LESSON 1

TOPICS
1. Revisiting R.A. 10533 – Enhanced Basic Education Act of 2013
2. Revisiting K to 12 Frameworks
LEARNING OUTCOMES
At the end of this Module, the learners should be able to:
1. explain some highlights of the R.A. 10533,
2. familiarize with the concepts of the K to 12 Frameworks,
3. discuss some important highlights of the K to 12 Curriculum.

TOPIC 1: REVISITING R.A. 10533 – ENHANCED BASIC EDUCATION ACT OF 2013

Some highlights of the Republic Act No. 10533, also known as the “Enhanced Basic
Education Act of 2013”:
• Basic education is intended to meet basic learning needs which provides the foundation
on which subsequent learning can be based. It encompasses kindergarten, elementary
and secondary education as well as alternative learning systems for out-of-school
learners and those with special needs.
• Kindergarten education shall mean one (1) year of preparatory education for children at
least five (5) years old as a prerequisite for Grade I.
• Elementary education refers to the second stage of compulsory basic education which is
composed of six (6) years. The entrant age to this level is typically six (6) years old.
• Secondary education refers to the third stage of compulsory basic education. It consists
of four (4) years of junior high school education and two (2) years of senior high school
education.
• Basic education shall be delivered in languages understood by the learners as the
language plays a strategic role in shaping the formative years of learners.
• For kindergarten and the first three (3) years of elementary education, instruction,
teaching materials and assessment shall be in the regional or native language of
the learners.
• The DepEd shall formulate a mother language transition program from Grade 4 to
Grade 6 so that Filipino and English shall be gradually introduced as languages of
instruction until such time when these two (2) languages can become the primary
languages of instruction at the secondary level.
• The DepEd shall formulate the design and details of the enhanced basic education
curriculum. It shall work with the Commission on Higher Education (CHED) to craft
harmonized basic and tertiary curricula for the global competitiveness of Filipino
graduates. To ensure college readiness and to avoid remedial and duplication of basic
education subjects, the DepEd shall coordinate with the CHED and the Technical
Education and Skills Development Authority (TESDA).

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• The DepEd shall adhere to the following standards and principles in developing the
enhanced basic education curriculum:

a. The curriculum shall be learner-centered, inclusive and developmentally

appropriate;
b. The curriculum shall be relevant, responsive and research-based;
c. The curriculum shall be culture-sensitive;
d. The curriculum shall be contextualized and global;
e. The curriculum shall use pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative and integrative;
f. The curriculum shall adhere to the principles and framework of Mother Tongue-
Based Multilingual Education (MTB-MLE) which starts from where the learners are
and from what they already knew proceeding from the known to the unknown;
instructional materials and capable teachers to implement the MTB-MLE
curriculum shall be available;
g. The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level; and
h. The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and social
contexts. The production and development of locally produced teaching materials
shall be encouraged and approval of these materials shall devolve to the regional
and division education units.

• There shall be created a curriculum consultative committee chaired by the DepEd

Secretary or his/her duly authorized representative and with members composed of, but
not limited to, a representative each from the CHED, the TESDA, the DOLE, the PRC,
the Department of Science and Technology (DOST), and a representative from the
business chambers such as the Information Technology – Business Process Outsourcing
(IT-BPO) industry association. The consultative committee shall oversee the review and
evaluation on the implementation of the basic education curriculum and may recommend
to the DepEd the formulation of necessary refinements in the curriculum.

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 ACTIVITY

Directions:

Using the Venn diagram, identify the differences and similarities between the Basic
Education Curriculum and the K to 12 Curriculum.

RUBRIC

CRITERIA Total
(3) (2) (1)
The output covered
The output covered The output covered
CONTENT
almost all of the
more than half of the less than half of the
main topic/content.
main topic/content. main topic/content.
(3) (2) (1)
The The output’s
output’s The output’s
message conveyed
message conveyed message is too
CLARITY
with very good
is of good quality yet ambiguous thus
quality.
needed some needed revision and
improvement. restructuring.
(3) (2) (1)
The organization of The organization of The organization of
the ideas and other the ideas and other the ideas and other
ORGANIZATION aspects are of very aspects are of good aspects are of poor
good quality. quality yet needed quality thus, needed
some improvement. revision and
restructuring.
Total Score*
*Output submitted and checked will automatically receive 1 point which will be added to the total score.

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TOPIC 2: REVISITING K TO 12 FRAMEWORKS

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 ACTIVITY:

Directions:
Make a collage depicting your idea all about the K to 12 Frameworks. The output will be
grade based on the given rubric below.

RUBRIC

CRITERIA Total
(3) (2) (1)
The output covered
The output covered The output covered
CONTENT
almost all of the
more than half of the less than half of the
main topic/content.
main topic/content. main topic/content.
(3) (2) (1)
The The output’s
output’s The output’s
message conveyed
message conveyed message is too
CLARITY
with very good
is of good quality yet ambiguous thus
quality.
needed some needed revision and
improvement. restructuring.
(3) (2) (1)
The organization of The organization of The organization of
the ideas and other the ideas and other the ideas and other
ORGANIZATION aspects are of very aspects are of good aspects are of poor
good quality. quality yet needed quality thus, needed
some improvement. revision and
restructuring.
Total Score*
*Output submitted and checked will automatically receive 1 point which will be added to the total score.

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 ASSESSMENT:

Directions:
Answer the following question comprehensively. If there is a need for the use of illustration
you may include illustrations and other supporting evidences that are related to the topic.
References must be included at the end of your output.

Discuss the following:

1. the transition between the previous basic education curriculum to the enhanced basic
education curriculum.
2. the differences between the previous basic education curriculum to the enhanced basic
education curriculum.

RUBRIC

CRITERIA Total
(3) (2) (1)
The output covered
The output covered The output covered
CONTENT
almost all of the
more than half of the less than half of the
main topic/content.
main topic/content. main topic/content.
(3) (2) (1)
The The output’s
output’s The output’s
message conveyed
message conveyed message is too
CLARITY
with very good
is of good quality yet ambiguous thus
quality.
needed some needed revision and
improvement. restructuring.
(3) (2) (1)
The organization of The organization of The organization of
the ideas and other the ideas and other the ideas and other
ORGANIZATION aspects are of very aspects are of good aspects are of poor
good quality. quality yet needed quality thus, needed
some improvement. revision and
restructuring.
Total Score*
*Output submitted and checked will automatically receive 1 point which will be added to the total score.

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 LESSON 2

TOPICS
1. Highlights of Science Conceptual Framework
2. Sequence of Domain/Strands per Quarter
LEARNING OUTCOMES
At the end of this Module, the learners should be able to:
1. explain the conceptual framework of science,
2. familiarize with the learning standards from K to G6,
3. discuss the spiral progression of basic science concepts.

TOPIC 1: HIGHLIGHTS OF SCIENCE CONCEPTUAL FRAMEWORK

Science education aims to develop scientific literacy among learners 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 social, economic, personal and ethical
aspects of life. The science curriculum promotes a strong link between science and technology,
including indigenous technology, thus preserving our country’s cultural heritage.

The K to 12 science curricula will provide learners with a repertoire of competencies

important in the world of work and in a knowledge-based society. It envisions the development
of scientifically, technologically, and environmentally literate and productive members of society
who are 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 brain-based learning.

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 learners’ curiosity motivates them to learn and appreciate science as relevant and
useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on
activities will be used to develop learners’ interest and let them become active learners.

As a whole, the K to 12 science curricula 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 in spiral progression, thus paving the way to a deeper

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understanding of core concepts. The integration across science topics and other disciplines will
lead to a meaningful understanding of concepts and its application to real-life situations.

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 ACTIVITY

Directions:

Using an appropriate graphic organizer, make an illustration depicting the Science

Conceptual Framework of the K to 12 Curriculum.

RUBRIC

CRITERIA Total
(3) (2) (1)
The output The output The output
covered almost all covered more covered less
CONTENT
of the main than half of the than half of the
topic/content. main main
topic/content. topic/content.
(3) (2) (1)
The output’s The output’s The output’s
message message message is too
CLARITY conveyed with conveyed is of ambiguous thus
very good quality. good quality yet needed revision
needed some and
improvement. restructuring.
(3) (2) (1)
The organization The organization The organization
of the ideas and of the ideas and of the ideas and
other aspects are other aspects are other aspects
ORGANIZATION of very good of good quality are of poor
quality. yet needed some quality thus,
improvement. needed revision
and
restructuring.
Total Score*
*Output submitted and checked will automatically receive 1 point which will be added to the total score.

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 TOPIC 2: K TO 12 SCIENCE CORE AND KEY STAGE LEARNING STANDARDS AND SEQUENCE OF DOMAIN/STRANDS PER QUARTER

Kinder – Grade 3 Grade 4 – Grade 6

At the end of Grade 3, the learners should have acquired healthful habits and
have 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. This should also include developing scientific
knowledge or concepts.
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.

