2010 SECONDARY EDUCATION CURRICULUM

SCIENCE

Program Standard: The learner demonstrates understanding of basic Science concepts and processes in an integrative way to solve problems critically,
think innovatively/creatively and make informed decisions to enhance the integrity and wellness of the human person, protect the environment and
conserve resources in order to sustain quality life.

General Standard General Standard General Standard General Standard

Grade 7
Integrated Science
The learner demonstrates
understanding of fundamental
concepts and processes in
Chemistry, Physics, Space
Science and Ecology in an
integrative way to analyze/solve
problems critically, think
innovatively/creatively, and make
informed decisions to enhance the
integrity and wellness of the human
person, protect the environment,
and conserve resources in order to
sustain quality life.
Grade 8
Integrative Biology
The learner demonstrates
understanding of basic concepts
and processes in Biology as
deepened by other disciplines to
analyze/solve problems critically,
think innovatively/creatively, and
make informed decisions to
enhance the integrity and wellness
of the human person, protect the
environment and conserve
resources in order to sustain
quality life.
Grade 9
Integrative Chemistry
The learner demonstrates
understanding of basic concepts
and processes in Chemistry as
deepened by other disciplines to
analyze/solve problems critically,
think innovatively/creatively, and
make informed decisions to
enhance the integrity and wellness
of the human person, protect the
environment and conserve
resources in order to sustain
quality life.
Grade 10
Integrative Physics
The learner demonstrates
understanding of basic concepts
and processes in Physics as
deepened by other disciplines to
analyze/solve problems critically,
think innovatively/creatively, and
make informed decisions to
enhance the integrity and wellness
of the human person, protect the
environment and conserve
resources in order to sustain
quality life.

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General Standard: The learner demonstrates understanding of basic concepts and processes in Biology as deepened by other disciplines, to
analyze/solve problems critically, think innovatively/creatively, and make informed decisions to enhance the integrity and wellness of the human person,
protect the environment and conserve resources in order to sustain quality life.

Quarter 1A – Balance of Nature

Stage 1: Results/Outcomes Stage 2: Assessment

Standard Essential Product / Level of Understanding Level of Performance
Content Performance Understanding Question Performance
The learner Learners, Understanding Why is there Active Explanation Performance
demonstrates individually or in of balance of a need to involvement in assessment of
understanding of Balance groups, nature understand community- Show how understanding of the involvement in
of Nature to conserve participate contributes to balance of initiated interrelationships among living things community-initiated
local biodiversity. actively in conservation of nature? resource contribute to balance of nature. resource management
community- local biodiversity management activities based on the
I. Changes in Ecosystem initiated Criteria:
through active activities to following criteria:
resource involvement in conserve local a. Thorough (explaining clearly that
A. Ecological 1. Active Involvement
management to community- biodiversity interrelationships among living things
succession
conserve local initiated contribute to balance of nature) • Teamwork
B. Ecological biodiversity. resource (members work
backlashes management b. Clear (expressing with clarity the together; each
activities. scientific thought in oral or written member performs
II. Philippine Biodiversity form) a specific task)
• Communication
III. Biodiversity c. Justifiable ( providing depth and (members
Conservation breadth of scientific reasoning) communicate
Initiatives thought processes
INTERPRETATION and strategies by
IV. Philippine and asking questions,
International Evaluate how understanding of balance discussing ideas,
Biodiversity Laws of nature through community-initiated offering
activities benefits local biodiversity. constructive
criticisms, and

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of Performance
Content Performance Understanding Question Performance
Criteria: summarizing
discoveries as a
a. Meaningful (giving importance of result of the
balance of nature using one’s group’s
immediate context) involvement in
community-
b.Illustrative (discussing clearly how initiated resource
balance of nature is valuable in management
activities)
conserving local biodiversity)
2. Manifestation of
APPLICATION understanding of
balance of nature
Propose plan of action on how balance
of nature can be achieved in local 3. Conservation of
setting. local biodiversity

Criteria:

a. Appropriate (proposing ways on how

plan of action can be utilized to achieve
balance of nature)

b. Practical (suggesting how this plan of

action can be done easily)

c. Efficient (expounding how the plan of

action will employ the productive use of
time and resources)

d. Effective (achieving the desired result

in using plan of action)

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of Performance
Content Performance Understanding Question Performance
PERSPECTIVE

Analyze the best strategy or approach

in achieving balance of nature done at
the community level.

