Republic of the Philippines

Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

Session Guide Form

Science 4 - Quarter 1
Title of the Session Walkthrough of the Science Curriculum Quarter 1 and Unpacking of Learning Competencies
SG Developers CLARISSA F. SOLIVEN
KEVIN HOPE Z. SALVAÑA
Professional Standards
Covered (Domain/s, Philippine Professional Standards for Supervisors
Strand/s, and Domain 1, Supporting Curriculum Management and Implementation
Indicator/s) 1. Curriculum Implementation
Domain 2, Strengthening Shared Accountability
1. Technical assistance provision
Domain 3, Fostering a Culture of Continuous Improvement
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 pedagogy

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
Doc. Ref. Code Rev 01
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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

3. Professional collaboration to enrich teaching practice

Session Schedule and Day 2, Session 3
Duration 8:30-10:00 AM; 10:00-10:15 AM (Health Break); 10:15-12:00 PM (3 hours and 15 mins.)
Objectives At the end of the session, participants will be able to:
1. identify the Quarter 1 curriculum standards;
2. discuss the nature, process, and importance of unpacking/clustering the learning
competencies; and
3. unpack/cluster learning competencies.
Expected Outputs Unpacked/clustered learning competencies (worksheet)
Key Content • Walkthrough of the Science 4 curriculum standards for Quarter 1
• Unpacking of learning competencies
Learning Resource Meta cards, marker, tape, manila paper, LCD projector, laptop, soft copy of MATATAG Curriculum
Materials Guide
References MATATAG Science Curriculum Guide (Grades 3-10)
DO No. 42, s. 2017 National Adoption and Implementation of the Philippine Professional Standards
for Teachers
DO No.24, s. 2020 National Adoption and Implementation of the Philippine Professional Standards
for School Heads
DO No. 25, s. 2020 National Adoption and Implementation of the Philippine Professional Standards
for Supervisors

Schedule Detailed Detailed Description of Methodology/ Activities Learner’s Output Materials

(Time Content (Slide
distribution) Outline Number)
2 mins. Introduction of The LF greets all the participants and ensures they feel None 1-4
the session title comfortable.

Say: Good morning, everyone! I am (state your name), (state

your position), from (state your station). I am your learning

Doc. Ref. Code Rev 01

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Telephone No.: (+632) 86337207 28
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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

facilitator for the topic “Walkthrough of Quarter 1 Curriculum

Guide”.

The facilitator will discuss the learning journey of the

participants. 4-5

The facilitator will discuss the outline of the presentation 6

Note: Distribute metacards to the participants, allow them to

write their name on it, let them submit it. It shall be used as
the tool for the participation of the participants. The
facilitator shall also use this to identify who shall present
the group outputs. This will ensure maximum participation of
the participants.
3 mins. Introduction of The LF reads and presents the session objectives. None 7
the session title
and reading of Say: For this session, you are expected to (1) identify the
the objective. Quarter 1 curriculum standards; (2) discuss the nature,
process, and importance of unpacking/clustering the
learning competencies; and (3) unpack/cluster learning
competencies.
5 mins. Presentation of The LF reads and presents the PPSS, PPSH, and PPST None 8-9
Philippine standards aligned to this session.
Professional
Standards Say: This session touches the following Philippine
Professional Standards:
Philippine Professional Standards for Supervisors
Domain 1: Supporting Curriculum Management and
Implementation
1. Curriculum Implementation

Doc. Ref. Code Rev 01

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Telephone No.: (+632) 86337207 28
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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

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 pedagogy

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

Doc. Ref. Code Rev 01

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Telephone No.: (+632) 86337207 28
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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

40 mins. Contents and Activity 1. “Take me to where I should be” Accomplished 3- 11 – 12

content column matching
standards are The LF presents and explains the activity for the chart (Activity 1)
represented by walkthrough.
learning
competencies Say: Let us now explore Quarter 1, Science 4 Curriculum
Guide of the MATATAG Curriculum by doing a 3-column
matching activity titled “Take me to where I should be”. I
will divide the class into 5 groups. I will distribute
metacards that contain the content, content standards,
and learning competencies. These standards are jumbled
and are found inside this envelope
(Do: Show the envelope while explaining.).

