# migrations

dir: embeddings_queue
filename: 00001-embeddings.sqlite.sql
hash: d3755dfd232be8e8301f4d7fcfb3a486
sql:
CREATE TABLE embeddings_queue (
    seq_id INTEGER PRIMARY KEY,
    created_at TIMESTAMP NOT NULL DEFAULT CURRENT_TIMESTAMP,
    operation INTEGER NOT NULL,
    topic TEXT NOT NULL,
    id TEXT NOT NULL,
    vector BLOB,
    encoding TEXT,
    metadata TEXT
);


dir: sysdb
filename: 00001-collections.sqlite.sql
hash: 38352d725ad1c16074fac420b22b4633
sql:
CREATE TABLE collections (
    id TEXT PRIMARY KEY,
    name TEXT NOT NULL,
    topic TEXT NOT NULL,
    UNIQUE (name)
);

CREATE TABLE collection_metadata (
    collection_id TEXT REFERENCES collections(id) ON DELETE CASCADE,
    key TEXT NOT NULL,
    str_value TEXT,
    int_value INTEGER,
    float_value REAL,
    PRIMARY KEY (collection_id, key)
);


dir: sysdb
filename: 00002-segments.sqlite.sql
hash: 2913cb6a503055a95f625448037e8912
sql:
CREATE TABLE segments (
    id TEXT PRIMARY KEY,
    type TEXT NOT NULL,
    scope TEXT NOT NULL,
    topic TEXT,
    collection TEXT REFERENCES collection(id)
);

CREATE TABLE segment_metadata (
    segment_id TEXT  REFERENCES segments(id) ON DELETE CASCADE,
    key TEXT NOT NULL,
    str_value TEXT,
    int_value INTEGER,
    float_value REAL,
    PRIMARY KEY (segment_id, key)
);


dir: sysdb
filename: 00004-tenants-databases.sqlite.sql
hash: 048867ce8fcdefe4023c7110e4433591
sql:
CREATE TABLE IF NOT EXISTS tenants (
    id TEXT PRIMARY KEY,
    UNIQUE (id)
);

CREATE TABLE IF NOT EXISTS databases (
    id TEXT PRIMARY KEY, -- unique globally
    name TEXT NOT NULL, -- unique per tenant
    tenant_id TEXT NOT NULL REFERENCES tenants(id) ON DELETE CASCADE,
    UNIQUE (tenant_id, name) -- Ensure that a tenant has only one database with a given name
);

CREATE TABLE IF NOT EXISTS collections_tmp (
    id TEXT PRIMARY KEY, -- unique globally
    name TEXT NOT NULL, -- unique per database
    topic TEXT NOT NULL,
    dimension INTEGER,
    database_id TEXT NOT NULL REFERENCES databases(id) ON DELETE CASCADE,
    UNIQUE (name, database_id)
);

-- Create default tenant and database
INSERT OR REPLACE INTO tenants (id) VALUES ('default_tenant'); -- The default tenant id is 'default_tenant' others are UUIDs
INSERT OR REPLACE INTO databases (id, name, tenant_id) VALUES ('00000000-0000-0000-0000-000000000000', 'default_database', 'default_tenant');

INSERT OR REPLACE INTO collections_tmp (id, name, topic, dimension, database_id)
    SELECT id, name, topic, dimension, '00000000-0000-0000-0000-000000000000' FROM collections;
DROP TABLE collections;
ALTER TABLE collections_tmp RENAME TO collections;


dir: sysdb
filename: 00005-remove-topic.sqlite.sql
hash: b1367c826b8fba5f96f27befdc1d42d2
sql:
-- Remove the topic column from the Collections and Segments tables