Criteria:

a. Insightful ( developing one’s view

after considering the best strategy or
approach in achieving balance of
nature)

b. Credible (citing authoritative sources

of information in selecting the
strategy)

c. Reflective of critical thinking

(combining research, knowledge of
historical context, and balanced
judgment to choose the best strategy
or approach based on objectivity and
discretion to disregard personal
biases/ prejudices)

EMPATHY

Assume the role of an SK member who

will initiate community activities in
relation to balance of nature.

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of Performance
Content Performance Understanding Question Performance
Criteria:
a. Perceptive (recognizing the task of
initiating community management
activities that contribute to balance of
nature)

b. Receptive (accepting the task readily/

willingly)

c. Responsive (exhibiting the task of

initiating community management
activities)

SELF-KNOWLEDGE

Realize one’s contribution to promote

and sustain balance of nature.

Criteria

a. Reflective (becoming aware of one’s

contribution to promote and sustain
balance of nature)

b. Responsive (reacting positively as a

result of redirecting/ changing one’s
thought or view)

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 Quarter 1B – Cellular Structures and Functions

Stage 1: Results/Outcomes Stage 2: Assessment

Standard Essential Product / Level of Understanding Level of Performance
Content Performance Understanding Question Performance
The learner The learner Understanding How can Development of EXPLANATION
demonstrates develops of cellular understandi an innovative,
understanding of cellular innovative, structures and ng of marketable, Describe cellular structures and their Performance
structures and functions marketable, functions can be cellular replicable and functions. assessment on the
used in the promotion of replicable and used in structures cost-effective development of the
Criteria: product based on the
livelihood, food cost-effective promoting and products
production and health. products livelihood, food functions be resulting from a. Thorough (discussing cell structures following criteria:
resulting from production and used to understanding of and functions)
I. Cell Theory • Innovativeness /
understanding health. improve cellular creativity
of cellular life? structures and b. Justifiable (providing depth and
II. Cellular Structures - originality
structures and functions. breadth of scientific reasoning)
- critical thinking in
III. Cellular Functions functions. finding ways/means
c. Clear (expressing with clarity scientific
thoughts in written or oral form) to produce the
A. Transport of
product
materials INTERPRETATION
B. Cell division • Marketability
Illustrate a creative story about how the - quality
C. ATP production cell maintains its life. - aesthetic value
- usability
IV. Promotion of Criteria:
Livelihood, Food a. Meaningful (giving the significance of • Replicability of the
Production and production
its parts in keeping it alive)
Health through processes
Cellular Activities b. Illustrative (discussing accurate - easy/simple
data/information that show details of production process
the significance) - availability of
materials

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APPLICATION
• Cost- effectiveness
Make a project proposal in developing - quality product at
product(s) based on the knowledge that low cost
understanding of the cell can be used to - availability of
improve life. materials
Criteria:

a. Appropriate (proposing ways or • Benefits to one’s

approaches on how the knowledge of
health and the
cells can be used/adapted in relation
to one’s life) environment

b. Practical (suggesting how these ways - usability

or approaches can be done easily)
- practicality
c. Efficient (expounding how the
- safety in using the
proposed ways or approaches will
employ the productive use of time and product
resources)

d. Effective (achieving the desired result

in using the knowledge of the cell)

PERSPECTIVE

Compare the benefits derived from

different commercially available products
developed from understanding of the
cell.

