| K-3 |
4-6 |
7-10
|
11-12 |
| At the end of Grade 3, the
learners should have acquired
healthful habits and
havedeveloped 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. |
At the end of Grade 10, the learners should
have developed scientific, technological, and
environmental literacyand can make that
would lead to rational choices on issues
confronting them. Having been exposed to
scientific investigations related to real life,
they should recognize that the central feature
of an investigation is that if one variable is
changed (while controlling all others), the
effect of the change on another variable can
be measured. The context of the investigation
can be problems at the local or national level
to allow them to communicate with learners
in other parts of the Philippines or even from
other countries using appropriate technology.
The learners should demonstrate an
understanding of science concepts and apply
science inquiry skills in addressingreal-world
problems through scientific investigations. |
At the end of Grade 12, the learners
should have gained skills in obtaining
scientific and technological information
from varied sources about global
issues that have impact on the
country. They should have acquired
scientific attitudes that will allow them
to innovate and/or create products
useful to the community or country.
They should be able to process
information to get relevant data for a
problem at hand. In addition, learners
should have made plans related to
their interests and expertise, with
consideration forthe needs of their
community and the country — to
pursue either employment,
entrepreneurship, or higher education. |
| GRADE LEVEL |
LEVEL STANDARDS |
| Kindergarten |
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 influence
what 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.
|
| 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 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; 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). |
| Grade 2 |
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 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. |
| Grade 3 |
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 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. |
| Grade 4 |
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. 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. |
| Grade 5 |
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 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. |
| Grade 6 |
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.
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. |
| Grade 7 |
At the end of Grade 7, learners can distinguish mixtures from substances through semi-
guided investigations. They realize the importance of air
testing when conducting investigations. After studying how organ systems work together in plants and animals in the lower
grade levels, learners
can use a microscope when observing very small organisms and structures. They recognize that living things are organized
into different levels:
Cells, tissues, organs, organ systems, and organisms. These organisms comprise populations and communities, which interact
with non-living
things in ecosystems.
Learners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, charts,
and equations. They can
describe how various forms of energy travel through different mediums.
Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain the
occurrence of
breezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain why seasons change and
demonstrate how
eclipses occur. |
| Grade 8 |
At the end of Grade 8, learners can describe the factors that affect the motion of an
object based on the Laws of Motion. They can differentiate
the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy,
such as temperature
difference, and the type (solid, liquid, or gas) of the medium.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters.
They recognize other
members of the solar system.
Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that ingredients in
food and medical products
are made up of these particles and are absorbed by the body in the form of ions.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper
into the process of
digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can participate in
activities that protect
and conserve economically important species used for food. |
| Grade 9 |
At the end of Grade 9, learners have gained a a deeper understanding of the digestive,
respiratory, and circulatory systems to promote overall
health. They have become familiar with some technologies that introduce desired traits in economically important plants and
animals. Learners
can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds
may arise from
such rearrangements.
Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from
volcanoes may be tapped
for human use. They are familiar with climatic phenomena that occur on a global scale. They can explain why certain
constellations can be seen
only at certain times of the year.
Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy
and momentum.
|
| Grade 10 |
At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same
places in the world and that these are related to plate
boundaries. They can demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic
eruptions. Learners
can explain the factors affecting the balance and stability of an object to help them practice appropriate positions and
movements to achieve
efficiency and safety such as in sports and dancing. They can analyze situations in which energy is harnessed for human use
whereby heat is
released, affecting the physical and biological components of the environment. Learners will have completed the study of
the entire organism
with their deeper study of the excretory and reproductive systems. They can explain in greater detail how genetic
information is passed from
parents to offspring, and how diversity of species increases the probability of adaptation and survival in changing
environments. Learners can
explain the importance of controlling the conditions under which a chemical reaction occurs. They recognize that cells and
tissues of the human
body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in the food they
eat.
|
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