ALTER TABLE collections DROP COLUMN topic;
ALTER TABLE segments DROP COLUMN topic;


dir: sysdb
filename: 00006-collection-segment-metadata.sqlite.sql
hash: 4eea7468935bf25d4604a0fed2366116
sql:
-- SQLite does not support adding check with alter table, as a result, adding a check
-- involve creating a new table and copying the data over. It is over kill with adding
-- a boolean type column. The application write to the table needs to ensure the data
-- integrity.
ALTER TABLE collection_metadata ADD COLUMN bool_value INTEGER;
ALTER TABLE segment_metadata ADD COLUMN bool_value INTEGER;


dir: sysdb
filename: 00007-collection-config.sqlite.sql
hash: 1c7e63bba346a42a18b6ab7f1c989bed
sql:
-- Stores collection configuration dictionaries.
ALTER TABLE collections ADD COLUMN config_json_str TEXT;


dir: sysdb
filename: 00008-maintenance-log.sqlite.sql
hash: 0a0e7e93111a01789addf64961c6127c
sql:
-- Records when database maintenance operations are performed.
-- At time of creation, this table is only used to record vacuum operations.
CREATE TABLE maintenance_log (
  id INT PRIMARY KEY,
  timestamp INT NOT NULL,
  operation TEXT NOT NULL
);


dir: sysdb
filename: 00009-segment-collection-not-null.sqlite.sql
hash: 054355aef9e63702bf54ea29e61563f1
sql:
-- This makes segments.collection non-nullable.
CREATE TABLE segments_temp (
    id TEXT PRIMARY KEY,
    type TEXT NOT NULL,
    scope TEXT NOT NULL,
    collection TEXT REFERENCES collection(id) NOT NULL
);

INSERT INTO segments_temp SELECT * FROM segments;
DROP TABLE segments;
ALTER TABLE segments_temp RENAME TO segments;


dir: metadb
filename: 00001-embedding-metadata.sqlite.sql
hash: 2b4cf52c4bb2676e21d6860a4409f856
sql:
CREATE TABLE embeddings (
    id INTEGER PRIMARY KEY,
    segment_id TEXT NOT NULL,
    embedding_id TEXT NOT NULL,
    seq_id BLOB NOT NULL,
    created_at TIMESTAMP NOT NULL DEFAULT CURRENT_TIMESTAMP,
    UNIQUE (segment_id, embedding_id)
);

CREATE TABLE embedding_metadata (
    id INTEGER REFERENCES embeddings(id),
    key TEXT NOT NULL,
    string_value TEXT,
    int_value INTEGER,
    float_value REAL,
    PRIMARY KEY (id, key)
);

CREATE TABLE max_seq_id (
    segment_id TEXT PRIMARY KEY,
    seq_id BLOB NOT NULL
);

CREATE VIRTUAL TABLE embedding_fulltext USING fts5(id, string_value);


dir: metadb
filename: 00002-embedding-metadata.sqlite.sql
hash: 12a570f7121b3a8ce750a2a7c36da20f
sql:
-- SQLite does not support adding check with alter table, as a result, adding a check
-- involve creating a new table and copying the data over. It is over kill with adding
-- a boolean type column. The application write to the table needs to ensure the data
-- integrity.
ALTER TABLE embedding_metadata ADD COLUMN bool_value INTEGER


dir: metadb
filename: 00003-full-text-tokenize.sqlite.sql
hash: f97ad6334aeaa8f419f01110b648b97a
sql:
CREATE VIRTUAL TABLE embedding_fulltext_search USING fts5(string_value, tokenize='trigram');
INSERT INTO embedding_fulltext_search (rowid, string_value) SELECT rowid, string_value FROM embedding_metadata;
DROP TABLE embedding_fulltext;


dir: metadb
filename: 00004-metadata-indices.sqlite.sql
hash: fb36603a45ee2cd0254cef3ef86585e8
sql:
CREATE INDEX IF NOT EXISTS embedding_metadata_int_value ON embedding_metadata (key, int_value) WHERE int_value IS NOT NULL;
CREATE INDEX IF NOT EXISTS embedding_metadata_float_value ON embedding_metadata (key, float_value) WHERE float_value IS NOT NULL;
CREATE INDEX IF NOT EXISTS embedding_metadata_string_value ON embedding_metadata (key, string_value) WHERE string_value IS NOT NULL;