Say: All you need to do is to identify which of the standards

belong to content, content standard, and learning
competency by placing them in their appropriate column.
While pasting them in the chart, you also have to align the
content to its representative content standards and to its
representative learning competencies. After 20 minutes,
you need to tack your charts on the wall. Each group shall
also select a representative to read the group’s output
within 3 minutes.

Chart template
Science 4, Quarter 1
Content Learning
Content
Standards Competencies

Doc. Ref. Code Rev 01

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 Republic of the Philippines
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Performance Standard:
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/s
A. Create a simple model, illustration or write a story
about a favorite science invention that you use in
everyday life.
B. Plan and produce a sample of useful fertilizer from
household waste.

Do: The LF will distribute 5 sets of materials (manila paper,

metacards stored in an envelope, and masking tape.) to
each of the 5 groups.

Say: Are there clarifications? If none, your 10 minutes

starts now.

Do: Roam around the session hall to visit each group’s

activity. Provide input only when someone asks questions/
clarifications.

Doc. Ref. Code Rev 01

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Telephone No.: (+632) 86337207 28
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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

Say: Time is up. Let us now proceed to the presentation of

outputs. We will begin with group 1.
Expected answer:
Science 4, Quarter 1
Content Learning
Content
Standards Competencies
Science Science Use information from
inventions inventions have secondary sources to
brought about identify a famous
major changes Filipino and/or foreign
to our daily scientist and their
lives. invention/s.
Use information from
the home or the local
community to identify a
science invention and
explain its impact on
their everyday life.
Materials Chemical Describe the chemical
and their properties of properties of materials,
uses materials such as they can be
determine their burnt, react with other
uses. materials, or are
degradable or
biodegradable.
Describe changes in
properties of materials
when exposed to certain
changes in temperature,

Doc. Ref. Code Rev 01

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 Republic of the Philippines
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NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

such as changes when

wood or coal are
burned.
Demonstrate ways to
minimize harmful
changes in materials,
such as restriction of
burning of waste
materials, and care in
handling reactive
materials.
Gathering Communication Identify issues and
scientific skills and open concerns in the local
information mindedness are community and how
needed in they could be addressed
solving by science, such as the
environmental treatment of waste.
issues Apply science process
skills and attitudes in
conducting a guided
survey about
environmental issues
and concerns including
grouping and
classifying,
communicating, and
open mindedness.

Performance Standard:

Doc. Ref. Code Rev 01

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 Republic of the Philippines
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NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

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/s
A. Create a simple model, illustration or write a story
about a favorite science invention that you use in
everyday life.
B. Plan and produce a sample of useful fertilizer from
household waste.
20 mins. The Science Analysis 1 None 13-20
curriculum is
structured The LF processes the outputs of the participants.
using the
following Say: Let us now process your outputs. I will call volunteers
organizers: to answer each questions:
1. How do you find the activity?
Content Expected answers may vary.
Content 2. Are there similarities or differences in your answers?
Standards 3. Do all contents and content standards have
Learning representative learning competencies? (Expected
Competencies answer: Yes! Contents are represented by content
standards, and content standards are represented by
Performance one or more learning competencies.)
Standards 4. What are your bases for classifying the cut-out
words as contents, content standards, and learning

Doc. Ref. Code Rev 01

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 Republic of the Philippines
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Performance competencies? (Expected answer: Some of the

Tasks bases in classifying contents, content standards, and
learning competencies are their keywords, how they
are phrased or sentenced, and the cognitive demand
they possess. Contents are more general than content
standards, and learning competencies are more
specific and always begin with verbs.)
5. Are all the contents represented in the content
standards? (Expected answer: Yes! All contents and
represented by content standards.)
6. Is there any content standard that represents more
than 1 content?
7. Does all the content have representative learning
competencies? (Expected answer: Yes! All contents
and represented by one or more learning
competencies.)
8. How do content, content standards, and learning
competencies differ with one another?