GRADE/LEVEL GRADE-LEVEL STANDARDS

• The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, animals and
varied materials in their environment and their observable characteristics; general weather conditions and how these influences what
Kindergarten they wear; and other things in their environment. Understanding of their bodies and what is around them is acquired through
exploration, questioning, and careful observation as they infer patterns, similarities, and differences that will allow them to make sound
conclusions.
• At the end of Grade 1, learners will use their senses to locate and describe the external parts of their body; to identify, external parts
of animals and plants; to tell the shape, color, texture, taste, and size of things around them; to describe similarities and differences
given two objects; to differentiate sounds produced by animals, vehicles cars, and musical instruments; to illustrate how things move;
Grade 1 to, describe the weather and what to do in different situations; to use appropriate terms or vocabulary to describe these features; to
collect, sort, count, draw, take things apart, or make something out of the things; to practice healthy habits (e.g., washing hands
properly, choosing nutritious food) and safety measures (e.g., helping to clean or pack away toys, asking questions and giving simple
answers/ descriptions to probing questions).
• At the end of Grade 2, learners will use their senses to explore and describe the functions of their senses, compare two or more
objects and using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather
or certain events in the home or school and express how these are affecting them, do simple measurements of length, tell why some
Grade 2
things around them are important , decide if what they do is safe or dangerous; give suggestions on how to prevent accidents at
home, practice electricity, water, and paper conservation, help take care of pets or of plants , and tell short stories about what they
do, what they have seen, or what they feel.

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 • At the end of Grade 3, learners can 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 can also classify these things as solid, liquid or gas. They can
describe how objects move and what makes them move. They can also identify sources and describe uses of light, heat, sound, and
Grade 3
electricity.
• Learners can describe 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.
• At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other materials
or when force is applied on them. They can identify materials that do not decay and use this knowledge to help minimize waste at
home, school, and in the community.
• Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They
can classify plants and animals according to where they live and observe interactions among living things and their environment.
Grade 4
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.
• At the end of Grade 5, learners can decide whether materials are safe and useful by investigating about some of their properties.
They can infer that new materials may form when there are changes in properties due to certain conditions.
• Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that accompany
puberty. They can compare different modes of reproduction among plant and animal groups and conduct an investigation on
Grade 5 pollination. They have become aware of the importance of estuaries and intertidal zones and help in their preservation.
• Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that different materials
react differently with heat, light, and sound. They can relate these abilities of materials to their specific uses.
• Learners can describe the changes that earth materials undergo. They can make emergency plans with their families in preparation
for typhoons. They can observe patterns in the natural events by observing the appearance of the Moon.
• At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these materials may be
recovered using different separation techniques. They can prepare useful mixtures such as food, drinks and herbal medicines.
• Learners understand how the different organ systems of the human body work together. They can classify plants based on
reproductive structures, and animals based on the presence or lack of backbone. They can design and conduct an investigation on
plant propagation. They can describe larger ecosystems such as rainforests, coral reefs, and mangrove swamps.
Grade 6
• Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, sound, electricity,
and motion studied earlier are forms of energy and these undergo transformation.
• Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur. They
can infer that the weather follows a pattern in the course of a year. They have learned about the solar system, with emphasis on the
motions of the Earth as prerequisite to the study of seasons in another grade level.

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 G3 G4 G5 G6
1st Quarter Matter Matter Matter Matter
2nd Living Things and Their Living Things and Their Living Things and Their Living Things and Their
Quarter Environment Environment Environment Environment
3rd Quarter Force, Motion, & Energy Force, Motion, & Energy Force, Motion, & Energy Force, Motion, & Energy
4th Quarter Earth & Space Earth & Space Earth & Space Earth & Space

Grade 3 Grade 4 Grade 5 Grade 6

• Learners observe and explore and •
investigate how things around
them move and can be moved.
They also identify things in their
environment that can cause
changes in the movement of
objects.
• Learners observe and identify •
different sources of light, heat,
sound, and electricity in their
environment and their uses in
everyday life.
• Note: Electricity is not included in
FORCE AND MOTION
Learners now learn that if force is • This time, learners begin to • Aside from the identified causes of
applied on an object, its motion, size, accurately measure the amount of motion in Grade 3, such as people,
or shape can be changed. They will change in the movement of an animals, wind, and water, learners
further understand that these changes object in terms of its distance also learn about gravity and friction as
depend on the amount of force applied travelled and time of travel using other causes or factors that affect the
on it (qualitative). They also learn that appropriate tools. movement of objects.
magnets can exert force on some
objects and may cause changes in
their movements.
ENERGY
Learners learn that light, heat, and • This time, learners explore how • At this grade level, learners are
sound travel from the source. They different objects interact with light, introduced to the concept of energy.
perform simple activities that heat, sound, and electricity (e.g., They learn that energy exists in
demonstrate how they travel using identifying poor and good different forms, such as light, heat,
various objects. conductors of electricity using sound and electricity, and it can be
simple circuits). transformed from one form to another.
Grade 4 because the concept of ‘flow • They learn about the relationship They demonstrate how energy is
of charges’ is difficult to understand at between electricity and magnetism transferred using simple machines.
this grade level. by constructing an electromagnet.
• They also learn about the effects of
light, heat, sound, and electricity on
people.
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• Learners will describe what makes •
up their environment, beginning
with the landforms and bodies of
water found in their community.
• Learners will describe the different •
types of local weather,
• Learners will describe the natural •
objects that they see in the sky.
GEOLOGY
After familiarizing themselves with the • In this grade level, learners will learn •
general landscape, learners will that our surroundings do not stay the
investigate two components of the same forever. For example, rocks
physical environment in more detail: undergo weathering and soil is
soil and water. They will classify soils carried away by erosion. Learners
in their community using simple will infer that the surface of the Earth
criteria. They will identify the different changes with the passage of time.
sources of water in their community.
They will infer the importance of water
in daily activities and describe ways of
using water wisely.
METEOROLOGY
After making simple descriptions about • Learners will learn that the weather •
the weather in the previous grade, does not stay the same the whole
learners will now measure the year round. Weather disturbances
components of weather using simple such as typhoons may occur.
instruments. They will also identify Learners will describe the effects of
trends in a simple weather chart. typhoons on the community and the
changes in the weather before,
during, and after a typhoon.
ASTRONOMY
After describing the natural objects that • After learning about the Sun, •
are seen in the sky, learners will now learners will now familiarize
focus on the main source of heat and themselves with the Moon and the
light on Earth: The Sun, its role in plant stars. They will describe the
growth and development, and its effect changes in the appearance of the
on the activities of humans and other Moon and discover that the changes
animals. are cyclical, and that the cycle is
related to the length of a month.
Learners will identify star patterns
that can be seen during certain
times of the year.
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Learners will learn that aside from
weathering and erosion, there are
other processes that may alter the
surface of the Earth: earthquakes and
volcanic eruptions. Only the effects of
earthquakes and volcanic eruptions
are taken up in this grade level, not
their causes (which will be tackled in
Grades 8 and 9). Learners will also
gather and report data on
earthquakes and volcanic eruptions in
their community or region.
After learning how to measure the
different components of weather in
Grades 4 and 5, learners will now
collect weather data within the span of
the school year. Learners will interpret
the data and identify the weather
patterns in their community.
In Grade 6, learners will turn their
attention to Earth as another natural
object in space (in addition to the Sun,
Moon, and stars). Learners will learn
about the motions of the Earth:
rotation and revolution. Learners will
also compare the different members
that make up the Solar System and
construct models to help them
visualize their relative sizes and
distances.
 ACTIVITY

Directions:
Conduct an online interview with the persons enumerated on the table using your
preferred social media or any platforms regarding the question “What is curriculum?”. And
secure proof of your interview.

Reminders:
First, ask for their permission before you can conduct your interview. Second, also see
to it that you will be having a screen recording or any means of storing your conversation.
1. What is/are the problems you encountered in the
implementation of the spiral progression of the basic science
Interviewee
concept in the elementary grades?
2. What is/are the positive and negative impact/s of it to you?
1.

Elementary School
Teacher 2.

1.

Elementary Student
2.

1.

Elementary Graduate
2.

Reflection:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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 ASSESSMENT:

Directions:
Answer the following question comprehensively. If there is a need for the use of illustration
you may include illustrations and other supporting evidences that are related to the topic.
References must be included at the end of your output.

Discuss the following:

1. the previous and present conceptual frameworks of science in the elementary grades.
2. the manner how the concepts in elementary grades science are sequenced.

