SD - Science 4 and 7 - Session 3

TRAINING ON THE
MATATAG
CURRICULUM
Venue
Date
1
TRAINING ON THE
MATATAG
CURRICULUM
GRADE 4/7 SCIENCE
Venue
Date
2
Session 3
The General Shape of the MATATAG Science

Curriculum
MATATAG Curriculum Training | 2024 3

Science 4/7 Learning Journey
Day 1 Day 2 Day 3 Day 4 Day 5
Pretest Session 4 Session 6 Session 8 Session 12

Opening Program Quarter 1 Curriculum Standards MATATAG Curriculum: Integrating 21st Century Skills in Management of School-based
and Unpacking/Clustering of Instructional Design Framework Classroom-based Assessment Professional Development
Session 1 Learning Competencies Programs
The General Shape of the Session 7A Session 9
MATATAG Curriculum Session 5 MATATAG (Learning Area) Classroom Practices to Promote Session 13
Quarter 2 Curriculum Standards Instructional Design Framework Inclusion for Special Needs Facilitation Skills
Session 2 and Unpacking/Clustering of (IDF): Pedagogy and Education Learners (SNED)
21st Century Skills in the Learning Competencies Assessment
MATATAG Curriculum Session 10 Posttest
Session 7B Collaborative Expertise Closing Program
Session 3 MATATAG (Learning Area)
Walkthrough of [Learning Area] Walkthrough of Learning
Shaping Paper Resources Session 11 *For School Leaders Only
Class Observation in the Context
of MATATAG Curriculum

Science 4/7 Learning Journey
Day 1 Day 2 Day 3 Day 4 Day 5
Pretest Session 4 Session 6 Session 8 Session 12

Opening Program Quarter 1 Curriculum Standards MATATAG Curriculum: Integrating 21st Century Skills in Management of School-based
and Unpacking/Clustering of Instructional Design Framework Classroom-based Assessment Professional Development
Session 1 Learning Competencies Programs
The General Shape of the Session 7A Session 9
MATATAG Curriculum Session 5 MATATAG (Learning Area) Classroom Practices to Promote Session 13
Quarter 2 Curriculum Standards Instructional Design Framework Inclusion for Special Needs Facilitation Skills
Session 2 and Unpacking/Clustering of (IDF): Pedagogy and Education Learners (SNED)
21st Century Skills in the Learning Competencies Assessment
MATATAG Curriculum Session 10 Posttest
Session 7B Collaborative Expertise Closing Program
Session 3 MATATAG (Learning Area)
Walkthrough of [Learning Area] Walkthrough of Learning
Shaping Paper Resources Session 11 *For School Leaders Only
Class Observation in the Context
of MATATAG Curriculum

Session Objectives
At the end of the session, participants will…
1. Explain the Salient Features of the Learning Area Shaping

Paper
2. Share one’s appreciation on the importance of the Shaping

Paper to the teaching and learning process.

Professional Standards Addressed:
Philippine Professional Standards for Supervisors:
Domain 1: Supporting curriculum management and implementation
Domain 2: Strengthening shared Accountability

1. Technical assistance provision
Domain 3: Fostering a Culture of Continuous Improvement

1. Support for instructional leadership.

Philippine Professional Standards for School Heads:
Domain 3: Focusing on teaching and learning

1. School-based review, contextualization and implementation
of learning standards
2. Teaching standards and pedagogies

Philippine Professional Standards for Teachers:
Domain 1. Content Knowledge and Pedagogy

1. Content knowledge and its application within and across curriculum
areas
2. Research-based knowledge and principles of teaching and learning.
3. Strategies for promoting literacy and numeracy.
4. Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills.
Domain 4. Curriculum and Planning

1. Planning and management of teaching and learning process.
2. Learning outcomes aligned with learning competencies.
3. Professional collaboration to enrich teaching practice.

