Biology Final 3 1

The CHED K-12
Curriculum Guide
for Science (Biology)
What is Biology?
Biology is the branch of
science that studies life and
living organisms.
What is a curriculum guide?
A curriculum guide is a
structured document that
delineates the philosophy, goals,
objectives, learning experiences,
instructional resources and
assessments that comprise a
specific educational program.
Grade/Level Grade Level Standards
K 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; 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.
Grade 1 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 describe similarities
and differences given two objects.
Grade 2 At the end of Grade 2, learners will use their senses to explore and describe the functions
of their senses, tell why some things around them are important, help take care of pets or
of plants , and tell short stories about what they do, what they have seen, or what they
feel.
Grade 3 At the end of Grade 3, learners are able to describe the functions of the different parts of
the body and things that make up their surroundings -- plants and animals.They have
observed changes in the conditions of their surroundings. These would lead learners to
become more curious about their surroundings, appreciate nature, and practice health and
safety measures.
Grade/ Grade Level Standards
Level
Grade 4 Learners are able to describe the functions of the different internal parts of the body in
order to practice ways to maintain good health. They are able to classify plants and
animals according to where they live and observe interactions among living things and
their environment. They can infer that plants and animals have traits that help them
survive in their environment.
Grade 5 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 pollination.
Grade 6 Learners understand how the different organ systems of the human body work
together. They 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.
PROPOSED Sequence of Domain/Strands per Quarter
G3 G4 G5 G6
1st Quarter
Matter Matter Matter Matter
2nd Quarter Living Things Living Things Living Things Living Things
and Their and Their and Their and Their
Environment Environment Environment Environment
3rd Quarter Force, Motion & Force, Motion & Force, Motion Force, Motion &
Energy Energy & Energy
Energy
4th Quarter Earth & Space Earth & Space Earth & Space Earth & Space
Content Topics
In Biology
1. Parts and 2. Heredity:
Functions of Human, Inheritance and
Animals and Plants Variation
3. Biodiversity and 4. Ecosystem
Evolution
SPIRALLING OF CONCEPTS GRADE 3 – GRADE 6
LIVING THINGS AND THEIR ENVIRONMENT
Grade 3 Grade 4 Grade 5 Grade 6
PARTS AND FUNCTION OF ANIMALS AND PLANTS
In Grade 3, learners In Grade 4, the learners After learning in Grade 4 In Grade 6, learners
observe and describe the are introduced to the how the major organs of describe the interactions
different parts of livingmajor organs of the the human body work among parts of the major
things focusing on the human body. together, the learners organs of the human
sense organs of humans now focus on the organs body.
and the more familiar They also learn about of the reproductive They also learn how
external parts of animalssome parts that help systems of humans, vertebrates and
and plants. plants and animals animals, and plants. invertebrates differ and
survive in places where how non-flowering plants
They also explore and they live. reproduce,
describe characteristics
of living things that
distinguish them from
non-living things.
HEREDITY:INHERITANCE AND VARIATION
Learners learn that living Learners learn that humans, Learners learn how flowering Learners learn how non-
things reproduce and animals, and plants go plants and some non- flowering plants (spore-
certain traits are passed on through life cycles. Some flowering plants reproduce. bearing and cone-bearing
to their offspring/s. inherited traits may be They are also introduced to plants, ferns, and mosses)
affected by the environment the sexual and asexual modes reproduce.
at certain stages in their life of reproduction.
cycles.
BIODIVERSITY AND EVOLUTION

Different kinds of living Learners investigate that Learners learn that They learn that plants and
things are found in animals and plants live in reproductive structures serve animals share common
different places. specific habitats. as one of the bases for characteristics which serve
classifying living things. as bases for their
classification.
ECOSYSTEMS
Learners learn that living Learners learn that there Learners are introduced to Learners are introduced to
things depend on their are beneficial and harmful the interactions among the interactions among
environment for food, air, interactions that occur components of larger habitats components of habitats
and water to survive. among living things and such as estuaries and such as tropical rainforests,
their environment as they intertidal zones, as well as the coral reefs, and mangrove
obtain their basic needs conditions that enable certain swamps.
organisms to live.
Grade 3 - Living things and their Environment (Biology)
SECOND QUARTER
Content Content Standards Performance Standards Learning Competencies
Parts and Functions of The Learner… The Learner… The Learner…