RUBRIC

CRITERIA Total
(3) (2) (1)
The output The output The output
covered almost all covered more covered less
CONTENT
of the main than half of the than half of the
topic/content. main main
topic/content. topic/content.
(3) (2) (1)
The output’s The output’s The output’s
message message message is too
CLARITY conveyed with conveyed is of ambiguous thus
very good quality. good quality yet needed revision
needed some and
improvement. restructuring.
(3) (2) (1)
The organization The organization The organization
of the ideas and of the ideas and of the ideas and
other aspects are other aspects are other aspects
ORGANIZATION of very good of good quality are of poor
quality. yet needed some quality thus,
improvement. needed revision
and
restructuring.
Total Score*
*Output submitted and checked will automatically receive 1 point which will be added to the total score.

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 LESSON 3

TOPICS
1. Contents of Elementary Grade Science: Force, Motion, and Energy – Science CG-
Based
2. Contents of Elementary Grade Science: Earth and Space Science– Science CG-
Based
3. Contents of Elementary Grade Science: Force, Motion, and Energy – Science
MELCs-Based
4. Contents of Elementary Grade Science: Earth and Space Science– Science MELcs-
Based
LEARNING OUTCOMES
At the end of this Module, the learners should be able to:
1. familiarize with the contents of elementary science: Physics and Earth, and Space
Science,
2. use the science curriculum guide and the most essential learning competencies
(MELCs),
3. use and identify the corresponding code for every content of elementary
science.

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 TOPIC 1: CONTENTS OF ELEMENTARY GRADES SCIENCE: FORCE, MOTION, AND ENERGY – SCIENCE CG-BASED

CONTENTS OF ELEMENTARY GRADES SCIENCE - PHYSICS AND EARTH AND SPACE SCIENCE (Adapted from Dep Ed’s K to 12 Curriculum Guide
in Science (August 2016))
Quarter

Grade

Content Content Standard Performance Standard Learning Competency and Code (Science CG)

1. Force and Motion The learners demonstrate The learners should be able The learners should be able to describe the position of a
FORCE, MOTION, AND ENERGY

(pages 36-37) understanding of motion of to observe, describe, and person or an object in relation to a reference point such as
objects. investigate the position and chair, door, another person; (S3FE-IIIa-b-1)
movement of things around
them. The learners should be able to identify things that can make
objects move such as people, water, wind, magnets; (S3FE-
IIIc-d-2)
Third

The learners should be able to describe the movements of

3 objects
such as fast/slow, forward/backward,
stretching/compressing; (S3FE-IIIe-f-3)
2. Energy: Light, Sound, The learners demonstrate The learners should be able The learners should be able to describe sources of light and
Heat and Electricity uses sources and of light, to apply the knowledge of the sound, heat and electricity; (S3FE-IIIg-h-4)
(pages 38-39) sound, heat and electricity sources and uses of light, The learners should be able to enumerate uses of light,
sound, heat, and electricity sound, heat and electricity. (S3FE-IIIi-j-3)

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CONTENTS OF ELEMENTARY GRADES SCIENCE - PHYSICS AND EARTH AND SPACE SCIENCE (Adapted from Dep Ed’s K to 12 Curriculum Guide
in Science (August 2016))
Quarter

Grade

Learning Competency and Code

Content Content Standard Performance Standard
(Science CG)

1. Effects of Force on The learners demonstrate The learners should be able The learners should be able to explain the effects of force
Objects understanding of force that to demonstrate conceptual applied to an object; (S4FE-IIIa-1)
FORCE, MOTION, AND ENERGY

Shape, size and can change the shape, size understanding of

movement or movement of objects. properties/characteristics of The learners should be able to practice safety measures in
(pages 54-55) light, heat and sound. physical activities and proper handling of materials; (S4FE-
IIIb-c-2)
The learners should be able to describe the force exerted by
magnets; (S4FE-IIId-e-3)
Third

4
2. Light, Heat and Sound The learners demonstrate
(pages 56-57) understanding of how light,
heat and sound travel
using various objects.
The learners should be able
to demonstrate conceptual
understanding of
properties/characteristics of
light, heat and sound.
The learners should be able to describe how light, sound and
heat travel; (S4FE-IIIf-g-4)
The learners should be able to investigate properties and
characteristics of light and sound; (S4FE-IIIh-5)
The learners should be able to describe ways to protect
oneself from exposure to excessive light, heat and sound.
(S4FE-IIIi-j-6)

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CONTENTS OF ELEMENTARY GRADES SCIENCE - PHYSICS AND EARTH AND SPACE SCIENCE (Adapted from Dep Ed’s K to 12 Curriculum Guide
in Science (August 2016))
Quarte

Grade

Learning Competency and Code

Content Content Standard Performance Standard
r

(Science CG)

1. Motion
Measuring time and
distance using standard
units
(pages70-71)
2. Light and Sound, Heat
FORCE, MOTION, AND ENERGY
The learners demonstrate The learners should be able to describe the motion of an
understanding of motion in object by tracing and measuring its change in position
terms of distance and time. (distance travelled) over a period of time; (S5FE-IIIa-1)
-
The learners should be able to use appropriate measuring
tools and correct standard units; (S5FE-IIIb-2)
The learners demonstrate The learners should be able to discuss why some materials

and Electricity
Conductors of heat and
electricity;
Effects of light and
sound, heat and electricity
(pages 72-73)
Third
understanding of how are good conductors of heat and electricity; (S5FE-IIIc-3)
different objects interact
with light and sound, heat
and Electricity.
The learners demonstrate - The learners should be able to infer how black and colored
understanding of the objects affect the ability to absorb heat; (S5FE-IIId-4)

effects of heat and

5

The learners should be able to relate the ability of the

electricity, light and sound
material to block, absorb or transmit light to its use; (S5FE-
on people and objects.
IIIe-5)
3. Electricity and The learners demonstrate The learners should be able The learners should be able to infer the conditions necessary
Magnetism understanding of a simple to propose an unusual tool or to make a bulb light up; (S5FE-IIIf-6)
Circuits DC circuit and the device using electromagnet
The learners should be able to determine the effects of
Electromagnets relationship between that is useful for home school
changing the number or type of components in a circuit;
(pages 73-75) electricity and magnetism or community.
(S5FE-IIIg-7)
in electromagnets.
The learners should be able to infer that electricity can be
used to produce magnets; (S5FE-IIIh-8)
The learners should be able to design an experiment to
determine the factors that affect the strength of the
electromagnet. (S5FE-IIIi-j-9)

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CONTENTS OF ELEMENTARY GRADES SCIENCE - PHYSICS AND EARTH AND SPACE SCIENCE (Adapted from Dep Ed’s K to 12 Curriculum Guide
in Science (August 2016))
Quarter

Grade

Content Content Standard Performance Standard Learning competency and Code (Science CG)

1. Gravitation and The learners demonstrate The learners should be able The learners should be able to infer how friction and gravity
FORCE, MOTION,

Frictional Force understanding of gravity to produce an advertisement affect movements of different objects; (S6FE-IIIa-c-1)
AND ENERGY

(pages 93-94) and friction affect demonstrates road safety.

Third

movement of objects.
6
2.Energy The learners demonstrate The learners should be able The learners should be able to demonstrate how sound,
Energy transformation understanding of how to create a marketing strategy heat,
in simple machines energy is transformed in for a new product on electrical light and electricity can be transformed; (S6FE-IIId-f-2)
(pages 95-98) simple machines. or light efficiency.

23 | P a g e
 TOPIC 2: CONTENTS OF ELEMENTARY GRADES SCIENCE: EARTH AND SPACE SCIENCE– SCIENCE CG-BASED

CONTENTS OF ELEMENTARY GRADES SCIENCE - PHYSICS AND EARTH AND SPACE SCIENCE (Adapted from Dep Ed’s K to 12 Curriculum Guide
in Science (August 2016))
Quarte

Grade

Content Content Standard Performance Standard Learning Competency and Code (Science CG)
r

1. Earth and Space The learners demonstrate The learners should be able The learners should be able to describe the things found in
The Surroundings understanding of people, to express their concerns the surroundings; (S3ES-IVa-b-1)
Weather animals, plants, lakes, about their surroundings
Natural Objects in the Sky rivers, streams, hills, through teacher-guided and The learners should be able to relate the importance of
(pages 39-46) mountains, and other self surroundings to people and other living things; (S3ES-IVc-d-
landforms, and their –directed activities. 2)
EARTH AND SPACE SCIENCE

importance.
The learners demonstrate The learners should be able The learners should be able to describe the changes in the
understanding of the types to express ideas about safety weather over a period of time; (S3ES-IVe-f-3)
and effects of weather as measures during different The learners should be able to communicate how different
they relate to daily weather conditions creatively types of weather affect activities in the community; (S3ES-
Fourth