Note: Use the name cards to call for someone to answer.

Should some participants have different answers, the
facilitator must encourage the participant to explain their
answers and permit healthy and respectful discussion.
15 mins. Abstraction 1 None

Say: Thank you so much for your responses. Your answers

to the questions are enforced by how science curriculum is
structured. As articulated in the CG:

Content – signals the key areas of focus for a Quarter; 21

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Content Standards – indicate the conceptual level 22

expected for the Quarter;
- support teachers to identify the level of science
knowledge, skills, attitudes, and values to be taught
and learned.
Learning Competencies – identifies the specific aspects of 23
content for learners to achieve;
Performance Standards – provide a level for teachers to 24-25
use to judge learner achievement at the end of each
quarter;
- support the teachers to assess the levels of
knowledge, skills, and values that learners
demonstrate in relation to the content and learning
competencies addressed during and at the end of
each quarter of teaching and learning; and
Suggested Performance Tasks – samples of tasks where
the learner applies their knowledge, understanding, skills 25
and processes, values and attitudes, through which
teachers can judge the levels of achievement of the
performance standard for each quarter in the domain.

Say: The big ideas (Harlen, et al. 2015) are very evident on
how the content, content standards, learning
competencies, and performance standards are articulated
in the curriculum guide.

Do: Ask the participants if they have questions and

clarifications.
5 mins. The LF ends the first part of the session. None

Doc. Ref. Code Rev 01

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 Republic of the Philippines
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Say: Having no further clarifications on the walkthrough of

Science 4, Quarter 1, that ends our first part of the
morning session. We shall have now our 15-minute health
break before we proceed with the unpacking of learning
competencies. Thank you so much.
15 mins. Health Break
5 mins. The LF greets once again the participants after the health None 27
break.

Say: Good morning once again! Our 15-minute break is

over. I hope you have already taken your snacks. Earlier
you were able to identify the Quarter 1 curriculum
standards in Science 4. As teachers and education leaders,
using these standards is critical in deciding how we can
deliver the lessons, and design assessments and activities.
Hence, we shall now proceed to our next topic—Unpacking
of Learning Competencies.
15 mins. Learning Activity 2. “Let’s uncover the curriculum.” Accomplished chart 28
competencies on sample
are difficult to The LF presents activity 2 for the unpacking of learning unpacked learning
deliver to the competencies. objectives
students
without Say: It is important for both teachers who will deliver the
unpacking standards, and education leaders who will provide
them into technical assistance, to learn and relearn how to unpack
manageable them into manageable learning bits or specific learning
learning bits. objectives for our learners.

Doc. Ref. Code Rev 01

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 Republic of the Philippines
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NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

Say: Now that we are done with the walkthrough for

Science 4, Quarter 1, this time, let us have another activity
titled “Let’s uncover the curriculum”. On the slide is one of
the learning competencies found in Science 4, Quarter 1.

Say: Please read the Learning competency:

“Demonstrate ways to minimize harmful changes in 29
materials, such as restriction of burning of waste
materials, and care in handling reactive materials”.

Do: Show the next slide for the instruction

Say: Thank you. Using the said learning competency, 30

unpack it into specific, measurable, attainable, relevant
and time-bound or SMART objectives. Write your
responses in the meta cards and paste your meta cards on
the chart corresponding to its target cognitive process
dimension of the Revised Bloom’s Taxonomy. I will give you
10 minutes for this.

Do: Distribute the metacards, markers, and masking tape

per table, and tack the blank chart on the wall. Set the
timer for 10 minutes.

Chart template
Content: Materials and their uses 31
Content Standard: Chemical properties of materials
determine their uses.
Learning Competency: Demonstrate ways to minimize
harmful changes in materials, such as restriction of

Doc. Ref. Code Rev 01

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 Republic of the Philippines
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burning of waste materials, and care in handling reactive

materials.
Performance Standard: 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.
Bloom’s
Specific Learning Objectives Cognitive
Level
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

Say: Time is up. Please go back now to your chairs.

