MATATAG-Curriculum Unpacking Steps .pptx

SCIENCE MATATAG Curriculum Unpacking

1. Curriculum Review and Actions Taken Current Curriculum MATATAG Curriculum Grade Level Matter Living Things and the Environment Force, Motion, and Energy Earth and Space Science 3 4 16 5 8 4 6 18 6 11 5 4 9 9 9 6 3 6 4 7 7 7 12 14 12 8 5 13 19 11 9 8 6 13 10 10 4 11 8 6 Grade Level Matter Living Things and the Environment Force, Motion, and Energy Earth and Space Science 3 9 8 8 9 4 7 7 10 9 5 9 9 10 12 6 9 8 10 10 7 12 10 11 12 8 10 11 11 12 9 11 11 13 11 10 9 11 13 12

2. Curriculum Review and Actions Taken Current Curriculum MATATAG Curriculum Grade Level Memorize facts/ definitions/formulas Perform Procedures/ Investigate Communicate/Understanding of science concepts Analyze information and advance scientific argument Apply concepts/make connections 3 27.27% 15.15% 27.27% 27.27% 3.03% 4 17.07% 29.27% 9.76% 29.27% 14.63% 5 6.45% 9.68% 41.94% 38.71% 2.23% 6 19.05% 19.05% 28.57% 23.81% 9.52% 7 8.89% 15.56% 44.44% 31.11% 0.00% 8 0.00% 4.17% 31.25% 54.17% 10.42% 9 11.76% 11.76% 35.29% 41.18% 0.00% 10 17.24% 3.45% 20.69% 37.93% 20.69% Grade Level Memorize facts/ definitions/ formulas Perform Procedures/ Investigate Communicate/Understanding of science concepts Analyze information and advance scientific argument Apply concepts/ make connections 3 8.11% 35.14% 32.43% 35.51% 10.81% 4 17.65% 20.59% 17.65% 23.53% 20.59% 5 24.39% 19.51% 26.83% 12.20% 17.07% 6 10.53% 21.05% 39.47% 18.42% 10.53% 7 18.18% 20.45% 34.09% 13.64% 13.64% 8 20,45% 13.64% 31.82% 27.27% 6.82% 9 17.39% 13.04% 32.61% 21.74% 15.23% 10 17.39% 10.87% 43.38% 17.39% 13.04%

3. Curriculum Review and Actions Taken Current Curriculum MATATAG Curriculum Grade Level 1 st Q 2nd Q 3 rd Q 4 th Q 3 2 6 2 3 4 2 1 1 1 5 1 2 1 3 6 2 6 2 1 7 5 2 2 1 8 2 4 1 4 9 3 1 2 3 10 2 1 1 Grade Level 1 st Q 2nd Q 3 rd Q 4 th Q 3 1 1 1 1 4 1 1 1 1 5 1 1 1 1 6 1 1 1 1 7 1 1 1 1 8 1 1 1 1 9 1 1 1 1 10 1 1 1 1

4. Curriculum Review and Actions Taken Current Curriculum Repeated Competencies The same competency appears on different grade levels. MATATAG Curriculum Competencies are exclusive in every Grade Level. Certain competency appears in each grade levels.

5. Science Curriculum Goals On achieving the outcomes of the curriculum, learners will be ready to actively participate in local, national, and global contexts and make meaningful contributions to a dynamic, culturally diverse, and expanding world.

6. Science Curriculum Goals Scientific Literacy Individual’s scientific knowledge To identify questions Acquire new knowledge Explain scientific phenomena Draw evidence-based conclusions

7. Science Curriculum Goals Environmental Literacy An awareness of and concern about the environment and its associated problems. Solutions of current problems and the prevention of new ones.

8. Central Feature of the Science Curriculum: the balanced integration of three interrelated content strands: Performing scientific inquiry skills Understanding and applying scientific knowledge Developing and demonstrating scientific attitudes and values

9. Theoretical and Philosophical Bases: Constructivist Theory of Learning (learn how to learn) Vygotsky’s ZPD (providing guidance and encouragement) Social Cognition Learning Model (learning through modeling) Brain-based Learning Theory (how the brain learns)

10. Elements of Science Curriculum : Big Idea: Is a statement of an idea that is central to learning – one that links numerous understandings into a coherent whole. It also represents a progression towards understanding key concepts in different learning areas (Charles, 2005). Example: Science of Materials All matter in the universe is made of very small particles.