3 activities, health and (through artwork, poem, IVg-h-4)

safety. song). The learners should be able to enumerate and practice
safety and precautionary measures in dealing with different
types of weather. (S3ES-IVg-h-5)
The learners demonstrate The learners should be able The learners should be able to describe the natural objects
understanding of the to list down activities which that are found in the sky during daytime and nighttime.
natural objects in the sky affect their daily activities. (S3ES-IVg-h-6)
affect one’s daily activities. The learners should be able to communicate how the natural
objects in the sky affect daily activities. (S3ES-IVg-h-7)
The learners should be able to enumerate safety measures
to avoid the harmful effects of the Sun’s heat and light.
(S3ES-IVg-h-8)

24 | P a g e
CONTENTS OF ELEMENTARY GRADES SCIENCE - PHYSICS AND EARTH AND SPACE SCIENCE (Adapted from Dep Ed’s K to 12 Curriculum Guide
in Science (August 2016))
Quarter

Grade

Content Content Standard Performance Standard Learning competency and Code (Science CG)

1. Soil The learners demonstrate The learners should be able The learners should be able to compare and contrast the
Types of soil understanding of the to practice precautionary characteristics of different types of soil; (S4ES-IVa-1)
(page 57) different types of soil. measures in planning
activities.
2. Water in the Environment The learners demonstrate The learners should be able The learners should be able to explain the use of water from
Sources and importance of understanding of the to practice precautionary different sources in the context of daily activities; (S4ES-IVb-
water different sources of water measures in planning 2)
(page 58) suitable for human activities. The learners should be able to infer the importance of water
EARTH AND SPACE SCIENCE

consumption. in daily activities; (S4ES-IVc-3)

The learners should be able to describe the importance of
the water cycle. (S4ES-IVd-4)
3. Weather The learners demonstrate The learners should be able The learners should be able to use weather instruments to
Components of weather understanding of the to practice precautionary measure the different weather components. (S4ES-IVe-5)
Fourth

4 Weather instruments components of weather measures in planning The learners should be able to record in a chart the weather
Weather chart using simple instruments. activities. conditions; (S4ES-IVf-6)
(pages 59-60) The learners should be able to make simple interpretations
about the weather as recorded in the weather chart; (S4ES-
IVf-7)
The learners should be able to identify safety precautions
during different weather conditions; (S4ES-IVg-8)
4. The Sun The learners demonstrate The learners should be able The learners should be able to describe the changes in the
Importance of the Sun understanding of the Sun to practice precautionary position and length of shadows in the surroundings as the
Effects of Sun on living as the main source of heat measures in planning position of the Sun changes; (S4ES-IVh-9)
things and light on Earth. activities. The learners should be able to describes the role of the Sun
Safety precautions in the water cycle; (S4ES-IVi-10)
(pages 61-63) The learners should be able to describe the effects of the
Sun. (S4ES-IVj-11)

25 | P a g e
CONTENTS OF ELEMENTARY GRADES SCIENCE - PHYSICS AND EARTH AND SPACE SCIENCE (Adapted from Dep Ed’s K to 12 Curriculum Guide
in Science (August 2016))
Quarter

Grade

Content Content Standard Performance Standard Learning Competency and Code (Science CG)

1. Processes that Shape
Earth’s Surface
Weathering and Soil Erosion
(pages 75-76)
EARTH AND SPACE SCIENCE
The learners demonstrate
understanding of weathering
and soil erosion shape the
Earth’s surface and affect
living things and the
environment
The learners should be able to
participate in projects that
reduce soil erosion in the
community.
The learners should be able to describe how rocks turn into soil;
(S5FE-IVa-1)
The learners should be able to investigate extent of soil erosion
in the community and its effects on living things and the
environment. (S5FE-IVb-2)
The learners should be able to communicate the data collected
from the investigation on soil erosion; (S5FE-IVc-3)

2. Weather Disturbances The learners demonstrate The learners should be able to The learners should be able to observe the changes in the
Types of weather understanding of the prepare individual emergency weather before, during and after a typhoon; (S5FE-IVd-4)
disturbances weather disturbances and kit. The learners should be able to describe the effects of a typhoon
Effects of weather their effects on the on the community; (S5FE-IVe-5)
disturbances on living things environment.
Fourth

The learners should be able to describe the effects of the winds,

5 and the environment.
given a certain storm warning signal; (S5FE-IVf-6)
(pages 76-77)
3. The Moon The learners demonstrate The learners should be able to The learners should be able to infer the pattern in the changes
Phases of the Moon understanding of the phases debug local myths and folklore in the appearance of the Moon; (S5FE-IVg-h-7)
Beliefs and practices of the Moon and the beliefs about the Moon and the Stars
(pages 78-79) and practices associated by presenting pieces of The learners should be able to relate the cyclical pattern to the
with it. evidence to convince the length of a month; (S5FE-IVg-h-8)
community folks.
4.The Stars The learners demonstrate The learners should be able to The learners should be able to identify star patterns that can be
Patterns of stars understanding of identify star patterns that can seen at particular times of the year. (S5FE-IVi-j-9)
(constellation) constellations and the be seen at particular times of
(page 79) information derived from the year.
their location in the sky.

26 | P a g e
CONTENTS OF ELEMENTARY GRADES SCIENCE - PHYSICS AND EARTH AND SPACE SCIENCE (Adapted from Dep Ed’s K to 12 Curriculum Guide
in Science (August 2016))
Quarter

Grade

Content Content Standard Performance Standard Learning Competency and Code (Science CG)

1. Forces that affect changes The learners demonstrate The learners should be able The learners should be able to describe the changes on the
on the earth’s surface understanding of to design an emergency and Earth’s surface as a result of earthquakes and volcanic
Earthquakes eruptions. preparedness plan and kit eruptions; (S6ES-IVa-1)
Eruption The learners should be able to numerate what to do before,
(pages) during and after earthquake and volcanic eruptions; (S6ES-
EARTH AND SPACE SCIENCE

2.Weather Patterns in the
Philippines
Weather patterns and
Fourth
IVb-2)
The learners demonstrate The learners should be able The learners should be able to describe the different
weather patterns and to design an emergency and seasons in the Philippines; (S6ES-IVc-3)
seasons in the Philippines preparedness plan and kit.

Seasons in the Philippines. The learners should be able to discuss appropriate activities
6 for specific seasons of the Philippines; (S6ES-IVd-4)
(pages 98-)
3.Motions of the Earth The learners demonstrate The learners should be able The learners should be able to demonstrate rotation and
Rotation and revolution of the earth’s rotation and to design an emergency and revolution of the Earth using a globe to explain day and night
(pages) revolution preparedness plan and kit. and the sequence of seasons; (S6ES-IVe-f-5)
4.The Solar System The learners demonstrate The learners should be able The learners should be able to compare the planets of the
Planets characteristics of planets in to design an emergency and solar system; (S6ES-IVg-h-6)
(pages) the solar system. preparedness plan and kit. The learners should be able to construct a model of the solar
system showing the relative sizes of the planets and their
relative distances from the Sun. (S6ES-IVi-j-7)

27 | P a g e
 TOPIC 3: CONTENTS OF ELEMENTARY GRADES SCIENCE: FORCE, MOTION, AND ENERGY– SCIENCE MELCs-BASED

CONTENTS OF ELEMENTARY GRADES SCIENCE - PHYSICS AND EARTH AND SPACE SCIENCE (Adapted from Dep Ed’s K to 12 Most Essential
Learning Competencies (MELCs) in Science (2020))
Quarter

Content
Grade

Content Standard Performance Standard Learning Competency and Code (Science CG)

The learners demonstrate The learners should be able to observe, The learners should be able to describe the position of a
MOTION, AND

understanding of motion of objects. describe, and investigate the position and person or an object in relation to a reference point such as
ENERGY
FORCE,

movement of things around them. chair, door, another person; (S3FE-IIIa-b-1)

Third

3 The learners demonstrate uses The learners should be able to apply the The learners should be able to describe the different uses
sources and of light, sound, heat and knowledge of the sources and uses of light, of light, sound, heat and electricity in everyday life. (no
electricity. sound, heat, and electricity. code)

28 | P a g e
CONTENTS OF ELEMENTARY GRADES SCIENCE - PHYSICS AND EARTH AND SPACE SCIENCE (Adapted from Dep Ed’s K to 12 Most Essential
Learning Competencies (MELCs) in Science (2020))
Quarter

Content
Grade

Content Standard Performance Standard Learning Competency and Code (Science CG)

The learners demonstrate The learners should be able to explain the effects of force
MOTION, AND

understanding of force that can change applied to an object; (S4FE-IIIa-1)

-
the shape, size or movement of
ENERGY

The learners should be able to describe the force exerted

FORCE,
Third

objects. by magnets; (S4FE-IIId-e-3)