Session Flow
Curriculum Review Results and Actions

Taken
The MATATAG Science Curriculum
Science Curriculum Guide

Your Thoughts?
1. What are the parts/features of the current
curriculum that helped you or your teachers in
the delivery of instruction?

https://padlet.com/elizaperalta/1-what-are-the-parts-features-of-the-current-curriculum-that-l1mxhaz81qdpwwcd
2. Are there parts/features in the current
curriculum that you believe need further
improvement? Can you provide specific examples?

https://padlet.com/elizaperalta/2-are-there-parts-features-in-the-current-curriculum-that-yo-tldyc1cjk3bf4n5f
3. Did the current curriculum help address
the needs of the learners? How?

https://padlet.com/elizaperalta/3-how-well-did-the-current-curriculum-address-the-needs-of-t-vfipt5odfsnectew
Curriculum Review results and Actions taken
Many of the LCs are broadly stated. Restated broad LCs into more specific learning
competencies.
Grade Matter Living Things Force, Earth and
Level and the Motion Space Grade Materials / Living Force, Earth and
Environment and Science Level Science of Things / Motion Space
Energy Materials Life Science and Science
Energy
3 4 16 5 8
3 9 8 8 9
4 6 18 6 11
4 7 7 10 9
5 4 9 9 9
5 9 9 10 12
6 3 6 4 7
6 9 8 10 10
7 7 12 14 12
7 12 10 11 12
8 5 13 19 11
8 10 11 11 12
9 8 6 13 10
9 11 11 13 11
10 4 11 8 6
10 9 11 13 12
Current
MATATAG Curriculum Training | 2024 MATATAG 16
Perform Communicat Analyze Communi Analyze

Memorize Apply Memoriz Perform Apply
procedure e information cate informatio
facts/ concepts/ e facts/ procedure concepts/
s/ understandin and advance understan n and
definitions/ make Grade definitio s/ make
investigat g of science scientific ding of advance
Grade formulas e concepts argument
connections ns/ investigat connectio
Level science scientific
formulas e ns
concepts argument
3 27.27% 15.15% 27.27% 27.27% 3.03%
3 8.11% 35.14% 32.43% 13.51% 10.81%
4 17.07% 29.27% 9.76% 29.27% 14.63%
4 17.65% 20.59% 17.65% 23.53% 20.59%
5 6.45% 9.68% 41.94% 38.71% 3.23% 5 24.39% 19.51% 26.83% 12.20% 17.07%
6 19.05% 19.05% 28.57% 23.81% 9.52% 6 10.53% 21.05% 39.47% 18.42% 10.53%
7 8.89% 15.56% 44.44% 31.11% 0.00% 7 18.18% 20.45% 34.09% 13.64% 13.64%
8 0.00% 4.17% 31.25% 54.17% 10.42% 8 20.45% 13.64% 31.82% 27.27% 6.82%
9 11.76% 11.76% 35.29% 41.18% 0.00% 9 17.39% 13.04% 32.61% 21.74% 15.22%
10 17.24% 3.45% 20.69% 37.93% 20.69% 10 15.22% 10.87% 43.48% 17.39% 13.04%
Current
MATATAG
There were topics that are arranged inconsistently. Ensure that the topics follow logical progression.
Grade 3 Grade 4 Grade 5 Grade 6 Grade 3 Grade 4 Grade 5 Grade 6

a. Identify things a. Explain the a. Describe a. Infer how measure and measure observe and carry out
that can make effects of the motion of friction and describe accurately describe the fair tests to
objects move force applied an object by gravity affect
such as people, to an object tracing and movements
changes in the the distance effects of show how
water, wind, b. Describe measuring its of different position of and time gravity to levers can
magnets the force change in objects people or when things the motion be used to
b. Describe the exerted by position over objects in move using of an object; change the
movements of magnets a period of relation to their simple magnitude
objects such as time original position, equipment; and
fast/slow, such as moving direction of
forward/backward closer, farther, a force;
, stretching/ left, or right;
compressing
Force/
Force Motion Force
Motion
Current
MATATAG Curriculum Training | 2024 MATATAG
18
Repeated
Competencies
The same
competency appears
on different grade
levels.

