MODULE 1

The Science Teaching in the K to 12

Curriculum

Lesson 1 The Teaching of Science

Lesson 2 History of Science

Education

Lesson 3 Conceptual Framework

of Science Education

Lesson 4 Core Learning Area

Standards of Science
Education

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MODULE 1

TEACHING SCIENCE IN THE INTERMEDIATE GRADES

(PHYSICS, EARTH AND SPACE SCIENCE)

 INTRODUCTION

This module presents the teaching of science with various facets and
definition of science, aims of the study and teaching of science, historical
development of science education in the Philippines, conceptual framework
and core are standards in Science Education.

OBJECTIVES

After studying the module, you should be able to:

1. define science;
2. discuss the purpose and objectives of the science education;
3. discuss the science basic education curriculum in the K to 12;
4. examine the alignment of standards-grade level, key stage and
learning area;
5. examine the scope and sequence of science in the intermediate
grades;

 DIRECTIONS/ MODULE ORGANIZER

The module contains three lessons. Read every lesson and carefully
understand then respond to the evaluation tasks given to find out how much
you have learned. Submit your output/s promptly to your instructor for the
course. You may contact your course instructor if you experience any
difficulties.

God bless and enjoy reading…

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Lesson 1

 THE TEACHING OF SCIENCE

Science is built up of facts as a house is of stones, but a collection of

facts is no more a science than a pile of stones is a house.

Henri Poincare, La Science et l’Hypothese (1908)

Science is an exciting world. A world without science is a world

without all the convenience and the comfort we enjoy today. Science is
evidence-based. It accepts only that which is empirically proven. This is its
own limitation. No scientific knowledge is forever correct. Scientific
knowledge evolves in the light of new findings and discovery.

WHAT IS SCIENCE?

Science is both a body of knowledge that represents current

understanding of natural systems and the process whereby that body of
knowledge has been established and is being continually extended, refined,
and revised. Both elements are essential: one cannot make progress in
science without an understanding of both. Likewise, in learning science one
must come to understand both the body of knowledge and the process by
which this knowledge is established, extended, refined, and revised .

The word of “science” is derived from the Latin word scientia

meaning knowledge. Science is commonly referred to as a systematic and
organized body of knowledge in any area of inquiry that is acquired using
“the scientific method”.

Science has various facets and definition.

Science as a broad body of knowledge – Physical sciences consist of

disciplines such as physics (the science of physical objects), chemistry
(the science of matter), and astronomy (the science of celestial
objects). Earth sciences consist of disciplines such as geology (the
science of the earth).

Science as a set of skills – The science process skills form the

foundation of scientific methods. These basic skills are integrated
when scientists design and carry out experiments. All basic skills are
important individually as well as when they are integrated.

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Science as an intellectual activity – Science is the intellectual,

practical, and systematic study of the structure and behavior of the
physical and natural world through observation and experiment.

Science as a social activity – Science is a social activity shaped by

history, institutions, beliefs and values. Society shapes science and
vice versa.

Science as problem-solving – Problem-solving skills are necessary in all

areas of life, and the science class provides the students opportunity
to develop and utilize their problem-solving skills, which include the
ability to critically analyze a problem, determine all its elements,
and prepare a feasible solution. These are valuable skills one can
acquire in life.

Science as a career – Individuals who have devoted themselves in

studying and doing science have established careers in science, such
as biologists, chemists, environmentalists, astronomers, medical
practitioners, among others.

Science as a global human endeavor – Science is a result of human

imagination, ingenuity, and creativity. Individuals and teams from
many nations and cultures have contributed to science and to
advances in technology.

Science as a process – The scientific method is a set of steps for

verifying and building scientific knowledge. When performing this
process, one employs skills, necessary to research a topic, develop a
plan and timeline, and draw conclusions from research results.

Science education is concerned about learning, understanding

science. Science is one of the most important subjects that must be learned
because of its relevance to the student’s lives. In the science class, the
students use and develop life skills such as problem-solving and critical
thinking, which they need to succeed in school, career, and beyond. These
lifelong skills allow students to generate ideas, weigh decisions objectively,
and understand the evidence.