4
The learners should be able to demonstrate The learners should be able to describe how light, sound
The learners demonstrate uses
conceptual understanding of and heat travel; (S4FE-IIIf-g-4)
sources and of light, sound, heat and
properties/characteristics of light, heat and The learners should be able to investigate properties and
electricity.
sound. characteristics of light and sound; (S4FE-IIIh-5)

29 | P a g e
CONTENTS OF ELEMENTARY GRADES SCIENCE - PHYSICS AND EARTH AND SPACE SCIENCE (Adapted from Dep Ed’s K to 12 Most Essential
Learning Competencies (MELCs) in Science (2020))
Quarter

Content
Grade

Content Standard Performance Standard Learning Competency and Code (Science CG)

The learners demonstrate The learners should be able to describe the motion of an
understanding of motion in terms of - object by tracing and measuring its change in position
FORCE, MOTION, AND ENERGY

distance and time. (distance travelled) over a period of time; (S5FE-IIIa-1)

The learners demonstrate The learners should be able to discuss why some materials
understanding of the effects of heat are good conductors of heat and electricity; (S5FE-IIIc-3)
and electricity, light and sound on - The learners should be able to relate the ability of the
people and objects. material to block, absorb or transmit light to its use; (S5FE-
Third

5 IIIe-5)
The learners demonstrate The learners should be able to propose an The learners should be able to infer the conditions
understanding of a simple DC circuit unusual tool or device using electromagnet necessary to make a bulb light up; (S5FE-IIIf-6)
and the relationship between electricity that is useful for home school or community. The learners should be able to determine the effects of
and magnetism in electromagnets. changing the number or type of components in a circuit;
(S5FE-IIIg-7)
The learners should be able to design an experiment to
determine the factors that affect the strength of the
electromagnet. (S5FE-IIIi-j-9)

30 | P a g e
CONTENTS OF ELEMENTARY GRADES SCIENCE - PHYSICS AND EARTH AND SPACE SCIENCE (Adapted from Dep Ed’s K to 12 Most Essential
Learning Competencies (MELCs) in Science (2020))
Quarter

Content
Grade

Content Standard Performance Standard Learning Competency and Code (Science CG)

The learners demonstrate The learners should be able to produce an The learners should be able to infer how friction and gravity
MOTION, AND

understanding of gravity and friction advertisement demonstrates road safety. affect movements of different objects; (S6FE-IIIa-c-1)
ENERGY
FORCE,

affect movement of objects.

Third

6 The learners demonstrate The learners should be able to demonstrate how sound,
The learners should be able to create a
understanding of how energy is heat,
marketing strategy for a new product on
transformed in simple machines. light and electricity can be transformed; (S6FE-IIId-f-2)
electrical or light efficiency.

31 | P a g e
 TOPIC 4: CONTENTS OF ELEMENTARY GRADES SCIENCE: EARTH AND SPACE SCIENCE– SCIENCE MELCs-BASED

CONTENTS OF ELEMENTARY GRADES SCIENCE - PHYSICS AND EARTH AND SPACE SCIENCE (Adapted from Dep Ed’s K to 12 Most Essential
Learning Competencies (MELCs) in Science (2020))
Quarter

Content
Grade

Content Standard Performance Standard Learning Competency and Code (Science CG)

The learners demonstrate The learners should be able to express their The learners should be able to relate the importance of
understanding of people, animals, concerns about their surroundings through surroundings to people and other living things; (S3ES-IVc-
EARTH AND SPACE SCIENCE

plants, lakes, rivers, streams, hills, teacher-guided and self d-2)

mountains, and other landforms, and –directed activities.
their importance.
The learners demonstrate The learners should be able to express ideas The learners should be able to describe the changes in the
understanding of the types and effects about safety measures during different weather over a period of time; (S3ES-IVe-f-3)
Fourth

3 of weather as they relate to daily weather conditions creatively (through

activities, health and safety. artwork, poem, song). The learners should be able to enumerate and practice
safety and precautionary measures in dealing with
different types of weather. (S3ES-IVg-h-5)
The learners demonstrate The learners should be able to list down The learners should be able to describe the natural objects
understanding of the natural objects in activities which affect their daily activities. that are found in the sky during daytime and nighttime.
the sky affect one’s daily activities. (S3ES-IVg-h-6)

32 | P a g e
CONTENTS OF ELEMENTARY GRADES SCIENCE - PHYSICS AND EARTH AND SPACE SCIENCE (Adapted from Dep Ed’s K to 12 Most Essential
Learning Competencies (MELCs) in Science (2020))
Quarter

Content
Grade

Content Standard Performance Standard Learning Competency and Code (Science CG)

The learners demonstrate The learners should be able to practice The learners should be able to compare and contrast the
understanding of the different types of precautionary measures in planning characteristics of different types of soil; (S4ES-IVa-1)
soil. activities.

The learners demonstrate The learners should be able to practice The learners should be able to explain the use of water
understanding of the different sources precautionary measures in planning from different sources in the context of daily activities;
of water suitable for human activities. (S4ES-IVb-2)
EARTH AND SPACE SCIENCE

consumption. The learners should be able to describe the importance of

the water cycle. (S4ES-IVd-4)
The learners demonstrate The learners should be able to practice The learners should be able to use weather instruments to
understanding of the components of precautionary measures in planning measure the different weather components. (S4ES-IVe-5)
Fourth

weather using simple instruments. activities.

4 The learners should be able to record in a chart the
weather conditions; (S4ES-IVf-6)
The learners should be able to make simple interpretations
about the weather as recorded in the weather chart;
(S4ES-IVf-7)
The learners should be able to identify safety precautions
during different weather conditions; (S4ES-IVg-8)
The learners demonstrate The learners should be able to practice The learners should be able to describe the changes in the
understanding of the Sun as the main precautionary measures in planning position and length of shadows in the surroundings as the
source of heat and light on Earth. activities. position of the Sun changes; (S4ES-IVh-9)
The learners should be able to describe the effects of the
Sun. (S4ES-IVj-11)

33 | P a g e
CONTENTS OF ELEMENTARY GRADES SCIENCE - PHYSICS AND EARTH AND SPACE SCIENCE (Adapted from Dep Ed’s K to 12 Most Essential
Learning Competencies (MELCs) in Science (2020))
Quarter

Content
Grade

Content Standard Performance Standard Learning Competency and Code (Science CG)

The learners demonstrate The learners should be able to participate in The learners should be able to describe how rocks turn into
understanding of weathering and soil projects that reduce soil erosion in the soil; (S5FE-IVa-1)
erosion shape the Earth’s surface and community.
EARTH AND SPACE SCIENCE

The learners should be able to investigate extent of soil

affect living things and the environment erosion in the community and its effects on living things and
the environment. (S5FE-IVb-2)
The learners demonstrate The learners should be able to prepare The learners should be able to characterize weather
understanding of the weather individual emergency kit. disturbances in the Philippines and describe their effects to
Fourth

disturbances and their effects on the the daily life. (no code)
5 environment.
The learners demonstrate The learners should be able to debug local The learners should be able to infer the pattern in the changes
understanding of the phases of the Moon myths and folklore about the Moon and the in the appearance of the Moon; (S5FE-IVg-h-7)
and the beliefs and practices associated Stars by presenting pieces of evidence to
with it. convince the community folks.
The learners demonstrate The learners should be able to debug local The learners should be able to identify star patterns that can
understanding of constellations and the myths and folklore about the Moon and the be seen at particular times of the year. (S5FE-IVi-j-9)
information derived from their location in Stars by presenting pieces of evidence to
the sky. convince the community folks.

34 | P a g e
CONTENTS OF ELEMENTARY GRADES SCIENCE - PHYSICS AND EARTH AND SPACE SCIENCE (Adapted from Dep Ed’s K to 12 Most Essential
Learning Competencies (MELCs) in Science (2020))
Quarter

Content
Grade

Content Standard Performance Standard Learning Competency and Code (Science CG)

The learners demonstrate The learners should be able to design an The learners should be able to describe the changes on
understanding of eruptions. emergency and preparedness plan and kit the Earth’s surface as a result of earthquakes and volcanic
eruptions; (S6ES-IVa-1)
EARTH AND SPACE SCIENCE

The learners should be able to numerate what to do before,

The learners demonstrate weather
patterns and seasons in the
Fourth
during and after earthquake and volcanic eruptions;
(S6ES-IVb-2)
The learners should be able to design an The learners should be able to describe the different
emergency and preparedness plan and kit. seasons in the Philippines; (S6ES-IVc-3)

6 Philippines.
The learners demonstrate of the The learners should be able to design an Differentiate between rotation and revolution and describe
earth’s rotation and revolution emergency and preparedness plan and kit. the effects of the Earth’s motion. (no code)
The learners demonstrate The learners should be able to design an The learners should be able to compare the planets of the
characteristics of planets in the solar emergency and preparedness plan and kit. solar system; (S6ES-IVg-h-6)
system. The learners should be able to construct a model of the
solar system showing the relative sizes of the planets and
their relative distances from the Sun. (S6ES-IVi-j-7)

35 | P a g e
 ACTIVITY

Directions:
This lesson will be the start of the lesson planning. The students will be choosing 1 topic
among the given on the table – the students will be utilizing the table which adapts the Most
Essential Learning Competencies. After choosing, the students will submit their chosen topic in
the format below:

a. Name: __________________________________
b. Grade of chosen topic: _____________________
c. Quarter of chosen topic: ____________________
d. Topic: ___________________________________
e. Code: ___________________________________
f. Learning competency/ies:
i. __________________________________
ii. __________________________________
iii. __________________________________

36 | P a g e
 ASSESSMENT

Directions:
Answer the following question comprehensively. If there is a need for the use of illustration
you may include illustrations and other supporting evidences that are related to the topic.
References must be included at the end of your output.