The number of Performance Standards varies per Ensured presence of Performance Tasks in all
quarter. quarters.
Grade 1st 2nd 3rd 4th Grade 1st 2nd 3rd 4th
Level Quarter Quarter Quarter Quarter Level Quarter Quarter Quarter Quarter
3 2 6 2 3 3 1 1 1 1
4 2 1 1 1 4 1 1 1 1
5 1 2 1 3 5 1 1 1 1
6 2 6 2 1 6 1 1 1 1
7 5 2 2 1 7 1 1 1 1
8 2 4 1 4 8 1 1 1 1
9 3 1 2 3 9 1 1 1 1
10 2 0 1 1 10 1 1 1 1
Performance
MATATAG Curriculum Training | 2024
Standards Performance Tasks 20
The interconnected pre-requisites between the languages Attended the needed pre-requisite concepts
and Mathematics is evident in all levels.
a. Measure the length of an object, and the

distance between two objects using non-
standard unit (Math Grade 1, Q2)
b. Measure and compare lengths of objects, in
m or cm and distance in m using appropriate
measuring tools (Math Grade 2, Q2)
measure and describe changes in the position

of people or objects in relation to their original
position, such as moving closer, farther, left, or
right; (Grade 3)
Current
MATATAG Curriculum Training | 2024 MATATAG 21
Government thrusts and social issues are integrated Government thrusts and social issues, Values and
in the current Curriculum. 21st CS are manifested in the MATATAG
Government Grade Sample Learning Competencies
Curriculum.
Thrusts Level
Learning 21st Government Values
Competency Century Thrusts and
Disaster 3,4,5,6, 1. communicate how different types of Skills Social Issues
Readiness 8,9, 10 weather affect activities in the
and Risk community (S3ES-IVg-h-4)
2. enumerate and practice safety and Explain the role Communi- Environmental Pakikiisa sa
Reduction of the water cation awareness, pagkalinga sa
precautionary measures in dealing with
different types of weather (S3ES-IVg-h- cycle in the protection and kalikasan
5) environment; conservation
Climate 3, 8, 9 1. describe the changes in the weather
Change over a period of time (S3ES-IVe-f-3)
2. explain how typhoons develop
(S8ES-IId-18)
Current
MATATAG Curriculum Training | 2024 MATATAG
22
Current vs MATATAG

Current MATATAG 24
Science Curriculum Framework
Worksheet 1. CURRENT VS MATATAG
Compare and contrast the Current Science Curriculum framework and the
MATATAG Science Curriculum Framework using the Venn diagram. Use the
worksheets to be provided to you.
Current MATATAG

https://padlet.com/elizaperalta/venn-diagram-uiwxcypo87x9lb8t
Guide questions:
1. What are the common elements of the two

frameworks? Why do you think these elements are
retained in both frameworks?

Guide questions:
2. What unique element does each framework

possess? How do these elements contribute to the
attainment of the goal in the framework?


The

MATATAG

Science
Framework
 

The
MATATAG
Science
Content Strands
Framework

Approaches
Theories

Big Ideas
1. All matter in the universe is made of

very small particles.

Big Ideas
2. Objects can affect other objects at a distance.

3. Changing the movement of an object requires a net
force to be acting on it.
4. The total amount of energy in the universe is
always the same but can be transferred from one
energy store to another during an event.

Big Ideas
5. The composition of the Earth and its

atmosphere and the processes occurring
within them shape the Earth’s surface and
its climate.
6. Our solar system is a very small part of one
of billions of galaxies in the universe.
Big Ideas
7. Organisms are organized on a cellular basis and have a finite
life span.
8. Organisms require a supply of energy and materials for which
they often depend on, or compete with, other organisms.
9. Genetic information is passed down from one generation of
organisms to another.
10. The diversity of organisms, living and extinct, is the result of
evolution.