Expected answer:
Content: Materials and their uses
Content Standard: Chemical properties of materials
determine their uses.
Learning Competency: Demonstrate ways to minimize
harmful changes in materials, such as restriction of

Doc. Ref. Code Rev 01

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Telephone No.: (+632) 86337207 28
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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

burning of waste materials, and care in handling reactive

materials.
Performance Standard: 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.
Bloom’s
Specific Learning Objectives Cognitive
Level
Creating
Evaluating
Analyzing
Play a skit on ways to minimize Applying
harmful effects of burning waste
materials, and care in handling
reactive materials.
Describe harmful effects of some Understanding
materials at home when they undergo
change.
Identify materials at home that have Remembering
harmful effects to oneself or to the
environment when they undergo
change.
20 mins. Unpacked Analysis 2 None
learning

Doc. Ref. Code Rev 01

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competencies The LF processes the answers of the participants through

must be inquiry.
delivered from
lower cognitive Say: I want you to study the table. Then answer the
process following questions reflected on the slide. I will call
dimension to volunteers to share their answers to the questions.
higher cognitive 1. How do you find the activity? Is it easy to unpack a 32
process learning competency?
dimension to
ensure mastery 2. Do we expect learners to master broad learning
of the learning competencies in the CG without unpacking them? 33
competencies. Why Expected answer: No! Learners will experience
difficulty in mastering competencies if they are not
unpacked.)
3. What are the consequences when we teach and
assess without unpacking the competencies? 34
(Expected answer: Some of the consequences when
we teach and assess without unpacking the
competencies include lack of clarity and
understanding of the lesson, ineffective instruction,
inconsistent assessment, and misalignment of
learning goals.)
4. In lesson planning and learning delivery, what is the
relevance of unpacking the learning competencies 35
from lower cognitive process dimensions to higher
cognitive process dimensions? (Expected answer:
Unpacking learning competencies from lower to
higher cognitive process dimensions in lesson
planning and learning delivery ensures a progressive

Doc. Ref. Code Rev 01

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 Republic of the Philippines
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NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

approach that promotes a deeper understanding,

application, and mastery of the subject matter.)
5. How will you make sure that the unpacked
competencies are relevant to attaining the content, 36
performance standards, and broad learning
competencies in the CG? (Expected answer: To
ensure the relevance of unpacked competencies,
teachers must align them closely with the content,
content standards, and performance standards
maintaining a cohesive and integrated approach to
support comprehensive student understanding and
skill development.)

Note: Call volunteers to answer. Should some participants

have different answers, the facilitator must encourage the
participant to explain their answers and permit healthy
and respectful discussion.
20 mins. Steps in Abstraction 2 None
unpacking
learning Say: Thank you so much for your answers. Indeed, 37
competencies unpacking breaks down complex skills or concepts into
manageable parts. It makes curriculum standards and
learning competencies more explicit and actionable
through learning objectives, and it supports instructional
planning. We unpack if competencies are broad or have a
high cognitive demand. Now, here are the steps in
unpacking learning competencies. Check if these steps
were followed when we had our activity earlier.

38

Doc. Ref. Code Rev 01

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1. Revisit the standards in the curriculum guide. (Do:

Present a set of standards in the slide)
Say: You can revisit the standards in the curriculum guide.
Every teacher has to read the curriculum guide. We
encourage every teacher to read the entire document, and
familiarize with the standards, it is one way to know the
boundaries per grade level and per key stage.
Content: Gathering scientific observation
Content Standard: Communication skills and open-
mindedness are needed in solving environmental issues
Learning Competency: Apply science process skills and
attitudes in conducting a guided survey about
environmental issues and concerns including grouping
and classifying, communicating, and open mindedness.
Specific Learning Revised Suggested
Objectives Bloom’s assessment/
Taxonomy activities
Level
Performance Standard: 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.
39
2. Examine the learning competency to be unpacked
by looking at the skill requirement represented by
verbs, knowledge requirement represented by