Discuss the following:

1. the differences between the learning competencies on the Science CG and the Science
MELCs.
2. the importance of codes.
3. the Science Most Essential Learning Competencies.
4. the manner how the contents of Elementary Science Concepts of Physics and Earth and
Space Science are arranged in accordance to the Spiral Progression of K to 12
Framework.

RUBRIC

CRITERIA Total
(3) (2) (1)
The output covered
The output covered The output covered
CONTENT
almost all of the
more than half of the less than half of the
main topic/content.
main topic/content. main topic/content.
(3) (2) (1)
The The output’s
output’s The output’s
message conveyed
message conveyed message is too
CLARITY
with very good
is of good quality yet ambiguous thus
quality.
needed some needed revision and
improvement. restructuring.
(3) (2) (1)
The organization of The organization of The organization of
the ideas and other the ideas and other the ideas and other
ORGANIZATION aspects are of very aspects are of good aspects are of poor
good quality. quality yet needed quality thus, needed
some improvement. revision and
restructuring.
Total Score*
*Output submitted and checked will automatically receive 1 point which will be added to the total score.

37 | P a g e
 LESSON 4

TOPIC
1. Some Tips in Teaching Science in the Elementary Grades
LEARNING OUTCOMES
At the end of this Module, the learners should be able to:
1. select appropriate strategies, techniques, style in teaching certain concept in
elementary grade science,
2. use appropriate strategies, techniques, style in teaching certain concept in
elementary grade science

TOPIC 1: SOME TIPS IN TEACHING SCIENCE IN THE ELEMENTARY GRADES

Students are naturally curious with an inclination to explore using all their senses and this
poses some unique opportunities and challenges to teachers of young ones as they love to learn
new things, explore with their hands, and possess a lot of energy and excitement about science
experiments. The list below are some helpful tips for teachers to incorporate into most lessons
in elementary students:

• Give visual examples whenever possible.

• Do experiments that allow students to taste, smell, and touch.
• Explain science vocabulary.
• Move from concrete to abstract concepts.
• Encourage students to use a science notebook.
• Engage students by asking questions.
• Let students lead a hands-on exploration.
• Allow students to form their own conclusions.
• Tell students they are scientists.
• Utilize developing math skills and problem-solving.
• Engage students by asking questions.
• Build confidence through participation.
• Move from concrete to abstract concepts.
• Alleviate boredom through activity.
• Encourage skills through a science notebook.
• Encourage independent investigation.
• Develop the mind further through vocabulary.
• Tell students they are scientists.

38 | P a g e
 ACTIVITY

Part 1:
Directions:
This lesson is the continuation of the previous activity. Based on the chosen topic of the students,
through browsing the internet, reading printed materials and by other means, they need to identify
possible techniques, strategies, styles that can be applied to their chosen topic using the format below:

TECHNIQUES, STRATEGIES, DEFINITION SAMPLE

STYLES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Part 2:
Directions:
Based on the submitted output of the students, let them decide to which among their output best
suited to their chosen topic using the format below:

TECHNIQUES, STRATEGIES, STYLES REASON

1.
2.
3.
4.
5.

39 | P a g e
 ASSESSMENT

Directions:
Answer the following question comprehensively. If there is a need for the use of illustration
you may include illustrations and other supporting evidences that are related to the topic.
References must be included at the end of your output.

Discuss the following:

1. the importance of choosing the appropriate strategies, techniques and styles in teaching
science in the elementary grades.
2. the different factors needed to be considered in choosing the appropriate strategies,
techniques and styles in teaching science in the elementary grades.

RUBRIC

CRITERIA Total
(3) (2) (1)
The output covered
The output covered The output covered
CONTENT
almost all of the
more than half of the less than half of the
main topic/content.
main topic/content. main topic/content.
(3) (2) (1)
The The output’s
output’s The output’s
message conveyed
message conveyed message is too
CLARITY
with very good
is of good quality yet ambiguous thus
quality.
needed some needed revision and
improvement. restructuring.
(3) (2) (1)
The organization of The organization of The organization of
the ideas and other the ideas and other the ideas and other
ORGANIZATION aspects are of very aspects are of good aspects are of poor
good quality. quality yet needed quality thus, needed
some improvement. revision and
restructuring.
Total Score*
*Output submitted and checked will automatically receive 1 point which will be added to the total score.

40 | P a g e
 LESSON 5

TOPICS
1. Guidelines in the Selection, Development, and Use of Instructional Materials
in teaching Science in the Elementary Grades.
LEARNING OUTCOMES
At the end of this Module, the learners should be able to:
1. select appropriate instructional materials in teaching science in the
elementary grades,
2. select appropriate materials in developing instructional materials in teaching
science in the elementary grades,
3. develop appropriate instructional materials for specific topic/content in
elementary grades science

TOPIC 1: GUIDELINES IN THE SELECTION, DEVELOPMENT, AND USE OF INSTRUCTIONAL

MATE RIALS IN TEACHING SCIENCE IN THE ELEMENTARY GRADES

41 | P a g e
42 | P a g e
 ACTIVITY

Directions:
Based on the result of the previous tasks of the students, let them decide on the appropriate
instructional materials suited to their chosen topic following the guidelines discussed in this lesson:

Rubric

CRITERIA SCORE
Alignment with standards, outcomes, and objectives
Accurate and current information
Age-appropriate language
Interest level and engagement
Technical quality
Ease of use (student and teacher)
Bias free
Variety of media
Multisensory experience
User guide and directions
TOTAL
Score: (1) Low quality (2) Medium quality (3) High quality

43 | P a g e
 ASSESSMENT

Directions:
Answer the following question comprehensively. If there is a need for the use of illustration
you may include illustrations and other supporting evidences that are related to the topic.
References must be included at the end of your output.

Discuss the following:

1. the importance of selecting the appropriate materials in choosing and development of
Instructional materials in teaching science in the elementary grades.
2. the different factors needed to be considered in the selection of appropriate materials in
choosing and development of Instructional materials in teaching science in the
elementary grades.

RUBRIC

CRITERIA Total
(3) (2) (1)
The output covered
The output covered The output covered
CONTENT
almost all of the
more than half of the less than half of the
main topic/content.
main topic/content. main topic/content.
(3) (2) (1)
The The output’s
output’s The output’s
message conveyed
message conveyed message is too
CLARITY
with very good
is of good quality yet ambiguous thus
quality.
needed some needed revision and
improvement. restructuring.
(3) (2) (1)
The organization of The organization of The organization of
the ideas and other the ideas and other the ideas and other
ORGANIZATION aspects are of very aspects are of good aspects are of poor
good quality. quality yet needed quality thus, needed
some improvement. revision and
restructuring.
Total Score*
*Output submitted and checked will automatically receive 1 point which will be added to the total score.

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 LESSON 6

TOPICS
1. 10 Principles of Assessment Design
LEARNING OUTCOMES
At the end of this Module, the learners should be able to:
1. identify principles in designing assessment for elementary grades science,
2. apply the identified principles in designing assessment for elementary grades
science.