Big Ideas
11.Science is about finding the cause or cause of
phenomena in the natural world.
12.Scientific explanations, theories, and models
are those that best fit the evidence available at
a particular time.
13.The knowledge produced by science is used in
engineering and technologies to create
products to serve human ends.
14.Applications of science often have ethical,
social, economic, and political implications.
Cross-cutting Concepts
dimensions that unify the study of science and engineering through their
common application across fields
• Structure and function • Scale, proportion and measurement

• Stability and change • Patterns
• Systems and system models • Cause and effect
• Energy and matter: flows, cycles, • The nature and practices of Science
and conservation

Structure and function
The way an object is shaped or structured determines many of its
properties and functions
• Grade 7: • Grade 7:
Describe the Particle Model of Matter as
Use proper techniques in observing
“All matter is made up of tiny particles
and identifying the parts of a cell with with each pure substance having its own
a microscope such as the cell kind of particles.”
membrane, nucleus, cytoplasm,
mitochondria, chloroplasts, and
ribosomes

Systems and System Models
A system is an organized group of related objects or components; models can be used
for understanding and predicting the behavior of systems
• Grade 5: Construct a scale model • Grade 6: Identify from pictures and diagrams the
parts of the circulatory system as heart, blood,
of the sun and the inner planets of and blood vessels, and describe how they work
the solar system showing the
planet’s relative sizes and distances
from the sun.

Stability and Change
For systems, conditions that affect stability and factors that control rates of change
are critical elements to consider and understand
• Grade 6: Explain how interaction • Grade 6: Identify that when

between living things and interactions forces are not balanced, they
between living and non-living things can cause changes in the
may bring good or harm to the living object’s speed or direction of
things involved motion.

Engineering Design Process

EMPATHIZE
 
 

Engineering Design Process in the Performance

MARAMING TasksSALAMAT!
Quarter 1 – Materials
Grade 4
Plan and produce a sample of a
useful fertilizer from household
wastes.
Engineering Design Process in the Performance

MARAMING TasksSALAMAT!
Quarter 4 – Earth and Space Science
Grade 7 A. Design, test, and evaluate a model

house that can withstand a model
earthquake.
B. Design, test, and evaluate a model of an
innovative house that can adapt to the
different weather conditions in the
country.
DOMAINS
Domains for Grades 3-6 Domains for Grades 7-10
Science of
Materials
Materials
Living Things Life Science
Force, Motion, and Force, Motion, and

Energy Energy
Earth and Space
Earth and Space
Science

Sequence of Domains
Elementary Junior High School
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

First Materials Materials Materials Materials Science of Life Science Force, Earth and
Quarter Materials Motion, and Space
Energy Science
Second Living Living Living Living Life Science Science of Earth and Force,
Quarter Things Things Things Things Materials Space Motion, and
Science Energy
Third Force, Force, Force, Force, Force, Earth and Life Science Science of
Quarter Motion, and Motion, and Motion, and Motion, and Motion, and Space Materials
Energy Energy Energy Energy Energy Science
Fourth Earth and Earth and Earth and Earth and Earth and Force, Science of Life Science
Quarter Space Space Space Space Space Motion, and Materials
Science Energy

Key Stage 1 Standards
 curiosity about self and their environment
 basic process skills (observing, communicating,
comparing, classifying, measuring, inferring, and
predicting)
 value science as an important tool
 explore their natural and physical environment

 design simple investigations using appropriate
procedures and tools to gather evidence, observing
patterns, determining relationships, drawing
conclusions based on evidence, and communicating
ideas
 maintain good health, ensure the protection and
improvement of the environment, and practice safety
measures in daily activities

 demonstrate scientific, environmental, and technology and

engineering literacies
 recognize that the central feature of an investigation is that if one
variable is changed, the effect of the change on another variable can
be measured
 communicate their findings to other people
 demonstrate understanding of science concepts and apply science
inquiry skills in addressing real-world problems through scientific
investigations.

Kindergarten – Grade 2 Level Standards
The grade level standards for Kindergarten, Grade 1,

and Grade 2 form part of other curricula, including
the English curriculum and the Mathematics
curriculum. The content, including learning
competencies for these grades, is not included in the
Science curriculum; however, the content of other
curricula has been used to develop the Science
curriculum.

Grade 3 Level Standards
• demonstrate simple science process

skills of observing, predicting, and
measuring to explore common local
materials, their physical properties,
• locate and describe non-living things
that produce useful materials.

• observe, describe, and measure living and non-
living things in their local environment.
• describe the basic needs of living things and
explain how their body parts allow them to carry out
their daily activities.
• recognize the need to protect the environment to
ensure that the basic needs of living things can be
met.