# embeddings_queue

created_at: 2025-04-28 08:51:36
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p26-c0-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 26, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 3 THIRD QUARTER - Force, Motion, and Energy</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1. Exploring and \\nQuestioning \\n2. Moving objects \\n3. Light and sound</td>\n      <td>1.  Objects that change \\nposition encounter a push \\nor a pull. \\n2.  Using science processes \\nand curiosity is important \\nin understanding how \\nobjects move. \\n3.  Light and sound are \\nexamples of energy that \\naffect daily life. \\n4.  People can modify light and \\nsound to make them \\nuseful.</td>\n      <td>1.  explore and demonstrate different ways to make objects move by natural causes, \\nsuch as wind and water, or by people, such as pushing, pulling, rolling, and \\ncarrying; \\n2.  explore and describe things that affect the movement of objects, including size, \\nshape, heaviness, material, and surface texture; \\n3.  measure and describe changes in the position of people or objects in relation to \\ntheir original position, such as moving closer, farther, left, or right; \\n4.  explore and describe how sound is made and transferred in everyday situations, \\nsuch as the ringing of a bell or the hearing of noises; \\n5.  describe sources of light and their use in everyday situations; \\n6.  participate in guided science activities to explore and describe sources of light, \\nhow it behaves or can be changed, and its uses in everyday situations; \\n7.  explain how light and sound can be harmful to people and make suggestions on \\nhow to protect oneself from them; and \\n8.  participate in guided activities to explore and describe some ways to use \\nmovement, sound, and light to send information between two people.</td>\n    </tr>\n    <tr>\n      <th>3</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners use everyday language to explore, describe, and make suggestions about simple movements of objects. \\nThey identify and explore sources of light and sound in their local environment and suggest how to use them safely in their lives. Learners \\napply their curiosity in the world around them and their creativity to propose solutions to simple challenges.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 0, "chroma:document": "The table outlines the Grade 3 curriculum for the third quarter, which focuses on the themes of Force, Motion, and Energy. It is organized into two main sections: Content Standards and Learning Competencies. The Content Standards emphasize key ideas that learners should grasp, specifically exploring and questioning movement, the effects of light and sound, and the relationships between objects and forces. The learners are expected to understand how objects change position due to pushes and pulls, and the significance of scientific methods in comprehending movement.\n\nIn the Learning Competencies section, detailed activities to be undertaken by the learners are outlined. These include exploring how different natural causes, such as wind and water, can induce motion in objects. Furthermore, students are encouraged to investigate factors affecting movement, such as size, shape, heaviness, and surface texture. They are also asked to measure and articulate changes in an object or person\u2019s position while learning about the production and transfer of sound in everyday contexts. Understanding the sources and applications of light and sound, along with safety measures related to them, forms an essential part of their learning journey. The Performance Standard at the end suggests a holistic aim for students to engage with everyday language as they explore, describe, and address simple movements and challenges related to their local environment in a creative manner, thereby linking theoretical concepts to practical applications."}