Criteria

a. Insightful (providing comparison of the

health benefits derived from the

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 products)

b. Credible (citing authoritative sources

of information)

EMPATHY

Assume how one would feel about the

use of products (developed based on
understanding of the cell) to promote
livelihood, food production and health.

Criteria

a. Perceptive (recognizing the dilemma

or problem that one faces in using
said products)

b. Responsive (exhibiting how one will

react to this situation)

SELF-KNOWLEDGE

Reflect how one can promote livelihood,

food production and health based on
one’s understanding of cell structures
and functions.

Criteria:
a. Reflective (becoming aware of what
one can do to promote livelihood, food
production and health based on this
understanding)
b. Responsive (reacting positively as a
result of developing this awareness)

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 Quarter 2 – Life Energy Processes and Food Production
Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of Performance
Content Performance Understanding Question Performance
The learner Learners, Life energy Why are life Use of certain EXPLANATION
demonstrates individually or in processes can energy techniques or Show the differences between
understanding of life groups, use be used in (a) processes practices to photosynthesis and respiration Performance
energy processes as certain techniques using certain valuable? produce assessment of the
used in improving certain or practices to techniques or innovative, Criteria: production of
techniques or practices produce practices and (b) market viable, a. clear (explaining clearly and materials based on
and developing beneficial innovative, market developing dependable and directly) the following criteria:
products. viable, dependable beneficial profitable b. procedural (giving the details)
and profitable products. materials based
I. From Light Energy to INTERPRETATION
materials based on • Innovativeness
Chemical Energy of Illustrate how life energy processes
on their understanding of - uniqueness
Food occur.
understanding life energy - functionality
about life energy processes. Criteria: -value
A. Introduction: plant
parts and functions processes. a. meaningful (drawing inference or
making justification on the • Market Viability
illustration presented) - quality
B. Photosynthesis
b. illustrative (discussing accurately - aesthetic value
1. Light-dependent and comprehensively the details of - usability
reactions information)
• Dependability
2. Light-independent APPLICATION - good quality
reactions Propose ways on how understanding product
of life energy processes can be used • Profitability
C. Glucose and in life. - good selling price
production of food - reasonable
molecules Criteria production cost
a. Appropriate (proposing ways or -availability of
D. Plant reproduction approaches in regard to how the materials for
understanding of life energy

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 E. Plant propagation processes can be used/adapted in production
relation to one’s life) • Use of certain
F. Techniques or b. Practical (suggesting how these techniques or
practices for ways or approaches can be done practices
production easily)
(sustainable farming, c. Efficient (expounding how the • Manifestation of
proposed ways or approaches will understanding of life
urban gardening,
employ the productive use of time energy processes
hydroponics, vertical and resources)
farming, bonsai- d. Effective (achieving the desired
making) result in using the understanding of
life energy processes)
II. From Chemical
Energy of Food to PERSPECTIVE
Chemical Energy of Relate traditional and modern farming
ATP practices in increasing food
production with life energy processes.
A. Aerobic respiration
Criteria:
B. Anaerobic a. Insightful (providing information
respiration about the pros and cons of both
traditional and modern farming
C. Food production practices)
b. Credible (giving a realistic point of
III. Energy Flow in the view about farming practices)
Ecosystem c. Reflective of critical thinking
(distinguishing between irrelevant
A. One-way flow of and relevant or inaccurate and
energy in the accurate information about farming
biosphere (deriving practices)
food from the
lowest trophic EMPATHY
level) Role playing a farmer’s feeling when
there is less production due to some
conditions affecting life energy

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B. Food pyramid processes such as El Niño and La
Niña phenomena, pests, and other
C. Increasing food interventions.
production
Criteria:
a. Perceptive (recognizing the
problem a farmer faces)
b. Receptive (accepting readily/
willingly a farmer’s feeling about the
less yield of products due to some
conditions such as El Nino and La
Nina phenomena, pests, and other
interventions)
c. Sensitive (demonstrating how a
farmer reacts to this situation)

SELF-KNOWLEDGE
Realizing how understanding of life
energy processes affects one’s view
on certain techniques or practices in
developing beneficial products.