TOPIC 1: 10 PRICIPLES OF ASSESSMENT DESIGN

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 1. Assess the most important knowledge you want students to know
2. Have a clear model of progression for both substantive and disciplinary knowledge
3. Make the assessment cumulative
4. Sample across the domain and keep it blind
5. Dig holes, don’t cut grass – assess conceptual understanding
6. Be clear on what you are and are not assessing
7. Mark schemes should inform how questions are designed
8. Make the assessment appropriately demanding
9. Assessments should balance workload with effectiveness
10. Provide opportunities for teachers to practice applying the mark scheme

How to Assess Students’ Learning and Performance

Learning takes place in students’ heads where it is invisible to others. This means that
learning must be assessed through performance: what students can do with their learning.
Assessing students’ performance can involve assessments that are formal or informal, high- or
low-stakes, anonymous or public, individual or collective.
Here are some suggestions and strategies for assessing student learning and performance
as well as ways to clarify your expectations and performance criteria to students.
1. Creating assignments
2. Creating exams
3. Using classroom assessment techniques
4. Using concept maps
5. Using concept tests
6. Assessing group work
7. Creating and using rubrics

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 ACTIVITY

Directions:
The students must develop assessment to be used in assessing their learners based on
their chosen topic and the set learning competencies.

p.s. the criteria/rubric in checking the developed assessment of the students will be provided
by the subject instructor.

47 | P a g e
 ASSESSMENT

Directions:
Answer the following question comprehensively. If there is a need for the use of illustration
you may include illustrations and other supporting evidences that are related to the topic.
References must be included at the end of your output.

Discuss the following:

1. the importance of selecting and designing the appropriate assessment tools and materials
in teaching science in the elementary grades.
2. the different factors needed to be considered in selecting and designing the appropriate
assessment tools and materials in teaching science in the elementary grades.

RUBRIC

CRITERIA Total
(3) (2) (1)
The output covered
The output covered The output covered
CONTENT
almost all of the
more than half of the less than half of the
main topic/content.
main topic/content. main topic/content.
(3) (2) (1)
The The output’s
output’s The output’s
message conveyed
message conveyed message is too
CLARITY
with very good
is of good quality yet ambiguous thus
quality.
needed some needed revision and
improvement. restructuring.
(3) (2) (1)
The organization of The organization of The organization of
the ideas and other the ideas and other the ideas and other
ORGANIZATION aspects are of very aspects are of good aspects are of poor
good quality. quality yet needed quality thus, needed
some improvement. revision and
restructuring.
Total Score*
*Output submitted and checked will automatically receive 1 point which will be added to the total score.

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 LESSON 7

TOPICS
1. Detailed Lesson Plan – A to J Lesson Plan Guide (From D.O. No. 42, s.
2016)
2. Detailed Lesson Plan – A to J Lesson Plan Template
LEARNING OUTCOMES
At the end of this Module, the learners should be able to:
1. familiarize with the D.O. No. 42, s. 2016,
2. apply the different guidelines in lesson planning from D.O. No. 42, s. 2016.

TOPIC 1: DETAILED LESSON PLAN – A TO J LESSON PLAN GUIDE (FROM D.O. No. 42, S. 2016)

School OCCIDENTAL MINDORO Grade Level

STATE COLLEGE
Teacher Learning Science
DETAILED Area
LESSON PLAN
Teaching Quarter
Date
Teaching Checked by
Time

I. OBJECTIVES
A. Content Standards • These include objectives related to content knowledge and
B. Performance Standards competencies.
C. Learning • These describe the behavior or performance teacher wants
Competencies/Objectives learners to exhibit on order to consider them competent.
D. Code • These states what the teachers intend to teach and serve as a
guide for instruction and assessment.
II. CONTENT • It pertains to particular content that the lesson focuses on.
III. LEARNING RESOURCES
A. References • This asks the teachers to log the reference and other learning
1. Teacher’s Guide pages resources that the teachers will use for the lesson.
2. Learner’s Materials • Then references include the particular pages of the TG, LM,
pages textbook, and the additional materials from the LRMDS portal.
3. Textbook pages • The other learning resources refer to materials such as those
4. Additional Materials from that are teacher-made, authentic and others not included in the
Learning Resource references.
Portal • This can also include the supplies, equipment, tools and other
B. Other Learning non-print materials needed for activities before, during, and
Resources after the lesson.

IV. PROCEDURES
TEACHER’S ACTIVITY LEARNER’S ACTIVITY
PRELIMINARY ACTIVITIES
1. Prayer
2. Checking of
Attendance
3. Checking of
Assignments
4. Drill
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A. Reviewing Previous • This part connects the lesson with the learners’ prior knowledge.
Lesson or • It teaches the learners how the new lesson connects to previous
Presenting New lessons.
Lesson • It reviews the present new lessons in a systematic manner.
B. Establishing a • This motivate the learners to learn the new lesson. It encourages the
Purpose for the students to ask questions about the new topic and helps establish a
Lesson (Motivation) reason for learning the new lesson.
C. Presenting
• This shows instances of the content and the competencies.
Examples/Instances
• This is also where the concepts are clarified.
of the New Lesson
• This leads to the first formative assessment.
D. Discussing New • Teachers shall prepare good question for this part.
Concepts and • The teacher will listen to the answer of learners to gauge if they
Practicing New understood the lesson. If not, then re-teach.
Skills #1 • If the learners have understood the lesson, the teacher shall proceed
to deepening the lesson.
• Continuation of the discussion of new concepts leading to the second
formative assessment that deepens the lesson and shows learners
E. Discussing New
new ways of applying learning.
Concepts and
• The teachers can use pair, group, and team work to help learners
Practicing New
discuss the lesson among themselves.
Skills #1
• The learners can present their work to the class and this serves as
the teacher’s way
• This leads to the third formative assessment, can be done through
more individual work activities such as writing, creative ways of
representing learning, dramatizing, etc.
• The teacher shall ask learners to demonstrate their learning through
assessable activities such as quizzes, worksheets, seat work, and
F. Developing Mastery
games.
• When students demonstrate learning, then proceed to the next step.
• The teacher can add activities as needed until formative assessment
shows that the learners are confident in their knowledge and
competencies.
G. Finding Practical
• This part can help the students develop appreciation and valuing for
Applications of the
students’ learning by bridging the lesson to daily living.
Concepts and Skills
• This will establish relevance in then lesson.
in Daily Living
H. Making
• This will conclude the lesson by asking learners good questions that
Generalization and
will help them crystallize their learning so they can declare
Abstractions about
knowledge and demonstrate their skills.
the Lesson
• This is a way of assessing then learners and whether the learning
I. Evaluating Learning objectives have been met.
• Evaluation should tap into the three types of objectives.
• This will be based on the formative assessments and will provide the
J. Additional
students enrichment or remedial activities.
Activities for
• The teacher should provide extra time for additional teaching activities
Applications or
to those learners demonstrating that they have difficulties with the
Remediation
lesson.

V. REMARKS
IV. REFLECTION
A. No. of learners who earned 80% in the evaluation.
B. No. of learners who require additional activities for
remediation who scored below 80%.
C. Did the remedial lesson work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did
this work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
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 TOPIC 2: DETAILED LESSON PLAN – A TO J LESSON PLAN TEMPLATE

School OCCIDENTAL MINDORO Grade Level

STATE COLLEGE
Teacher Learning Area Science
DETAILED
LESSON PLAN
Teaching Quarter
Date
Teaching Checked by
Time

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
D. Code
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource
Portal
B. Other Learning
Resources

IV. PROCEDURES
TEACHER’S ACTIVITY LEARNER’S ACTIVITY
PRELIMINARY ACTIVITIES
1. Prayer
2. Checking of
Attendance
3. Checking of
Assignments
4. Drill
A. Reviewing Previous
Lesson or
Presenting New
Lesson
B. Establishing a
Purpose for the
Lesson (Motivation)
C. Presenting
Examples/Instances
of the New Lesson
D. Discussing New
Concepts and
Practicing New
Skills #1
E. Discussing New
Concepts and
Practicing New
Skills #1
F. Developing Mastery
G. Finding Practical
Applications of the
Concepts and Skills
in Daily Living

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H. Making
Generalization and
Abstractions about
the Lesson
I. Evaluating Learning
J. Additional
Activities for
Applications or
Remediation

V. REMARKS
IV. REFLECTION
H. No. of learners who earned 80% in the evaluation.
I. No. of learners who require additional activities for
remediation who scored below 80%.
J. Did the remedial lesson work? No. of learners who have
caught up with the lesson.
K. No. of learners who continue to require remediation.
L. Which of my teaching strategies worked well? Why did this
work?
M. What difficulties did I encounter which my principal or
supervisor can help me solve?
N. What innovation or localized materials did I use/discover
which I wish to share with other teachers?

52 | P a g e
 ACTIVITY

Directions:

The students must have their developed detailed lesson plan – A to J detailed lesson plan
containing the outputs in the previous activity. After checking, if the developed detailed lesson plan
needs revision/modification the instructor may do so.

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LESSON PLAN RUBRIC

54 | P a g e
 ASSESSMENT

Directions:
Answer the following question comprehensively. If there is a need for the use of illustration
you may include illustrations and other supporting evidences that are related to the topic.
References must be included at the end of your output.