created_at: 2025-04-28 08:51:37
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p1-c1-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 1, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n      <th>3</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td></td>\n      <td></td>\n      <td>MATATAG K TO 10 CURRICULUM  \\n OF THE K TO 12 PROGRAM \\n \\nSCIENCE</td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>3</th>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 1, "chroma:document": "The table presented is a simple structure with a 4x4 arrangement, mostly marked by empty cells and one significant entry. The table's headers, labeled from 0 to 3 across the top, and 0 to 3 down the left side, create a grid where the coordination of rows and columns is defined but largely under-utilized in terms of content. Notably, the row indexed by 2 serves as an exception, containing a critical piece of information: \"MATATAG K TO 10 CURRICULUM OF THE K TO 12 PROGRAM SCIENCE.\" This statement suggests a focused emphasis on the educational framework for the Science curriculum that falls under the broader K to 12 programming efforts, specifically articulated by the MATATAG initiative. \n\nThe context surrounding the table elaborates on the recalibration of the Science curriculum, highlighting its adherence to the goals outlined in the General Shaping Paper and the findings from the curriculum review conducted in 2019-2020. The table subtly represents the structure of this initiative, reflecting the multi-layered approach taken to enhance educational methodology, particularly as it pertains to science education. The mention of technological and engineering literacy within the content indicates a blend of traditional scientific understanding with contemporary practical applications, aligning with the aspirations of producing competent and job-ready citizens. This integration is critical in responding to the rapid changes in society, hence the table serves as a visual anchor for the strategic goals underlying the development of this curriculum. The absence of data in most cells might indicate either a work in progress or a preliminary overview rather than a fully formed dataset, allowing readers to focus on the significance of the information present rather than being overwhelmed by details."}


created_at: 2025-04-28 08:51:38
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p24-c2-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 24, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 3 FIRST QUARTER- Materials</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nLearners learn that:</td>\n      <td>Learning Competency \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Science in our \\ndaily life \\n2.  Science processes \\n3.  Materials and their \\nuses</td>\n      <td>1.  Science is important in \\nunderstanding how the \\nnatural world works. \\n2.  Using science process \\nskills, simple science \\nequipment, and \\nparticipating in guided \\nactivities leads to better \\nunderstanding of science. \\n3.  Physical properties of \\nmaterials determine their \\nuse.</td>\n      <td>1.  identify objects, activities, or natural events observed in their local environment \\nthat can be explained by science;  \\n2.  participate in guided science activities by asking questions and tinkering with \\nmaterials; \\n3.  describe the uses of various science equipment and materials used in simple \\nactivities, such as a ruler, hand lens, scissors, balloons, modeling clay, and \\ncardboard; \\n4.  describe different science process skills used in performing simple science \\nactivities, such as observing, predicting, and measuring using units such as \\nmillimeter, centimeter, and meter; \\n5.  describe the physical properties of solid materials, such as hard, shiny, or \\nstretchable; \\n6.  explain that changes in materials can be harmful to living and non-living things \\nin the environment, such as trash disposal, and burning household materials; \\n7.  demonstrate proper handling and disposal of materials according to their \\nproperties, such as reusing objects, disposing of excess oil into garbage, and \\nrecycling paper, plastic or glass; \\n8.  describe how changes in solid materials make them useful, such as when they \\nare shaped, pressed, hammered, joined, or cut; and \\n9.  identify the properties and uses of metals used by the local community such as \\niron, gold, silver, and copper.</td>\n    </tr>\n    <tr>\n      <th>3</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners demonstrate simple science processes to explore common local materials, their physical properties and \\nuses. They participate in guided science activities including simple measurements using units, such as millimeters, centimeters, and meters. \\nThey demonstrate safe handling procedures to use equipment and materials.</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>4</th>\n      <td>Suggested Performance Task</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 2, "chroma:document": "The table presented outlines the curriculum content and performance standards for Grade 3 students in the first quarter, specifically focused on materials and their applications. The first row identifies that the stage is set for students to engage in understanding how science relates to everyday life, the processes within scientific inquiry, and the characteristics of various materials. Under this segment, students are expected to learn the importance of science in comprehending their natural environment, emphasizing the role of process skills, simple science equipment, and hands-on activities in enhancing their understanding.\n\nThe table further delineates specific content standards that pupils are required to grasp. These include identifying local phenomena explained by scientific principles, participating in guided activities that involve questioning and experimenting with materials, and cataloging the uses and properties of various science tools like rulers and hand lenses. Students are also to engage in recognizing the physical properties of solid materials\u2014such as whether they are hard or stretchable\u2014while highlighting the negative impact of improper material changes on living and non-living entities in their environment, like issues arising from trash disposal. Key skills, such as safe handling and disposal of materials, are also integral to the curriculum, reinforcing responsible practices among students.\n\nAdditionally, the performance standards overview indicates that by the end of the quarter, learners should be able to successfully conduct simple science processes to investigate local materials and comprehend their physical characteristics and uses. The end goal is for students to demonstrate their understanding through engaged participation in guided science activities, employing measurement techniques and safe equipment usage. Suggested performance tasks encourage students to apply their learning by creating models or collages of living things or their basic requirements using readily available materials, promoting both creativity and environmental awareness."}