Living Things 
• demonstrates • practices healthful • identifies the sense
 Humans understanding on the habits to protect and organs of the human
parts and functions of keep the sense organs body
the sense organs of the of the human body • describes the parts and
bhuman ody healthy functions of the sense
organs of the human
body
• communicates
healthful practices to
protect the sense
organs using
multimedia/non-
multimedia resources
Content Content Performance Learning Competencies
Standards Standards
Parts and The Learner... The Learner... The Learner…
Functions of
Living Things  demonstrates  practices  identifies and describes
understandin safety animals in the
 Animals g of the parts measures of environment
of animals handling  identifies the parts and
and their animals functions of animals
functions and practices  groups or classifies
the proper ways animals according to
importance of taking care body parts and use
of animals to of animals  states the importance
humans of animals to humans
Standards Standards
Parts and The Learner… The Learner… The Learner…
Functions of
Living Things • demonstrates • demonstrates  identifies the parts of
understandin proper care of plants and their
 Plants g of the plants used for functions
external food, and  describes the parts of
parts of sources of different kinds of plants
plants and materials and  states the importance
their other by- of plants to humans
functions products
Content Content Standards Performance Learning
Standards Competencies
Functions of
Living Things  demonstrates  makes a collage of  compares living
understanding of living and nonliving with nonliving
 Characteristics the characteristics livings thing
of Living Things of living and
nonliving things
HOW TO USE THIS
Heredity: Inheritance and The learner... The learner... The learner...
Variation
PRESENTATION
Characteristics passed • demonstrates • makes a checklist of  infers that living things
on from parents understanding that certain characteristics reproduce
• Humans parents reproduce and they inherited from  identifies
• Animals certain characteristics either their father or characteristics passed
• Plants are passed on to their mother on to offspring from
offspring parents (e.g., humans,
animals, plants)
00
Content Content Standards Performance Learning Competencies
Standards
Ecosystems The Learner… The Learner… The Learner…
 Basic Needs  demonstrates lists down activities  identifies the basic needs of
understanding that which they can humans, plants and animals
plants, animals, and perform at home, in such as air, food, water, and
humans have basic school, or in their shelter
needs such as food, air, neighborhood to keep  explains how living things
water and shelter that the environment clean depend on the environment to
come from the meet their basic needs
environment  recognizes that there is a need
to protect and conserve the
environment
Content Content Standrds Performance Standards Learning Competencies
Parts and The Learner... The Learner… The Learner…

Functions of
Living Things • demonstrates • practices healthful habits  describes the functions
understanding that the to maintain proper of the major organs
 Humans brain, heart, lungs, liver, functioning of the major  communicates that the
• Major organs of stomach, intestines, internal organs of the major organs work
the body kidneys, bones, and body together to make the
• Caring for the muscles are major body function properly
major organs internal organs that  identifies the causes and
• Diseases that keep the rest of the treatment of diseases of
affect the major body working the major organs
organs of the
human body
Functions of
Living Things  demonstrates  makes a survey of  infers that body
understanding that animals found in the structures help animals
 Animals animals have body parts community and their adapt and survive in
• Terrestrial that make them better specific habitats chooses their particular habitat
animals adapted to specific which animals to raise in  compares body
• Aquatic habitats demonstrates a particular habitat movements of animals
animals understanding that body in their habitat
parts of animals relate to
their movements and
habitats
Standards Standards
Functions of
Living Things • demonstrates • makes a survey  identifies the specialized
understanding of plants found structures of terrestrial and
 Plants that plants in the aquatic plants
• Terrestrial have parts that community and  conducts investigation on
plants make them their specific the specialized structures
• Aquatic better adapted habitats of plants given varying
plants in specific chooses which environmental conditions:
habitats plantsto grow in light water, temperature
a particular and soil type
habitat
HOW TO USE THIS