Doc. Ref. Code Rev 01

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 Republic of the Philippines
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NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

nouns, and the learning conditions on how these

knowledge and skills should be learned. (Do: Present
an examined learning competency in the slide. Blue
texts are the skill requirements, red texts are the
knowledge requirements, and green texts are the
learning conditions).
Content: Gathering scientific observation
Content Standard: Communication skills and open-
mindedness are needed in solving environmental issues
Learning Competency: Apply science process skills and
attitudes in conducting a guided survey about
environmental issues and concerns including grouping
and classifying, communicating, and open mindedness.
Performance Standard: 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.

3. If the learning competency falls under 40

understanding, applying, analyzing, evaluating and
creating, break down the learning competency into
smaller or discrete sub-skills or knowledge
components. (Do: Present the specific learning
objectives and explain their alignment to the
standards). 41
Content: Gathering scientific observation

Doc. Ref. Code Rev 01

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 Republic of the Philippines
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Content Standard: Communication skills and open-

mindedness are needed in solving environmental issues
Learning Competency: Apply science process skills and
attitudes in conducting a guided survey about
environmental issues and concerns including grouping
and classifying, communicating, and open mindedness.
Specific Learning Revised Suggested
Objectives Bloom’s assessment/
Taxonomy activities
Level
Creating
Evaluating
Analyzing
Gather data on Applying
environmental issues
and concerns through
a guided survey.
Describe examples of Understanding
science process skills
(grouping and
classifying) and
attitudes
(communicating and
open-mindedness).

Explain the importance

of science process
skills and attitudes in

Doc. Ref. Code Rev 01

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Telephone No.: (+632) 86337207 28
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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

gathering scientific
observation.
Define science process Remembering
skills and attitudes.
Performance Standard: 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.

4. Align instruction and assessment with unpacked

competencies. 42 – 43
5. Design instructional pedagogies that allow
demonstration of mastery of sub-skills or
components. (Do: Present the suggested assessment
or activities aligned to the specific learning
objectives).
Content: Gathering scientific observation
Content Standard: Communication skills and open-
mindedness are needed in solving environmental issues
Learning Competency: Apply science process skills and
attitudes in conducting a guided survey about
environmental issues and concerns including grouping
and classifying, communicating, and open mindedness.
Specific Revised Bloom’s Suggested
Learning Taxonomy Level assessment/
Objectives activities

Doc. Ref. Code Rev 01

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 Republic of the Philippines
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NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

Creating
Evaluating
Analyzing
Gather data on Applying School-based
environmental survey
issues and (groupwork)
concerns through
a guided survey.
Describe Understanding Carousel
examples of
science process
skills (grouping
and classifying)
and attitudes
(communicating
and open-
mindedness).

Explain the
importance of Worksheet
science process
skills and
attitudes in
gathering
scientific
observation.
Define science Remembering Think-pair-share
process skills
and attitudes.

Doc. Ref. Code Rev 01

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 Republic of the Philippines
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Performance Standard: 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.
Say: 44
● In unpacking the competencies, do not go beyond
the intent of the competency.
● While analyzing or breaking down the competencies, 45
one should focus on comprehending the specific
skills, knowledge, behaviors, or abilities that are
explicitly outlined within the competency.
● Refrain from adding extra or unrelated elements 46
that are not part of the competency's primary focus
or scope.
● The aim is to delve deeply into the competencies to
understand their core components without
extending into areas that are not directly related to
the defined competency.
● These basic guidelines ensure a clear understanding
and alignment with the intended skills or
capabilities outlined within the competency to avoid
the old same problem on congestion.

