable ( providing depth and Innovativeness/
creativity
Criteria - availability of
materials
a. Appropriate (proposing ways or
PERSPECTIVE
EMPATHY
Criteria
SELF-KNOWLEDGE
Criteria
2. Friction APPLICATION
PERSPECTIVE
Criteria
EMPATHY
Criteria
SELF-KNOWLEDGE
Criteria
PERSPECTIVE
Criteria
SELF-KNOWLEDGE
Criteria
PERSPECTIVE
Criteria
EMPATHY
Criteria
SELF-KNOWLEDGE
PERSPECTIVE
Criteria
EMPATHY
SELF-KNOWLEDGE
Stage 2: Assessment
Stage 1: Results/Outcomes
Standard Essential Product / Level of
Level of Understanding
Content Performance Understanding Question Performance Performance
The learner demonstrates Learners, working in Earth and space To what extent are Conduct of an EXPLANATION Performance
understanding of advocating groups, advocate explorations lead to earth and space activity clearly assessment of an
the use of breakthroughs / the use of breakthroughs/ explorations advocating the use Describe in your own words the advocacy activity
discoveries and technologies technologies and discoveries and useful? Explain. of technologies and significance of advances in earth and based on the
resulting from earth and recent discoveries/ develop recent discoveries space explorations. following criteria:
space explorations. breakthroughs technologies, the or breakthroughs
Criteria Clear advocacy
resulting from earth use of which should resulting from earth
I. Space-based Observations of and space be advocated for the and space on the use of
the Earth (historical a. Thorough (explaining completely the
explorations for the benefit of society. explorations for the technologies and
development, types and uses of significance of advances in earth and
benefit of society. benefit of society recent
satellites in exploring mineral space explorations )
discoveries and
deposits, weather events,
b.Clear (expressing with clarity the breakthroughs
topography, etc)
scientific thought in oral or written form) resulting from
II. Explorations of Earth’s earth and space
Waters (Earth as the water c.Justifiable (providing depth and explorations
planet, freshwater resources, breadth of scientific reasoning)
ocean systems and ocean Beneficial to
environments) INTERPRETATION society
PERSPECTIVE
Criteria
EMPATHY
Criteria
EMPATHY
SELF-KNOWLEDGE
Criteria