11. Elements of Science Curriculum : Cross-Cutting Concepts: Structure and function Stability and change Systems and system models Energy and matter: flows, cycles, and conservation Scale, proportion, and measurement Patterns Cause and effect The nature and practices of Science

12. Sequence of Domains Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 First Quarter Materials Materials Materials Materials Science of Materials Life Science Force, Motion, and Energy Earth and Space Science Second Quarter Living Things Living Things Living Things Living Things Life Science Science of Materials Earth and Space Science Force, Motion, and Energy Third Quarter Force, Motion, and Energy Force, Motion, and Energy Force, Motion, and Energy Force, Motion, and Energy Force, Motion, and Energy Earth and Space Science Life Science Science of Materials Fourth Quarter Earth and Space Earth and Space Earth and Space Earth and Space Earth and Space Science Force, Motion, and Energy Science of Materials Life Science

13. Pedagogy The rules and principles that guide effective and efficient activities which lead to learning .

14. Pedagogical Approaches Constructivist Approach Collaborative Approach Integrative Approach Inquiry-Based Approach Reflective Approach

15. Pedagogical Approaches Constructivist Approach Learners construct their own understanding of the world around them based on experience as they live and grow. They select and transform information from past and current knowledge and experience into new personal knowledge and understanding.

16. Pedagogical Approaches Constructivist Approach Role of Teachers: To influence, or create motivating conditions for students Take responsibility for creating problem situations Foster acquisition and retrieval of prior knowledge Create the process of learning not the product of learning

17. Pedagogical Approaches Constructivist Approach Actualization: Investigate Revise Generalize Solve

18. Pedagogical Approaches Collaborative Approach L earners work together to gain a greater understanding of the information they’ve been presented with. A llow learners to create an environment where people can interact with each other by sharing experiences and knowledge. 

19. Pedagogical Approaches Collaborative Approach Role of Teachers: Ensure that each student gets the opportunity to contribute their best .

20. Pedagogical Approaches Collaborative Approach Actualization: Think-Pair-Share Integrated Process Approach Peer Teaching Brainstorm Plan

21. Pedagogical Approaches Integrative Approach Learning environment that helps them make connections of other learnings across the curricula. It focuses on connections rather than teaching isolated facts

22. Pedagogical Approaches Integrative Approach Objectives : Making sense of the learning process. Differentiating matters by relevance. Applying the learning to practical situations. Associating the learned elements.

23. Pedagogical Approaches Integrative Approach Actualization : Connect Interconnect Contextualize Relate Merge Apply Combine

24. Pedagogical Approaches Inquiry-Based Approach Requires more than simply answering questions or getting the right answer. It promotes investigation, exploration, search, quest, research, pursuit, and study.

25. Pedagogical Approaches Inquiry-Based Approach Actualization: Simulation Demonstration Experiment Field Study Project Work

26. Pedagogical Approaches Reflective Approach Looking at what the teacher and learners do in the classroom, thinking about why they do it and analyzing about it if it works.

27. Pedagogical Approaches Reflective Approach Actualization: Self-evaluation Paper writing Reports Journals Reflect Rationalize

28. Assessment System A. Formative Assessment: Inform Instruction – provide timely feedback that guides instructional decisions, both for learning and teaching. Continuous – an ongoing process that occurs during instruction, allowing for continuous immediate feedback and adjustment. Varied Methods – include quizzes, polls, observations, discussions, exit tickets, homework assignments, peer reviews, and more. Low Stakes – students are encouraged to view formative assessments as a tool for improvement rather than an evaluative measure.

29. Assessment System Formative Assessment: Before the Lesson Agree-Disagree Activity Games Vocabulary Crosswords Interviews Practice Exercises Show and Tell Science Objects Predict-Explain-Observe-Explain Simulation Activities Model Presentation

30. Assessment System Formative Assessment: After the Lesson Checklist Discussion Games Short Quiz Written Works

31. Assessment System B. Summative Assessment: Known as Assessment of Learning as it summarizes learning that has occurred over a period of time for all learners. Administered at the end of a block of learning to measure the extent learners have mastered the content and performance standards. The results are used as the basis for computing grades .

32. Assessment System B. Summative Assessment: Forms of Summative Assessment Written Work – long test, unit test, essay, written reports, and other written task. Performance Task – skill demonstration, group presentations, oral work, multimedia presentations, research projects Quarterly Assessment

33. Component of Assessment Reflections Learners critically analyzed and evaluate their own learning experiences. May take form of written essays, journals, or discussions, fostering metacognition and a deeper understanding of one’s strengths and areas for growth.

34. Component of Assessment Feedback Information provided to learners in timely manner, about their performance, highlighting strengths and areas for improvement. Offers guidance on how well learning objectives are being met.