Heredity: Inheritance The Learner...
and Variation
The Learner... The Learner...
• demonstrates  draw the life cycle of a  compares the stages of

PRESENTATION
understanding that living thing and the different life cycles
Life Cycles different organisms go indicate the stage that of organisms
• Humans, Animals and through life cycles (e.g., is most affected by  describes the effect of
Plant human, dog, mongo) changes in the the environment on
• demonstrates environment (e.g., the the stages of the life
understanding that larval stage of cycle of representative
certain stages in the life mosquitoes is most organisms
of living things are vulnerable to
vulnerable to changes in biocontrol practices)
the environment
00
Ecosystems The Learner... The Learner... The Learner…
 describes some types of
• Beneficial  demonstrates understanding • makes a list of beneficial beneficial interactions
interactions that beneficial and harmful and harmful interactions among living things
• Harmful interactions occur among among organisms that  describes some types of
interactions living things and their occur in their schoolyard harmful interactions
environment as they meet • draws a poster showing among living things
their basic needs to survive the environmental  conducts investigations to
conditions needed by living determine environmental
things to thrive (e.g., rice conditions needed by
grown in paddy fields living things to survive
where sunlight and rainfall  describes the effects of
are adequate throughout interactions and their
the planting season) environment
Grade 5 – Living Things and Their Environment
SECOND QUARTER/SECOND GRADING PERIOD
Content Learning Competencies
Functions of Living
Things • demonstrates • reports on proper ways of  identifies the parts of the
understanding of the parts taking care of the reproductive system
that make up the reproductive organs  describes the functions of
 Humans reproductive system and
• The reproductive their functions the parts of the reproductive
system system
• demonstrates  describes the changes that
• Development of understanding of the occur during puberty such as
secondary sex development of secondary the development of
characteristics sex characteristics during secondary sex characteristics
• Menstrual cycle puberty  explains the menstrual cycle
• demonstrates and how it indicates
understanding of the events readiness for reproduction
in the menstrual cycle
Functions of
Living Things  demonstrates  makes a poster comparing  identifies the parts of the
 Animals understanding of the advantages and reproductive system of
how animals disadvantages of representative animals using posters
• Parts and reproduce to ensure reproductive strategies of
functions of  describes the functions of the parts
their survival animals such as few of the reproductive system
the offspring with parental care  describes the different modes of
• reproductive and large number of reproduction of animals
system offspring with minimal or no  compares the number of offspring of
• Modes of parental care representative animals (e.g., carabao,
reproduction fish, butterfly, spider)
 examines how animals ensure the
survival of their young
Functions of Living
Things  demonstrates • makes a flyer on how  identifies the parts of
understanding of how plants can be propagated flowering and non-
 Plants plants reproduce to vegetatively flowering plants used for
• Flowering plants ensure their survival • writes an essay on how reproduction
(rice/corn, best to propagate certain  describes the modes of
pechay, mongo) kinds of plants reproduction in plants
• Non-flowering  examines how the modes
plants of reproduction of certain
(conebearing, kinds of crops may be
ferns,liverworts) used to increase yield
Interactions Among
Living Things in
 demonstrates
Estuaries and Intertidal  writes a report on how  describes the physical
Zones understanding of the estuaries benefit nearby conditions of estuaries
• Physical more complex communities and on how and intertidal zones
conditions of interactions among these communities  illustrates the interactions
estuaries and living and nonliving protect and conserve the among living things and
intertidal zones things that take place in estuaries their environment in
• Plants and animals larger habitats like estuaries and intertidal
living in these estuaries and intertidal zones
ecosystems zones (where land and  evaluates the importance
• Feeding water ecosystems of protecting and
relationships in
these ecosystems overlap) conserving these
• Protecting and ecosystems to a fishing
conserving community
estuaries
Functions of Living