Science education focuses on teaching, learning, and understanding

science.
Teaching science involves developing ways on how to effectively
teach science. This means exploring pedagogical theories and models
in helping teachers teach scientific concepts and processes
effectively.
Learning science includes both pedagogy and the most interesting
aspect, which is helping students understand and love science.
Understanding science implies developing and applying science-
process skills and using science literacy in understanding the natural
world and activities in everyday life.

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Understanding science is multifaceted. The National Academy of

Sciences developed the strands of scientific proficiency that address the
knowledge and reasoning skills that the students must acquire to be
considered fully proficient in science.

The students who are proficient in science:

• know, use, and interpret scientific explanations;

• generate and evaluate scientific evidence and explanations;
• understand the nature and development of scientific
knowledge; and
• participate productively in scientific practices.

The Aims of Teaching and Learning Science:

1. Develop inquiring minds and curiosity about the world.

2. Acquire knowledge, conceptual understanding, and skills to solve
problems and make informed decisions.
3. Communicate scientific ideas, arguments, and practical
experiences.
4. Think analytically, critically, and creatively to solve problems,
judge arguments, and make decisions.
5. Appreciate the benefits and limitations of science and its
applications.
6. Understand the international nature of science and the
interdependence of science, technology, and society.
7. Demonstrate attitudes and develop values of honesty,
responsibility, and respect for oneself, for others, and for the
environment.

 LEARNING ACTIVITY

Create a word cloud to illustrate/show definitions or keywords

of Science. Be guided by the sample word cloud below.

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Rubric for the Word Cloud

CATEGORY 5 Exceptional 4 Appropriate 3 Adequate 2 Minimal POINTS

Met At least ten 7-8 words are 6-4 accurate Less than 3
Requirements accurate words are displayed in the words are accurate words
displayed in the cloud. displayed in the are displayed
cloud. cloud. in the cloud.
Word Choice Word choice Word choice Word choice Word choice
demonstrates demonstrates a demonstrates demonstrates
exceptional good reasonable little
knowledge of the working knowledge of the knowledge of
topic. knowledge of the topic the topic.
topic
Attractiveness The project is The project is The project is The project is
exceptionally attractive in acceptably distractingly
attractive in terms terms of attractive messy
of design, layout, though it may be or very poorly
design, layout, and and a designed. It is
neatness. neatness. bit messy not
attractive.
TOTAL

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Lesson 2

 HISTORY OF SCIENCE
EDUCATION

Historical Development of Science Education in the Philippines

The information below was adapted from Pawilen (2005), lists some
of the key events in the development of science education in the
Philippines.

Year Highlights
1901 ▪ A systematic public-school system was organized
and introduced by United States
1904 ▪ Science was first introduced by the Americans
under the subject matter, Nature Study, but
abolished a year after to give more time to
language arts.
1935 ▪ Science was again introduced with focus on Nature
and Health.
1950s ▪ The importance of Science to development was
only recognized by leading scientists.
1957 ▪ Science became a part of the curriculum from
Grade 1-6.
1960s ▪ Printing and distribution of science textbooks by
the United States Operations Mission-National
Economic Council (USOM-NEC) Project and UP
Science Teaching Center
1970s ▪ Teaching of Integrated Science and Health in
Schools
▪ Development of the Elementary Learning
Continuum (ELC)
1980s ▪ Introduction of Science, Technology, and Society
(STS) approach to teaching
▪ Development of science and technology textbooks
for secondary schools
▪ Recognition of the UPISMED
▪ Start of the Needs-Based Curriculum Project
1990s ▪ Development of “Science Made Easy” video course
and television programs like “Sine Eskuwela” for
science in the elementary level.
2000 ▪ Development of an Indigenous Curriculum for
science in selected local communities
▪ Integration of language and science for Grades I
and II
▪ Increased time for learning science
2011 ▪ Development of the Science Framework for

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Philippine Basic Education by Department of

Science and Technology Science Education Institute
and University of the Philippines National Institute
for Science and Mathematics Education
Development
2013 ▪ President Benigno Aquino III approved Republic Act
(RA) 10533 signing into law the K-12 program