created_at: 2025-04-28 08:51:38
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p25-c3-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 25, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 3 SECOND QUARTER - Living things</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nLearners learn that:</td>\n      <td>Learning Competency \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1. Guided science \\nactivities using \\nprocess skills \\n2. Living and non-\\nliving things \\n3. Characteristics of \\nliving things \\n4. Basic needs of \\nliving things</td>\n      <td>1. Using science process \\nskills, simple pieces of \\nscience equipment, and \\nparticipating in guided \\nactivities leads to a better \\nunderstanding of science. \\n2. Characteristics of growth, \\nresponse and reproduction \\nidentify living things. \\n3. Body parts of plants and \\nanimals enable them to live \\nand grow. \\n4. All living things have the \\nsame basic needs that \\nneed to be met by their \\nenvironment.</td>\n      <td>1.  use the skills of observing, predicting, and measuring in performing simple \\nguided science activities; \\n2.  observe and describe the difference between living and non-living things and give \\nexamples of each that can be found in the local environment; \\n3.  describe the characteristics of living things: they grow, respond, and reproduce; \\n4.  observe and describe the outer body parts of animals, such as head, legs or \\nwings, and identify their role to move and to gather food; \\n5.  observe the outer parts of plants, such as leaves, roots, and stems and identify \\ntheir role to get water and nutrients from the soil; \\n6. \\nidentify the basic needs of all living things, such as air, food, water, and shelter; \\n7.  observe examples and explain how living things depend on one another and on \\nthe environment to meet their basic needs; and \\n8.  recognize that there is a need to protect and conserve the environment for living \\nthings to survive.</td>\n    </tr>\n    <tr>\n      <th>3</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners describe the basic needs of living things. They explain how the body parts allow them to carry out their \\ndaily activities. They recognize the need to protect the environment to ensure that the basic needs of living things can be met. They observe \\nand measure living and non-living things in their local environment. They make models and collages of living things and their basic needs.</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>4</th>\n      <td>Suggested Performance Tasks \\nA. Make (create) a model of a chosen living thing using readily available recyclable or indigenous materials. \\nB. Make a collage of the basic needs of a chosen living thing using readily available recyclable plant or animal materials.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 3, "chroma:document": "The content outlined in the table pertains to the Grade 3 curriculum for the second quarter, focusing specifically on the theme of Living Things. The structure of the table organizes key information into several categories: the content topics, the content standards that learners are expected to grasp, learning competencies detailing what learners will accomplish, and performance standards that summarize the expected outcomes for the students by the end of the quarter.\n\nInitially, the content section highlights essential topics such as guided science activities that utilize process skills, the difference between living and non-living entities, the characteristics of living things, and the basic needs necessary for their survival. Following this, the content standards delineate four key ideas: understanding through the application of science process skills and equipment, the identification of characteristics that define living entities, the recognition of vital body parts in both plants and animals that aid in their growth and survival, and the acknowledgment of universally required basic needs shared by all living things.\n\nThe learning competencies detail the active engagement expected from learners. They should demonstrate abilities such as observing, predicting, and measuring within guided science activities. Furthermore, students are to describe the distinction between living and non-living things present in their local environment and articulate how living beings grow, respond, and reproduce. Learners will identify essential parts of organisms\u2014both plant and animal\u2014and explain their roles in accessing water, nutrients, movement, and food gathering. The performance standards encapsulate the expected achievements by the quarter's end, emphasizing that students will articulate the basic needs of living things and the interdependence between living organisms and their environments. Suggested performance tasks, such as creating models or collages, provide practical applications for these concepts, promoting interaction with recyclable materials to further enhance the learning experience surrounding living organisms and their needs."}