• use everyday language to explore, describe,
and make suggestions about the simple
movements of objects.
• learn through guided activities to make safe
and careful observations of natural objects
in the sky and demonstrate scientific ways
of recording observations to reveal patterns
in nature.
• identify and explore sources of light and
sound in their local environment and
suggest how to use them safely in their lives.
• apply their curiosity in the world around
them and their creativity to propose
solutions to simple challenges.
• demonstrate safe handling procedures in
using equipment and materials.
Activity 2:
The Grade Level Standards

Activity 2
Encircle the contents covered, and underline the

scientific skills, attitudes, and values that can be
found in the grade level standard assigned to you.

Guide Questions
1. Were you able to identify the concepts or

contents covered in the grade level standards?
How?

2. Were you able to identify scientific skills,
attitudes, and values in the grade level standards?

3. Were you able to easily identify the topics to be
taught in a particular grade level? Why?

• describe chemical properties of materials
• identify that plants and animals have systems
• observe, describe, and create representations to
show how living things interact with their habitat,
survive, and reproduce.

• observe, describe, and create representations to show how living things
interact with their habitat, survive, and reproduce.
• use diagrams to show the feeding relationship among different organisms
• identify types of soil that hold water and support plant growth
• use simple equipment and processes to measure and record data about
movement
• describe and predict how things around them move
• describe the concepts of speed and force.

• recognize that science processes are used to gain deeper
understanding about the properties of magnets, light, sound,
and heat
• apply their developing observation skills and objectivity to
identify where energy is evident
• use instruments and secondary sources to measure and
describe the characteristics of weather

• use instruments and secondary sources to measure and describe the
characteristics of weather
• demonstrate appreciation for the dangers of extreme weather events use
safe practice to protect themselves
• use personal observations and reliable secondary information sources to
describe the sun and explain its importance
• exhibit objectivity and open-mindedness in gathering information related
to environmental issues and concerns in the community.

• use models to describe the Particle theory of matter
• use diagrams and illustrations to explain the motion and
arrangement of particles
• explain the role of solute and solvent in solutions and the
factors that affect solubility
• demonstrate skills to plan and conduct a scientific
investigation
62
• describe the parts and function of a compound microscope
• describe the cell as the basic unit of life
• explain that there are two types of cell division, and that
reproduction can occur through sexual or asexual processes
• use diagrams to make connections between organisms and
their environment
63
Grade 7 Level Standard
• explain the process of energy transfer through

trophic levels in food chains.
• use systems to analyze and explain natural
phenomena
• explain the dynamics of faults and earthquakes
64
Grade 7 Level Standard
• identify and assess the earthquake risks for their local
communities
• use national and local disaster awareness and risk reduction
management plans to explain to others what to do in the event
of an earthquake and/or tsunami.
• identify and explain how Solar energy influences the
atmosphere and weather systems
65
GRADE <LEVEL>
GRADE 6 FIRST QUARTER
Key areas - Materials
<FIRST>
of QUARTER - <Domain>
Content Content Specific aspects of content for
focus Standards Learning Competency
Learners learn that: The learners… learners to achieve
1. Science 1. Science inventions have
inventions brought about major 1. use information from secondary sources to identify a famous Filipino and/or foreign scientist and their
2. Materials and changes to our daily lives. invention/s;
their uses 2. Chemical properties of 2. use information from the home or the local community to identify a science invention and explain its impact
on their everyday life;
3. Gathering materials determine their 3. describe the chemical properties of materials, such as they can be burnt, react with other materials, or are
scientific uses. degradable or biodegradable;
information 3. Communication skills 4. describe changes in properties of materials when exposed to certain changes in temperature, such as
and open mindedness are changes when wood or coal are burned;
needed in solving 5. demonstrate ways to minimize harmful changes in materials, such as restriction of burning of waste
environmental issues. materials, and care in handling reactive materials;
6. identify issues and concerns in the local community and how they could be addressed by science, such as
the treatment of waste; and
7. apply science process skills and attitudes in conducting a guided survey about environmental issues and
Conceptual level concerns including grouping and classifying, communicating, and open mindednes
expected
Performance Standard Provides a level for teachers to use to evaluate
learner’s achievement at the end of each quarter
By the end of the Quarter, learners describe chemical properties of materials and changes to them. They demonstrate an understanding that
science processes can solve everyday problems and use creativity and determination to provide examples. They exhibit objectivity and open-
mindedness in gathering information related to environmental issues and concerns in the community.
Suggested Performance Task
Sample tasks for learners to apply their knowledge, understanding, skills
A. Create a simple model, illustration or write a story about a favorite science invention that you use in everyday life.
and processes, values and attitudes
B. Plan and produce a sample of useful fertilizer from household waste.
MATATAG Science
Curriculum Guide 66
Reflection:
1.What are your key takeaways for this

