1.

Using the Sample A1 for Science Curriculum Map, what knowledge and understanding have you
learned? Analyze the matrix and answer the questions that follow:

1.1 What are the main clusters of science content that students should learn from G3 to G10?

The following are what students primarily needed to learn about in their science class during the
year's G3 to G10 levels: Matter; Living things and their environment; Force, Motion, Energy, and;
Earth and Space.

1.2 How does science content progress from Grade 3 to Grade 10?

From G3 to G7, the order of these collection of science material was organized in the first
quarter as Matter, in the second quarter as Living Beings and Their Environment, in the third
quarter as Force, Motion, Energy, and in the last quarter as Earth and Space. The assigned
grading cycle for teaching the same sequence of science material was altered when students
approached G8, and this holds true for G9 and G10, where the structure in G8 is: (1) Force,
Motion, Energy, (2) Earth and Space, (3) Matter, (4) Living Things and Their Environment;
then in G9 is: (1) Living Things and Their Environment, (2) Matter, (3) Earth and Space, and
(4) Force, Motion, Energy; and finally in G10 is: (1) Earth and Space, (2) Force, Motion,
Energy, (3) Living Things and Their Environment, (4) Matter.

1.3 When you look at and analyze the map, what summary ideas can you give?

The elementary teaching of science (G3-G6) pretty clearly follows the sequence of the
science material of these main clusters. This lasts until the first year of secondary level (G7),
but continues to differ with each of the quarters of G8, G9, and the last grade level, as
mentioned above. Therefore, the kind of spiral sequencing that is commonly advocated in
the design of the material of the K-12 curriculum is being followed.
1.4 Science Curriculum is spiral. How do you explain that in terms of what you see in the map?

As implied, in the liking of the spiral education, the science curriculum is structured so the
key clusters of science material were the same over the years, where it only differed
according to how contents were organized, distributed and subdivided. It reflects the
incremental mastering of a given subject by the way it was structured, beginning from its
core basics to its very abstract topics, as the advancement of the year level, where all of
which are what the spiral curriculum claims. Therefore, instead of concentrating on shorter
hours, the time it takes for the learning process to stretch out will have students revisit and
study and relearn the subjects they did not have their heads on

2. Using Sample B, analyze and answer the following questions briefly:

2.1 What is the meaning of Practiced with a green background for subject Teaching Profession
and PO1 Applied basic and higher 21st century skills?
 It might suggest that the student/s studied and practiced the subjects of Teaching
Profession, the Applied Basic and Higher 21st Century skills. As a student myself of the
aforementioned subject, skills such as critical reasoning, creativity, communicative skills and
the like are to taught and learnt in the learning process.

2.2 What is your interpretation of the colored cell with Learned that crossed between subject
Social Dimensions and PO5, Facilitating Learning of different types of learners in diverse
learning environment?

Seeing this block-colored green in the Social Aspects gives one an understanding that it has
mastered the basic principles and skills of Promoting Learning for all groups of learners in
multiple learning environments. By that point, students can learn about various learning
theories that endorse different ideas.

2.3 What does the colored Opportunity in the cell of the subject Curriculum Development that
crosses with the PO6 Direct experience in the field and classroom (observations, teaching
assistance, practice teaching)?

Just like in last two items, the greened block affirms that a desired outcomes for a
professional education course was achieved, and this time is having to learn, and practice a
knowledge and skills of curriculum development through an opportunity offered in an
informal classroom setting like teaching demonstration and teaching assistance, and
practice teaching.

The Highlighted green block asserts that a desired result for a professional education course
has been attained. Informal means of teaching methods to incorporate and develop
necessary skills for curriculum development such as teaching demonstrations, student
teaching, practice teaching and teaching apprenticeship are needed to foster and develop
these skills.