created_at: 2025-04-28 08:51:39
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p28-c4-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 28, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 4 FIRST QUARTER- Materials</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nLearners learn that:</td>\n      <td>Learning Competency \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Science inventions \\n2.  Materials and their \\nuses \\n3.  Gathering scientific \\ninformation</td>\n      <td>1.  Science inventions have \\nbrought about major \\nchanges to our daily lives. \\n2.  Chemical properties of \\nmaterials determine their \\nuses. \\n3.  Communication skills and \\nopen mindedness are \\nneeded in solving \\nenvironmental issues.</td>\n      <td>1. \\nuse information from secondary sources to identify a famous Filipino and/or \\nforeign scientist and their invention/s; \\n2. \\nuse information from the home or the local community to identify a science \\ninvention and explain its impact on their everyday life; \\n3. \\ndescribe the chemical properties of materials, such as they can be burnt, react \\nwith other materials, or are degradable or biodegradable; \\n4. \\ndescribe changes in properties of materials when exposed to certain changes in \\ntemperature, such as changes when wood or coal are burned; \\n5. \\ndemonstrate ways to minimize harmful changes in materials, such as restriction \\nof burning of waste materials, and care in handling reactive materials; \\n6. \\nidentify issues and concerns in the local community and how they could be \\naddressed by science, such as the treatment of waste; and  \\n7. \\napply science process skills and attitudes in conducting a guided survey about \\nenvironmental issues and concerns including grouping and classifying, \\ncommunicating, and open mindedness.</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 4, "chroma:document": "The table outlines the educational framework for Grade 4 students during the first quarter, focusing on the theme of \"Materials.\" It is organized into three primary columns, detailing the content areas, corresponding content standards, and learning competencies expected of learners. The first row introduces the overarching theme, \"GRADE 4 FIRST QUARTER- Materials,\" while the subsequent rows delve into the specific content and educational goals associated with this theme.\n\nAccording to the content section, students are introduced to various topics, including science inventions, materials and their uses, and the importance of gathering scientific information. The content standards articulate that learners will understand how significant science inventions have altered daily life, the role of chemical properties in determining material uses, and the necessity of effective communication and open-mindedness in addressing environmental issues. This understanding emphasizes that chemical properties, such as combustibility, reactivity, and degradability, are fundamental in both real-world applications and environmental conservation efforts.\n\nIn the learning competencies column, educational objectives are outlined for students. These include utilizing secondary sources to identify notable scientists and their inventions, explaining the impact of science inventions in their local context, and describing the chemical properties of everyday materials. Furthermore, students are encouraged to observe changes in material properties due to temperature variations, demonstrate methods to reduce harmful alterations in materials (like waste incineration), and recognize environmental concerns within their communities. The competencies also stress the application of scientific process skills, such as classification, communication, and maintaining an open-minded approach during the investigation of local environmental issues, thereby fostering a well-rounded understanding of science's impact on life."}