35. Component of Assessment Feedback Guides on Giving Feedback: Give feedback as soon as possible after an assessment activity. Provide specific oral or written constructive feedback directly related to a learner’s performance. Provide feedback that identifies a learner’s strengths. Highlight areas for improvement. Give hints on how to improve. Provide learners with opportunities for self-reflection in self-assessment activities. Use words that communicate respect to the learners and their work.

36. Curriculum Unpacking Specific Purpose: 1. See how the standard progresses and identify the gaps. 2. Examine the learning targets in the grade level. 3. Appropriate the most viable assessments, instruction and resources. 4. Examine how the standard can contribute to the vision-mission.

37. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) STEP 1: Identify the Verb (Is it measurable? Do we need to change it to make it measurable?) Demonstrate, Yes

38. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) STEP 2: Determine the conceptual nouns/noun phrases. Science Equipment

39. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) STEP 3: Identify prepositional phrases (context) if there is any. Proper use and handling

40. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) STEP 4: Identify the required cognitive process. Applying

41. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) STEP 5: Determine the skill, 21 st century skill that needs to be developed during instruction. Learning and Innovation Skills Creativity and Innovation Critical Thinking and Problem Solving Communication Collaboration Information, Media & Technology Skills ICT Literacy

42. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) STEP 5: Determine the skill, 21 st century skill that needs to be developed during instruction. Life and Career Skills Initiative and Self-Direction Productivity and Accountability Leadership and Responsibility Flexibility and Adaptability

43. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) STEP6: Examine the specific learning targets. I can describe the use of science laboratory tools. I can describe the use of science laboratory equipment. I can perform an experiment using science laboratory tools and equipment .

44. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) STEP 7: Describe learning progression (-1, +1). Grade 3_Q1: Describe the uses of various science equipment and materials used in simple activities, such as a ruler, hand lens, scissors, balloons, modeling clay, and cardboard. Grade 6_Q1: Demonstrate various techniques in separating mixtures, such as decantation, winnowing, scooping, picking, evaporation, filtering, sieving, and using magnets. Grade 8_Q1: Plan a scientific investigation to verify the raw materials needed for photosynthesis.

45. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) STEP 7: Describe learning progression (-1, +1). Grade 9_Q4: Carry out a valid and reliable scientific investigation to show the formation of a new substance, such as formation of a carbonate (carbon dioxide in limewater), or formation of a precipitate (from silver nitrate solution). Grade 10_Q3: Identify common acids, bases, and salts (e.g., hydrochloric acid, sodium hydroxide, and saline solution) using different indicators.

46. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) STEP 8: Identify the pre-requisite skills (implicit learning targets) not taught in the previous level/s that students must learn. Observe safety precautionary measures inside the Science Laboratory. Identify the different Science laboratory tools. Identify the different Science laboratory equipment. Identify the guidelines of proper handling of the basic science laboratory tools and equipment.

47. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) STEP 9: Describe the learning rigor. Perform a scientific investigation to determine the amount of salt in saltwater.

48. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) STEP 10: Determine the most appropriate summative assessments. Mini-Task: Science Experimentation

49. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) STEP 11: List down viable activities or strategies. Group Activity/Discussion Asking Questions Conversation and Feedbacking Worksheets Simulation Laboratory Experiment

50. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) STEP 12: List down the necessary resources that will support the targets. Science Laboratory Manual Science Laboratory Worksheets Science Laboratory Tools and Equipment

51. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) STEP 13: Describe how pedagogical approaches happen in the teaching and learning of the standard. Inquiry-based Constructivism Collaborative

52. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) STEP 14: Describe vision, mission integration. Vision Colegio de la Immaculada Concepcion, Inc. is an empowering Christ-centered Vincentian learning instruction. Mission We commit to engaging the community of learners into becoming inner-directed, globally competent Vincentian leaders who journey with persons living in poverty situations and care for God’s creation.

53. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) STEP 14: Describe vision, mission integration. Demonstrate the proper use and handling of science equipment while living out the spirit of stewardship in the management of materials.

54. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) Revised specific learning targets: I can follow the guidelines inside the Science Laboratory. I can identify the different science laboratory tools. I can identify the different science laboratory equipment. I can describe the use of science laboratory tools. I can describe the use of science laboratory equipment. I can follow safety and precautionary measures in handling and using science laboratory tools and equipment. I can perform an experiment using the Science Laboratory tools and equipment by living out the spirit of stewardship in the management of materials.

55. Learning Competency: Demonstrate proper use and handling of science equipment. (Science 7_Q1) Revised learning rigor with vision-mission integration: Perform a scientific investigation to determine the amount of salt in saltwater while living out the spirit of stewardship in the management of materials.