Discuss the following:

1. the difference among
a. Daily Lesson Log and Plan,
b. Brief Lesson Plan,
c. Detailed Lesson Plan,

2. the most important part of lesson planning.

RUBRIC

CRITERIA Total
(3) (2) (1)
The output covered
The output covered The output covered
CONTENT
almost all of the
more than half of the less than half of the
main topic/content.
main topic/content. main topic/content.
(3) (2) (1)
The The output’s
output’s The output’s
message conveyed
message conveyed message is too
CLARITY
with very good
is of good quality yet ambiguous thus
quality.
needed some needed revision and
improvement. restructuring.
(3) (2) (1)
The organization of The organization of The organization of
the ideas and other the ideas and other the ideas and other
ORGANIZATION aspects are of very aspects are of good aspects are of poor
good quality. quality yet needed quality thus, needed
some improvement. revision and
restructuring.
Total Score*
*Output submitted and checked will automatically receive 1 point which will be added to the total score.

55 | P a g e
 LESSON 8

TOPICS
1. Do’s and Don’ts during the Demonstration Teaching
LEARNING OUTCOMES
At the end of this Module, the learners should be able to:
1. familiarize with the different do’s and don’ts during demonstration teaching,
2. apply the different do’s and don’ts, techniques, strategies, and style during
demonstration teaching.

TOPIC 1: DO’S AND DON’TS DURING DEMONSTRATION TEACHING

Some things to remember before teaching internship

Teaching internship:
1. plays a vital role in succeeding as a professional teacher.
2. gives the opportunities to apply what have learned in actual classroom practice.
3. provides role and functions to perform effectively in various settings.
4. empowers to perform roles in respective level, subject areas and disciplines as well
as to prepare for personal and professional advancement.
5. gives the chance to work under a second teacher who shall serve as mentor.
6. Allows to interact with professionals which shall give more insights in the field of
teaching.

Phases of Teaching Internship:

1. Phase 1 – Orientation Sessions
a. With practicum supervisor
b. With cooperating principal
c. With cooperating teacher

2. Phase 2 – Observation and Building Relationships

a. Observation of classes
b. Building relationship with cooperating teacher, learners, and other teaching support
personnel

3. Phase 3 – On Site Tasks

a. Writing Learning Plans
b. Creating instructional materials
c. Constructing assessment tools
d. Participating in school activities/programs
e. Doing daily teaching tasks

4. Phase 4 – Final Demonstration and Accomplishing Exit Forms

a. Executing final demonstration lessons
b. Accomplishing of evaluation forms and exit clearance

Some Legal and Other Documents that Teachers needed to be familiar with:
1. Resolution No. 435, 1997 Code of Ethics for Professional Teachers
56 | P a g e
 2. RA 10627 Anti- bullying Act 0f 2013
3. RA 7877 Anti Sexual Harassment Act of 1995
4. RA 4670 The Magna Carta for Public School Teachers
5. DO No. 40, s. 2012 Child Protection Policy
6. School’s Vision, Mission, Goals, Core Values and Graduate Attributes

Additional information regarding how to execute teaching science concepts in the elementary
grades will be given by the subject instructor.

DO

• Interact with students and encourage them to interact with you.

• Model instructions or concepts.
• Establish rapport with students.
• Keep in mind the overarching purpose of your lesson.
• Assess student understanding as you go and alter instruction as needed.
• Prepare your lesson well ahead of time and practice, practice, practice!
• Recognize the diverse needs of students.

DON’T

• Assume that everything will go as planned.

• Incorporate lots of bells and whistles that don’t contribute to the effectiveness of the
lesson.
• Gloss over students’ questions in order to stick to your lesson plan.
• Get in over your head with regard to subject matter.
• Lose sight of what you want students to achieve.
• Focus on how well YOU are doing—instead, focus on how well students are learning.

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 ACTIVITY

Directions:
The student will be having their actual demonstration teaching of their chosen topic and
previous preparations. The demonstration teaching will be graded using the rubric below.

p.s. the lesson plan, IMs, and the demonstration teaching will be part of the students’ exam.

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Reference No. : OMSC-Form-COL-01 Effectivity Date: August 15, 2018 Revision No. 00

REPUBLIC OF THE PHILIPPINES

OCCIDENTAL MINDORO STATE COLLEGE
Rizal St., San Jose, Occidental Mindoro
website: www.omsc.edu.ph email address: omsc_9747@yahoo.com
Tele/Fax: (043) 457-0231
College of Teacher Education
CLASS OBSERVATION FORM AND RATING SHEET
Name of Mentor:
Name of Mentee: _____________________________
________________
Date:
Subject Taught: _______________________________ ________________________

Time:
College: __________________________________ _________________________

Very
Excellent Good Fair Poor
Evaluation Indicators Good

5 4 3 2 1

Professional Attributes

1. Motivates learners to engage in learning

2. Presents lesson in proper order

3. Emphasizes important points of the lesson

4. Addresses the objectives of the lesson

5. Explains subject matter clearly

6. Cites up-to-date information on subject matter

7. Uses Interesting teaching techniques

8. Relates lessons to real-life situations

9. Integrates values in teaching

10. Asks thought-provoking questions and gives
challenging tasks

11. Answers students' questions with expertise

12. Makes favorable comments (reinforces students)
when answers are correct
13. Provides brief summary towards the end of class
period

14. Assesses students' learning through various tools

15. Is efficient in classroom management

Personal Attributes

1. Dresses appropriately and well-groomed

2. Speaks clearly

3. Shows self-confidence

4. Talks fluently and smoothly on the subject matter

5. Shows enthusiasm about the subject matter

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Comments/Suggestions:

Average Rating
______________________________
Numerical: Descriptive: ____
Observer's Signature Over Printed
Name
96 – 100 Outstanding
91 – 95 Superior Position/ Designation
______________________________
86 – 90 Very Satisfactory ___
81 – 85 Satisfactory
Date:
76 – 80 Minimally Satisfactory ________________________________
75 and below Needs Improvement

60 | P a g e
 ASSESSMENT

Directions:

Using an appropriate diagram, present the flow of demonstration teaching using key
points only with corresponding tips on how to properly execute a specific step.

RUBRIC

CRITERIA Total
(3) (2) (1)
The output covered
The output covered The output covered
CONTENT
almost all of the
more than half of the less than half of the
main topic/content.
main topic/content. main topic/content.
(3) (2) (1)
The The output’s
output’s The output’s
message conveyed
message conveyed message is too
CLARITY
with very good
is of good quality yet ambiguous thus
quality.
needed some needed revision and
improvement. restructuring.
(3) (2) (1)
The organization of The organization of The organization of
the ideas and other the ideas and other the ideas and other
ORGANIZATION aspects are of very aspects are of good aspects are of poor
good quality. quality yet needed quality thus, needed
some improvement. revision and
restructuring.
Total Score*
*Output submitted and checked will automatically receive 1 point which will be added to the total score.

61 | P a g e
 REFERENCES:

Printed:
• Bilbao, Purita P. et al. (2019). Teaching Science in the Elementary Grades Volume 1:
Chemistry and Biology. LORIMAR Publishing, Inc.
• Danac, Alfoso C., and Santos Gil Nonato S. (2010). O-Biology. Rex Bookstore, Inc.
• Department of Education. (2016, August). K to 12 Curriculum Guide Science.
• Department of Education. (2020). Most Essential Learning Competencies Science.
• Ferrer, Lourdes M. (2013). B.E.S.T. (Building Effective Strategies for Teaching) of Science.
Rex Bookstore, Inc.
• Malenab, Ryan G. et al. (2006). Essentials of Physical Science. Rex Bookstore, Inc.

Electronic:
• Effective Science Instruction: What Does Research Tell Us? Retrieved on September 11,
2020, from https://files.eric.ed.gov/fulltext/ED521576.pdf
• McCarthy, John. (August 25, 2014). Differentiated Instruction. Retrieved on September 11,
2020, from https://www.edutopia.org/blog/differentiated-instruction-learner-interest-matters-
john-
mccarthy#:~:text=When%20a%20topic%20connects%20to,with%20differentiating%20for%2
0student%20interests.
• Republic Act No. 10533 | GOVPH. (2013, May 15). Official Gazette of the Republic of the
Philippines. https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
• Samala, Hazel de Ramos. (n.d.). Spiral Progression Approach in Teaching Science: A Case
Study. Retrieved on September 11, 2020, from https://knepublishing.com/index.php/KnE-
Social/article/view/2404/5286
• Teaching science to elementary students | Tips & strategy. (2019, November 4). Home
Science Tools. https://learning-center.homesciencetools.com/article/tips-for-teaching-
science-to-elementary/
• Tips for teaching science to grades K-2. (2018, January 3). Home Science
Tools. https://learning-center.homesciencetools.com/article/tips-for-teaching-science-to-early-
elementary/

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