 LEARNING ACTIVITY

Make your own timeline on the historical development of

Science Education in the Philippines

Rubrics on Timeline

5 4 3 2 Score
Facts Facts were Facts were Facts were Facts were
accurate accurate accurate often
for all events for almost all for most inaccurate for
reported events (~75%) of the events
on the reported on events reported on
timeline. the reported on the
timeline. the timeline.
timeline
Graphics All graphics All graphics Some graphics Several
are are are graphics are
effective and effective, but effective and not effective.
balanced there their use
with text use. appear to be is balanced
too few or with text
too many use.
Readability The overall The overall The timeline The timeline is
appearance of appearance of is difficult
the the relatively to read.
timeline is timeline is readable
pleasing somewhat
and easy to pleasing and
read. easy to
read.
Requirement The timeline The timeline The timeline The timeline
contained contained contained contained
10 events at least 8-9 at least 6-7 fewer than 5
related to events events events.
the topic related to the related to the
being studied. topic topic
being studied. being studied.
TOTAL

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Lesson 3

 CONCEPTUAL FRAMEWORK OF SCIENCE

EDUCATION

Science education aims to develop scientific literacy among learners

that will prepare them to be informed and participative citizens who are
able to make judgments and decisions regarding applications of scientific
knowledge that may have social, health, or environmental impacts.

The science curriculum recognizes the place of science and

technology in everyday human affairs. It integrates science and technology
in the social, economic, personal and ethical aspects of life. The science
curriculum promotes a strong link between science and technology,
including indigenous technology, thus preserving our country’s cultural
heritage.

The K to 12 science curriculum will provide learners with a repertoire

of competencies important in the world of work and in a knowledge-based
society.

It envisions the development of scientifically, technologically, and

environmentally literate and productive members of society who are :
• critical /creative problem solver
• responsible stewards of nature
• innovative and inventive thinker
• informed decision maker
• effective communicator

This curriculum is designed around the three domains of learning

science:
1. understanding and applying scientific knowledge in local
setting as well as global context whenever possible,
2. performing scientific processes and skills, and
3. developing and demonstrating scientific attitudes and values.

The acquisition of these domains is facilitated using the following

approaches:
1. multi/interdisciplinary approach
2. science technology-society approach, contextual learning
3. problem/issue-based learning
4. inquiry-based approach

The approaches are based on sound educational pedagogy namely:

• constructivism
• social cognition learning model

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• learning style theory

• brain-based learning

Science content and science processes are intertwined in the K to 12

Curriculum. Without the content, learners will have difficulty utilizing
science process skills since these processes are best learned in context.
Organizing the curriculum around situations and problems that challenge
and arouse learners’ curiosity motivates them to learn and appreciate
science as relevant and useful. Rather than relying solely on textbooks,
varied hands-on, minds-on, and hearts-on activities will be used to develop
learners’ interest and let them become active learners.

As a whole, the K to 12 science curriculum is learner-centered and

inquiry-based, emphasizing the use of evidence in constructing
explanations. Concepts and skills in Life Sciences, Physics, Chemistry, and
Earth Sciences are presented with increasing levels of complexity from one
grade level to another in spiral progression, thus paving the way to a deeper
understanding of core concepts. The integration across science topics and
other disciplines will lead to a meaningful understanding of concepts and its
application to real-life situations.

A M
S O
S N
E I
S T
S O
M R
E I
N N
T G

The Conceptual Framework of Science Education

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 LEARNING ACTIVITY

Complete the table below. The first row serves as your pattern.

Topic Science Science Process Science

Concepts that Skills which can Attitudes and
you can Teach be Developed Values
from the topic
Soil Environment Landforms Observing, Keen
Inferring Observation,
Patience
Energy
Solar System

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Lesson 4

 CORE LEARNING AREA STANDARD OF SCIENCE

EDUCATION

CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)

The learners demonstrate understanding of basic science concepts and

application of science-inquiry skills. They exhibit scientific attitudes and
values to solve problems critically, innovate beneficial products, protect the
environment and conserve resources, enhance the integrity and wellness of
people, make informed decisions, and engage in discussions of relevant issues
that involve science, technology, and environment.

KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR

K-3, 4-6)

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Grade/Level Grade Level Standards

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
Kindergarten
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.
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
Grade 1 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)
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
Grade 2 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.
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
Grade 3
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

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lead learners to become more curious about their surroundings,

appreciate nature, and practice health and safety measures.
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
Grade 4 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.
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
Grade 5 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.
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
Grade 6 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

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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.

SEQUENCE OF DOMAIN/STRANDS PER QUARTER

Quarter Grade 3 Grade 4 Grade 5 Grade 6
Quarter 1 Matter Matter Matter Matter
Quarter 2 Living Things Living Things Living Things Living Things
Quarter 3 Force, Motion, Force, Motion, Force, Motion, Force, Motion,
Energy Energy Energy Energy
Quarter 4 Earth & Space Earth & Space Earth & Space Earth & Space

FOUR DOMAINS/COMPONENT/DISCIPLINES OF SCIENCE AS INDICATED IN

THE CURRICULUM GUIDE

Domain/Component Code
Living things and their environment LT
Force, Motion and Energy FE
Earth and Space ES
Matter MT

SPIRALLING OF SCIENCE CONCEPTS

Force, Motion and Energy

Grade 3 Grade 4 Grade 5 Grade 6

Force and Motion
Learners observe Learners now learn This time, learners Aside from the
and explore and that if force is begin to accurately identified causes
investigate how applied on an measure the of motion in Grade
things around them object, its motion, amount of change 3, such as people,
move and can be size, or shape can in the movement animals, wind, and
moved. They also be changed. They of an object in water, learners
identify things in will further terms of its also learn about
their environment understand that distance travelled gravity and friction
that can cause these changes and time of travel as other causes or
changes in the depend on the using appropriate factors that affect
movement of amount of force tools. the movement of
objects. applied on it objects.
(qualitative). They
also learn that
magnets can exert
force on some
objects and may
cause changes in

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their movements.
Energy
Learners observe Learners learn that This time, learners At this grade level,
and identify light, heat, and explore how learners are
different sources sound travel from different objects introduced to the
of light, heat, the source. They interact with light, concept of energy.
sound, and perform simple heat, sound, and They learn that
electricity in their activities that electricity (e.g., energy exists in
environment and demonstrate how identifying poor different forms,
their uses in they travel using and good such as light, heat,
everyday life. various objects. conductors of sound and
Note: Electricity is electricity using electricity, and it
not included in simple circuits). can be
Grade 4 because They learn about transformed from
the concept of the relationship one form to
‘flow of charges’ is between another. They
difficult to electricity and demonstrate how
understand at this magnetism by energy is
grade level. constructing an transferred using
electromagnet. simple machines.
They also learn
about the effects
of light, heat,
sound, and
electricity on
people.

Earth and Space

Grade 3 Grade 4 Grade 5 Grade 6

Geology
Learners will After familiarizing In this grade level, Learners will learn
describe what themselves with learners will learn that aside from
makes up their the general that our weathering and
environment, landscape, surroundings do erosion, there are
beginning with the learners will not stay the same other processes
landforms and investigate two forever. For that may alter the
bodies of water components of the example, rocks surface of the
found in their physical undergo Earth: earthquakes
community. environment in weathering and and volcanic
more detail: soil soil is carried away eruptions. Only the
and water. They by erosion. effects of
will classify soils in Learners will infer earthquakes and
their community that the surface of volcanic eruptions
using simple the Earth changes are taken up in
criteria. They will with the passage this grade level,
identify the of time. not their causes
different sources (which will be
of water in their tackled in Grades 8
community. They and 9). Learners
will infer the will also gather
importance of and report data on

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water in daily earthquakes and

activities and volcanic eruptions
describe ways of in their community
using water wisely. or region.
Meteorology
Learners will After making Learners will learn After learning how
describe the simple descriptions that the weather to measure the
different types of about the weather does not stay the different
local weather. in the previous same the whole components of
grade, learners year round. weather in Grades
will now measure Weather 4 and 5, learners
the components of disturbances such will now collect
weather using as typhoons may weather data
simple occur. Learners within the span of
instruments. They will describe the the school year.
will also identify effects of typhoons Learners will
trends in a simple on the community interpret the data
weather chart. and the changes in and identify the
the weather weather patterns
before, during, in their
and after a community.
typhoon.