Criteria:

a. Reflective (becoming aware how

one’s view on certain techniques or
practices is affected by the
understanding of life energy
processes)
b. Responsive (reacting positively as
a result of redirecting / changing
one’s thought or view)

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of Performance
Content Performance Understanding Question Performance
The learner demonstrates Learners, Understanding Why do we Active EXPLANATION Performance
understanding of human individually or in of human organ study engagement in assessment of
organ systems which groups, engage systems human activities that Describe the coordinated functions of learners in conducting
human organ systems. certain activities
promotes proper nutrition actively in encourages one organ promote proper
based on the following
and overall wellness. activities that to engage in systems? nutrition and Criteria: criteria:
promote proper activities that overall wellness
I. Human Organ nutrition and promote proper to show a. Thorough (investigating how body 1. Active
Systems and Nutrition overall wellness nutrition and understanding of systems work together) engagement
II. Types, Prevention, to manifest overall wellness. human organ
understanding of systems b. Clear (expressing the concepts 2. Promotion of
Detection and with clarity how do the organ proper nutrition
Treatment (traditional human organ
systems work together) and overall
and alternative) of systems. wellness
Diseases in Each c. Justified (demonstrating the
Organ System coordinated functions of the organ 3. Showing
systems) understanding
III. Contemporary Health of human
INTERPRETATION organ systems.
Issues that Promote
Proper Nutrition and Create one or several models
Overall Wellness showing coordinated functions of
organ systems.
IV. Technologies Related
to Human Organ Criteria:
Systems
a. Meaningful (specific relevant
situations are shown)

b. Illustrative (coordination among

organ systems are clearly reflected)

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APPLICATION

Design an experiment that will test

the coordinated functioning of the
organ systems.

Criteria:

a. Appropriate (the proposed

experiment focuses on the
coordinated function of organ
systems)
b. Practical (the steps are brief and
easy to follow)

PERSPECTIVE

Infer the effects of certain

technologies involving organ systems.

Criteria:

a. Insightful (providing pros and cons

of applying these technologies in
organ systems)

b. Credible (using authoritative

sources of information while
listing/citing the pros and cons of
applying certain technology)

c. Reflective of critical thinking

(combining research and
knowledge of historical context)

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EMPATHY
Assume the role of a patient suffering
from malfunction of organ system/s
that needs to undergo a costly
medical treatment but has no
assurance of being relieved from such
condition.

Criteria:

a. Receptive (accepting the situation

when failure in any system
occurred; accepting
readily/willingly that there is already
an advancement in technology that
will cure illness or prolong life)

b. Sensitive (becoming aware of

consequences that may occur
should the treatment fail)

SELF-KNOWLEDGE
Reflect on health practices that should
be improved to promote wellness and
ensure proper functioning of one’s
organ systems.

Criteria:

a. Reflective (becoming aware of

healthy lifestyles and total
wellness)

b. Responsive (taking appropriate

actions based on the result of this
reflection)

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 Quarter 3A – Human Organ Systems

Quarter 3B - Reproduction
Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of Performance
Content Performance Understanding Question Performance
The learner demonstrates The learner makes To the human How must Making informed EXPLANATION Performance
understanding of informed choices society, reproduction decisions on assessment of the
reproduction and its or decisions reproduction be viewed reproduction that Explain how reproduction becomes a learner’s decision on
societal issue.
corresponding health, relative to must be viewed by the consider not just matters pertaining to
social and ethical issues. reproduction as more than a human its biological INTERPRETATION reproduction based on
issues with due biological society? function but as the following criteria:
I. Reproduction as a consideration to function, but one well as health, Document how the reproductive
Biological Function health, social and that concerns social and system is affected by certain a. Informed
abnormalities.
A. Mitosis and asexual ethical issues. health, social ethical issues. b. Inclusive of health,
reproduction and ethical social and ethical
APPLICATION
issues.
issues
B. Meiosis and sexual Propose how understanding of
reproduction reproduction can be used as basis in
developing advocacy materials.
C. Human reproduction
PERSPECTIVE