session?

https://padlet.com/elizaperalta/reflection-t48qhcrrk6mngku4
Synthesis
● The MATATAG Curriculum envisions the
development of Scientific, Environmental, and
Technology and Engineering Literacy among
Filipino learners.
● The Science curriculum explicitly adopts
the Big Ideas, Crosscutting Concepts of Science
and integrates government priorities identified
as appropriate to the science learning area.
Synthesis
3. The MATATAG Science curriculum adopts
the Engineering Design Process to involve
learners in an interdisciplinary task to
enhance their competencies and take on the
challenges of the 21st century.

Where are
you going?
How will
you get
there?
Where are
you now?

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MATATAG CURRICULUM TRAINING RESOURCE PACKAGE
Program Management Team Session Guide and Presentation

Deck Developer/s
Curriculum and Teaching Strand
Bureau of Curriculum Development BCD
Bureau of Learning Delivery Eliza C. Peralta
Bureau of Education Assessment Jios Ver D. Temporal
Bureau of Alternative Education
Bureau of Learning Resources
Human Resources and Organizational

Development Strand
National Educators Academy of the Philippines
(NEAP)
Professional Development Division
Quality Assurance Division

MARAMING SALAMAT!
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SD - Science 4 and 7 - Session 3

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TRAINING ON THE

The General Shape of the MATATAG Science

MATATAG Curriculum Training | 2024 3

Pretest Session 4 Session 6 Session 8 Session 12

MATATAG Curriculum Training | 2024 4

Pretest Session 4 Session 6 Session 8 Session 12

MATATAG Curriculum Training | 2024 5

1. Explain the Salient Features of the Learning Area Shaping

2. Share one’s appreciation on the importance of the Shaping

MATATAG Curriculum Training | 2024 6

Philippine Professional Standards for Supervisors:

Domain 1: Supporting curriculum management and implementation

Domain 2: Strengthening shared Accountability

Domain 3: Fostering a Culture of Continuous Improvement

MATATAG Curriculum Training | 2024 7

Philippine Professional Standards for School Heads:

Domain 3: Focusing on teaching and learning

MATATAG Curriculum Training | 2024 8

Philippine Professional Standards for Teachers:

Domain 1. Content Knowledge and Pedagogy

Domain 4. Curriculum and Planning

MATATAG Curriculum Training | 2024 9

Curriculum Review Results and Actions

Science Curriculum Guide

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MATATAG Curriculum Training | 2024 13

MATATAG Curriculum Training | 2024 14

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Perform Communicat Analyze Communi Analyze

Grade 3 Grade 4 Grade 5 Grade 6 Grade 3 Grade 4 Grade 5 Grade 6

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a. Measure the length of an object, and the

measure and describe changes in the position

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1. What are the common elements of the two

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2. What unique element does each framework

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1. All matter in the universe is made of

MATATAG Curriculum Training | 2024 31

2. Objects can affect other objects at a distance.

MATATAG Curriculum Training | 2024 32

5. The composition of the Earth and its

MATATAG Curriculum Training | 2024 34

• Structure and function • Scale, proportion and measurement

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• Grade 6: Explain how interaction • Grade 6: Identify that when

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Engineering Design Process in the Performance

Engineering Design Process in the Performance

Grade 7 A. Design, test, and evaluate a model

Living Things Life Science

Force, Motion, and Force, Motion, and

MATATAG Curriculum Training | 2024 43

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

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