Things • demonstrates understanding • makes a chart showing  explains how the parts of
of how the organs of the healthful habits that promote the musculoskeletal,
human body work together proper functioning of the integumentary, digestive,
 Humans to form organ systems such musculoskeletal,
• Musculoskeletal circulatory, excretory,
as the musculoskeletal, integumentary, digestive, respiratory, and nervous
• ntegumentary integumentary, digestive, circulatory, excretory, systems work together
System circulatory, excretory, respiratory, and nervous  reports on the importance
• Digestive respiratory, and nervous systems of maintaining proper body
System systems functioning of these systems
• Respiratory
System
• Circulatory
System
• Nervous System
Content Content Standards Performance Learning Competencies
Standards
Parts and Functions of The Learner... The Learner... The Learner…
Living Things
• demonstrates • makes an  examines characteristics that
 Animals understanding of inventory of distinguish one group of
• Characteristics of the vertebrates and vertebrates from other groups and
vertebrates characteristics, invertebrates that which serve as a basis fortheir
• and invertebrates classifications, are commonly classification
• Economic importance importance, seen in the  compares the structures that
of vertebrates and protection and community vertebrates and invertebrates use
invertebrates conservation of • practices ways of to perform a certain function (e.g.,
• in the community animals caring and vertebrates use their
• Rare animals in the protecting musculoskeletal system -
• community animals coordinated by the nervous system
• Protecting and caring - to move; invertebrates use an
for exoskeleton to perform the same
• animals function)
 observes rare animals found in the
community and their importance
Parts and The Learner... • The Learner... The Learner…
Functions of
Living Things • demonstrates • makes a multimedia  compares parts of spore-
understanding of the parts presentation on how parts bearing plants with cone-
 Plants of spore-bearing and cone- of the reproductive system bearing plants
• Parts of spore- bearing plants and the life of spore-bearing and cone-  describes the life cycles of
bearing and cycles of ferns and mosses bearing plants ensure their ferns and mosses
cone-bearing • demonstrates survival  communicates
plants understanding that new • makes a flyer on how propagation techniques
• Life cycles of plants may be grown from plants can be propagated that can be used for
ferns and other plant parts or new vegetatively growing plants
mosses techniques
 Vegetative
plant
propagation
Interactions Among
Living Things in  demonstrates  forms discussion  describes the physical
Estuaries and understanding of groups to tackle issues conditions of tropical
Intertidal Zones interactions among involving protection forests, coral reefs, and
• Physical conditions of components of habitats and conservation of mangrove swamps
tropical rainforests, with the highest ecosystems that serve  communicates the
coral reefs and species diversity such as nurseries, breeding importance of feeding
mangrove swamps as tropical rainforests, places, and habitats for relationships among living
• Plants and animals coral reefs, and economically things in the ecosystem
living in these
ecosystems mangrove swamps important plants and
• Feeding relationships animals
in these ecosystems
• Protecting and
conserving tropical
forest ecosystems
Credits
This presentation template was created by Slidenest, using resources from these sites:
Images:
• https://dribbble.com/shots/17112472-Flumen-Bioscien • https://dribbble.com/shots/19694197-Indoor-Plant-We
ce-Mobile-UI-UX-2 bsite
• https://unsplash.com/photos/eo_4DqPUSQA • https://unsplash.com/photos/pG68WYrYMJw
• https://unsplash.com/photos/klUaFqLAcFw • https://unsplash.com/photos/q0Y7dKm8vKk
• https://unsplash.com/photos/PP5nO5gcLdA • https://unsplash.com/photos/kIYH9ja6HhY
• https://unsplash.com/photos/_N7I1JyPYJw • https://unsplash.com/photos/cJ_hqqETE7c
• https://unsplash.com/photos/O4nVkcpb16I • https://unsplash.com/photos/K715ldqJ5JI
Fonts:
• Chango: https://fonts.google.com/specimen/Chango
• Red Hat Display: https://fonts.google.com/specimen/Red+Hat+Display

Biology Final 3 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Biology Final 3 1

Uploaded by

Copyright:

Available Formats

The CHED K-12

BIODIVERSITY AND EVOLUTION

Parts and Functions of The Learner… The Learner… The Learner…

Parts and The Learner... The Learner… The Learner…

HOW TO USE THIS

• demonstrates  draw the life cycle of a  compares the stages of

You might also like