Cite how recent technologies promote

II. Reproduction and and improve the existing knowledge
Health Issues on reproduction.

A. Infertility and other EMPATHY

abnormalities in
reproductive Assume the role of a mother talking to
systems her adolescent child about
reproductive health.

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of Performance
Content Performance Understanding Question Performance
B. Sexually transmitted
infections (STIs) SELF-KNOWLEDGE

III. Reproduction and Realize how one is influenced by the

Social Issues broader understanding of reproduction
which covers not only biological
A. Cloning function but also health, social and
ethical issues.
B. Rapid population
growth

C. Use of fertility drugs

and multiple births

IV. Reproduction and

Ethical Issues

A. In vitro fertilization
as used beyond
health reasons

B. Artificial
insemination and
surrogate
motherhood as
applied to humans.

C. Abortion, early and

unwanted
pregnancy

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 Quarter 4A – Genetics

Stage 1: Results/Outcomes Stage 2: Assessment

Standard Essential Product / Level of Understanding Level of
Content Performance Understanding Question Performance Performance
The learner The learner makes Understanding of When does Using one’s EXPLANATION Performance
demonstrates informed decisions genetics is genetics become understanding of assessment of the
understanding of based on his/her important when valuable? genetics in making Explain how genetics can be used of the learner’s
Genetics to make knowledge of making informed informed to determine the characteristics of decision based on
informed decisions genetics to develop decisions about decisions in life an organism. the following
about promoting good one’s potentials, promoting good situations such as Criteria criteria:
health, improving promote good health, improving on matters
livelihood, and making health, improve livelihood and pertaining to a. Thorough (explaining how traits 1. informed
future choices. livelihood, and making future promotion of good are transmitted from parents to
2.reflective of the
make sound choices. health, offspring using concepts in
genetics) usefulness of
choices. improvement of genetics
b. Clear (expressing one’s
livelihood, and
I. Mendelian and Non- thoughts with clarity in oral or considering the
making sound written form)
Mendelian Laws of following:
Heredity choices. c. Justifiable ( providing different
examples and concrete a. development of
II. Sex-Related situations) one’s potentials
Inheritance
INTERPRETATION b. promotion of
III. Molecular Genetics good health
Make sense of the importance of
IV. Usefulness of understanding genetics in c. improvement of
Genetics controlling certain characteristics livelihood
of organisms.
d. use of
Criteria technology

Meaningful (giving brief yet e. making future

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of
Content Performance Understanding Question Performance Performance
substantial discussion of the choices
importance of how genetic
information are transmitted from
parents to offspring and how
individuals differ from one another).

APPLICATION

Propose how genetics can be

applied in addressing certain
situations or solving some
problems (e.g., crimes).

Criteria:

a. Appropriate (using concept/s in

genetics in addressing certain
situations or solving problems)

b. Practical (discussing how the

proposed solution can be done
with ease)

PERSPECTIVE

Infer the cost-effectiveness of

applying genetics in improving
industries.

Criteria:

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of
Content Performance Understanding Question Performance Performance
a. Insightful (drawing lessons or
insights deduced from the
application of genetics in
improving industries)

b. Credible (using authoritative

sources of information on
genetics)

c. Reflective of critical thinking

(combining research,
understanding of historical
context; developing higher order
thinking skills while making an
inference)

EMPATHY
Assume the role of a geneticist who
applies genetics in studies or
experiments while upholding
respect for life and high ethical
standards.
Criteria:

a. Perceptive (accepting that

geneticists may be prone to
biases as they apply genetics in
their studies or experiments)

b. Receptive (accepting readily/

willingly that a geneticist should
uphold the value of respect for

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of
Content Performance Understanding Question Performance Performance
life and high ethical standards
while applying genetics in
studies or experiments)

SELF-KNOWLEDGE

Be aware that one is capable of

making his/her life better by making
good use of his/her inherited traits
or potentials based on
understanding of genetics.