25 mins. Unpacked Application (Activity 3) Unpacked

competencies competencies
guide teachers

Doc. Ref. Code Rev 01

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

in determining Say: This time, let us concretize your learning. I will give (accomplished 47
appropriate you an individual worksheet for you to accomplish. worksheet)
pedagogies and
in designing Do: Distribute the worksheet (see attached worksheet).
appropriate
assessment and Say: All you need to do is open your MATATAG Science 48
activities Curriculum Guide and select a competency to work on
from Science 4, Quarter 1 only. You can choose 1 except
the example given earlier. Accomplish the worksheet by
writing the content, content standard, performance
standard, learning competency, and unpacked learning
competencies/learning objectives. The unpacked
competencies must be laid to their corresponding target
cognitive process dimension in the Revised Bloom’s
Taxonomy. Take note that it is not necessary to complete
all the cognitive process dimensions, since it will depend
on the cognitive demand of the curriculum standards.
Because doable objectives or unpacked competencies
should be measurable.
49
Table template found in the worksheet
Content:
Content Standard:
Learning Competency:
Specific Learning Revised Bloom’s
Objectives Taxonomy Level

Doc. Ref. Code Rev 01

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

Performance Standard:

Say: I will give you 20 minutes to do the task.

Do: Set timer for 20 minutes.

Say: Time is up!

15 mins. The LF facilitates peer-evaluation of the answered None
worksheet.

Say: This time we will have a peer-evaluation to check our

understanding. Look for a partner, exchange your outputs
with him or her, and discuss your answers. Consider the
first 3 steps we used in unpacking learning competencies.
You will be given 10 minutes to this activity. Your 10
minutes peer-evaluation starts now.

Do: The LF sets timer for 10 minutes.

Say: Time is up. Let us process the activity.

What did you feel about the activity?
50
Do: Use the name cards to call for volunteers.

Say: How do you find unpacking the learning competencies

of the MATATAG Science Curriculum?

Doc. Ref. Code Rev 01

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

Do: Call for volunteers to answer.

Say: We’re done with our activity I hope that you learn how
a learning competency can be unpacked.
5 mins Say: None 51-53
Remember:

• In unpacking the competencies, do not go beyond

the intent of the competency.
• Focus on the specific skills, knowledge, attitudes, or
values that are explicitly outlined within the
competency.
• Refrain from adding extra or unrelated elements
that are not part of the competency's primary focus
or scope.
Say: To end this session, let us consider the statement
from Ann Parker that “Effective teachers don’t cover the
curriculum. They uncover it.”

Say: I hope you learned something from this session and

thank you so much for your active participation.

Let us all continue to champion Science Education!

Doc. Ref. Code Rev 01

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

Name: _________________________________________

Worksheet 1: Unpacking Learning Competencies

Directions: Choose one learning competency from Science 4, Quarter 2 of the MATATAG Curriculum that is not selected by your
group in the activity earlier. Accomplish the worksheet by writing the content, content standard, performance standard, learning
competency, and learning objectives. Identify the keywords for Skill requirement, Knowledge Requirement, and learning condition
that is taken from the learning competency. The learning objectives must be laid to their corresponding target cognitive process
dimension in the Revised Bloom’s Taxonomy. It is not necessary to complete all the cognitive process dimensions, since it will
depend on the cognitive demand of the curriculum standards.
Content:
Content Standard:
Learning Competency:
Specific Learning Objectives Revised Bloom’s Taxonomy Level

Performance Standard:

Doc. Ref. Code Rev 01

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 Republic of the Philippines
Department of Education
NATIONAL EDUCATORS ACADEMY OF THE PHILIPPINES

Steps in unpacking learning competencies:

1. Revisit the content and performance standards in the curriculum guide.
2. Examine the learning competency to be unpacked by looking at the skill requirement represented by verbs, knowledge requirement
represented by nouns, and the learning conditions on how these knowledge and skills should be learned.
3. If the learning competency falls under analyzing, evaluating and creating, break down the learning competency into smaller or discrete
sub-skills or knowledge components.
4. Align instruction and assessment with unpacked competencies.
5. Design instructional pedagogies that allow demonstration of mastery of sub-skills or components.

Doc. Ref. Code Rev 01

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Telephone No.: (+632) 86337207 28
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