Astronomy
Learners will After describing After learning In Grade 6,
describe the the natural objects about the Sun, learners will turn
natural objects that are seen in learners will now their attention to
that they see in the sky, learners familiarize Earth as another
the sky. will now focus on themselves with natural object in
the main source of the Moon and the space (in addition
heat and light on stars. They will to the Sun, Moon,
Earth: the Sun, its describe the and stars).
role in plant changes in the Learners will learn
growth and appearance of the about the motions
development, and Moon and discover of the Earth:
its effect on the that the changes rotation and
activities of are cyclical, and revolution.
humans and other that the cycle is Learners will also
animals. related to the compare the
length of a month. different members
Learners will that make up the
identify star Solar System and
patterns that can construct models
be seen during to help them
certain times of visualize their
the year. relative sizes and
distances.

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K to 12 SCIENCE CURRICULUM GUIDE

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 LEARNING ACTIVITY

With the use of the Science Curriculum Guide, provide the content standard,
performance standard, learning competency, learning objective/s, domain and
code for the following content. Complete the table below with your answers.
Follow the given example.

Content Specific Content Performance Learning Learning Domain

Topic/Subject Standard Standard Competency Objectives and
Matter Code
Note: self-
made
objective/s
based from
the subject
matter
Force Position and The learners The learners The learners The Force
and Reference demonstrate should be should be learners and
Motion Point understanding able to able to will be Motion
of motion of observe, describe the able to (FE)-
objects. describe, position of a describe Domain
and person or an the
investigate object in position of (S3FE-
the position relation to a an object IIIa-b-
and reference using a 1) -
movement of point such reference Code
things as chair, point.
around door,
them. another
person.

Moon

Simple
Machine

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 MODULE SUMMARY

There are four lessons presented in module 1.

Lesson 1 gives you insights about the various facets and meanings of
science; and the aims of the study and teaching of science.

Lesson 2 deals with the historical development of science education

in the country.

Lesson 3 focuses on the conceptual framework of science education.

Lesson 4 discusses on the core learning area standards of science

education.

Keep it up! You have just studied Module 1. You are ready to evaluate
how much you have learned from the lessons that you have read by
answering the summative test. Good Luck!!!

 SUMMATIVE TEST

Summative test will be given on a separate date.

REFERENCES

Abracia, Norma M.,Ed.D.,Joaban,Gloria B.,Ramos,Gezyl G.(2013) Science in

Our World 3, Vibal Group Inc.

Alata, Eden Joy Pastor, Alata Elen Joy Pastor, & Pawilen, Greg Tabios.
(2020). A course Module for Teaching Strategies for Elementary
Science (Physics, Earth, and Space Science)

Alonzo, Amelia M.II., Dela Cruz, Rhea M., Guadarrama, Maria Teresita A.,
Martin, Maria Carmina R. (2020). Science Experiences. ABIVA
Publishing House, Inc. Quezon City

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Alonzo, Amelia M. II., Marcelo, Marina M., Octaviano, Luzminda B. (2020).

Science Experiences. ABIVA Publishing House, Inc. Quezon City

Barcelon, Mary Ann C., Villanda, Marivell S. (2020). Science Experiences.

ABIVA Publishing House, Inc. Quezon City

Calamlam, Jose Isaak M., Ilagan, Elvie P., Octaviano, Luzminda B. (2020).
Science Experiences. ABIVA Publishing House, Inc. Quezon City

Corpuz, Brenda B. and Salandanan Gloria G. Principles of Teaching 2 (2014).

Lorimar Publishing, INC. Quezon City, Metro Manila.

De Gula, Socorro B., De Leon, Reynaldo N.,(2018).Science in Practical

Ways 3. ISBN 978-621-8062-53-5.The Inteligente Publishing Inc.

K to 12 Curriculum Guide August 2016. Learning Materials and equipment

technical specifications. Retrieved from http://lrmds.deped.gov.ph/

Larisma, Evelyn T. & Mariano Jan Jason M. (2017). The New Science Links -
Revised Edition. Worktext in Science and Technology. Rex Book Store.
Sampaloc, Manila

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