Criteria

a. Reflective (becoming aware of

one’s inherited traits/potentials
based on understanding of
genetics)
b. Responsive (reacting positively
as a result of recognizing how to
make good use of these traits or
potentials)

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 Quarter 4B – Diversity of Life
Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of Performance
Content Performance Understanding Question Performance
The learner Learners conduct Understanding of Why do we need Conduct of EXPLANATION Performance assessment
demonstrates comprehensive, diverse life-forms to understand comprehensive, of the conduct of
understanding of the community-based is key to diverse life- community-based Describe how living advocacy based on the
respecting and things differ from one
diversity of life in and innovative forms? and innovative following criteria:
protecting other another.
appreciating other advocacy projects organisms and advocacy projects
organisms and their or activities to or activities to • Community-based
appreciating their Criteria:
value or usefulness. promote respect for value or respect and protect projects or
and protection of usefulness through other organisms a. Thorough (providing activities
I. Evolution other organisms. the conduct of and appreciate depth and breadth of
advocacy projects the description) • Comprehensive-
A. Evidence of their origin and
or activities. b. Clear (expressing the ness
change (geological value or usefulness.
scientific thought with
evidence: age of clarity thought in oral • Innovativeness
the earth and fossil or written form)
c. Justifiable (providing • Manifestation of
record; anatomical
adequate evidence) appreciation to
evidence:
INTERPRETATION other organisms
homologous,
and their value or
analogous Illustrate the
usefulness.
structures, and interdependence of
vestigial organs; diverse organisms
embryological through analogies.
evidence; and
biochemical Criteria:
evidence)
a. Meaningful (giving
B. Mechanism of brief yet substantial
change (scientific discussion)
b. Complete (using

21
 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of Performance
Content Performance Understanding Question Performance
evidence and/or adequate analogies to
inferences dealing illustrate
with artificial interdependence)
APPLICATION
selection, natural
selection, Create a presentation to
speciation and showcase how diversity
genetic variation) of life exists in one’s
immediate community.
II. Biological
Classification Criterion
A. Usefulness of Appropriate (developing a
classification presentation that suits
system one’s context or
community)
B. Characteristics of
organisms under PERSPECTIVE
existing kingdom-
systems Compare different
initiatives that promote
III. Value or Usefulness understanding of diversity
of Certain of life.
Organisms
Criteria
A. Ecological,
medical, a. Insightful (getting
insight from similarities
technological and
and differences
economic uses of between or among
certain organisms these initiatives);

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of Performance
Content Performance Understanding Question Performance
b. Credible (using at least
one authoritative
source of information
while expounding
similarities and
differences);

c. Reflective of critical
thinking (distinguishing
between irrelevant and
relevant or inaccurate
and accurate
information).

EMPATHY

Role play human

activities that either
reduce, maintain or
enrich diverse life-forms.

Criteria:

a. Perceptive
(recognizing that
human activities either
reduce, maintain or
enrich diverse life-
forms)

b. Responsive (exhibiting
how said activities

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 Stage 1: Results/Outcomes Stage 2: Assessment
Standard Essential Product / Level of Understanding Level of Performance
Content Performance Understanding Question Performance
affect varied
organisms)

SELF-KNOWLEDGE

Recognize what one can

do based on
understanding of diversity
of life.

Criteria:

a. Reflective (becoming
aware that this
understanding can
influence a person’s
way of thinking, belief,
attitude or behavior)
b. Responsive (showing
positive reaction based
on this understanding)

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