created_at: 2025-04-28 08:51:40
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p27-c5-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 27, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 3 FOURTH QUARTER - Earth and Space</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  The Non-Living \\nenvironment \\n2.  Patterns in the \\nweather \\n3.  Celestial objects</td>\n      <td>1.  Non-living things found in \\nthe environment are the \\nsources of useful products. \\n2.  Weather affects our daily \\nactivities and may pose \\nthreats to health and \\nsafety. \\n3.  The natural objects in the \\nsky affect the activities of \\npeople.</td>\n      <td>1. participate in guided activities to locate and describe different types of non-living \\nthings found in and around their school, such as rocks, soil, water, air, metals, \\nclouds, rain, and sunlight; \\n2. identify some useful things that people have made from non-living materials and \\ndescribe what natural materials have been used to make the items; \\n3. recognize that the non-living materials that make up the environment are referred \\nto as \u2018earth materials\u2019; \\n4. observe and record changes in the weather during a day or over some days and \\ndescribe the different types and patterns of weather that occur in the local area; \\n5. describe how changes in the weather can affect daily activities and explain how \\nsome types of weather can be dangerous for people; \\n6. participate in guided activities to carefully observe and describe the natural \\nobjects commonly seen in the sky during daytime and nighttime, including the \\nSun, the Moon, planets, and stars; \\n7. participate in guided activities to explore and record how and when the Sun, the \\nMoon, planets, and stars can be seen moving across the sky; \\n8. explain how natural objects in the sky affect activities of people; and \\n9. describe safety measures that people can use to avoid the harmful effects of the \\nSun\u2019s light.</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 5, "chroma:document": "The table presented outlines the educational framework for Grade 3 in the Fourth Quarter, focusing on the themes of Earth and Space. It is organized into three primary columns: \"Content,\" \"Content Standards,\" and \"Learning Competencies.\" The first row of the table specifies different strands of learning related to Earth and Space, with three main content areas being highlighted: the Non-Living Environment, Patterns in the Weather, and Celestial Objects. Each of these content categories serves as a foundation for learners to explore and understand their surroundings, primarily focusing on non-living elements and their significance in the environment.\n\nThe Content Standards section elaborates on what learners are expected to understand, indicating that they will recognize non-living materials in their environment as sources of useful products, grasp how weather influences daily activities and can pose health threats, and learn about the impact of celestial objects on human activities. These standards aim to provide students with a comprehensive understanding of the essentials in their immediate environment and the broader natural phenomena that affect their lives.\n\nCorrespondingly, the Learning Competencies outline the specific skills and activities learners will engage in. These competencies include practical activities, such as participating in guided observations to identify different non-living things like rocks, soil, and water, and recognizing how these materials contribute to daily life. Students are further encouraged to record and analyze weather changes and their patterns, describe various celestial phenomena, and articulate safety measures against harmful weather conditions, particularly concerning the Sun's light. Overall, the table serves as a detailed guide for educators to structure lessons that foster observational skills, safety awareness, and an understanding of environmental science among young learners."}


created_at: 2025-04-28 08:51:40
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p23-c6-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 23, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n      <th>3</th>\n      <th>4</th>\n      <th>5</th>\n      <th>6</th>\n      <th>7</th>\n      <th>8</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td></td>\n      <td>Elementary</td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td>Junior High School</td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td></td>\n      <td>Grade 3</td>\n      <td>Grade 4</td>\n      <td>Grade 5</td>\n      <td>Grade 6</td>\n      <td>Grade 7</td>\n      <td>Grade 8</td>\n      <td>Grade 9</td>\n      <td>Grade 10</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>First \\nQuarter</td>\n      <td>Materials</td>\n      <td>Materials</td>\n      <td>Materials</td>\n      <td>Materials</td>\n      <td>Science of \\nMaterial</td>\n      <td>Life Science</td>\n      <td>Force, Motion, \\nand Energy</td>\n      <td>Earth and \\nSpace Science</td>\n    </tr>\n    <tr>\n      <th>3</th>\n      <td>Second \\nQuarter</td>\n      <td>Living Things</td>\n      <td>Living Things</td>\n      <td>Living Things</td>\n      <td>Living Things</td>\n      <td>Life Science</td>\n      <td>Science of \\nMaterial</td>\n      <td>Earth and \\nSpace Science</td>\n      <td>Force, Motion, \\nand Energy</td>\n    </tr>\n    <tr>\n      <th>4</th>\n      <td>Third \\nQuarter</td>\n      <td>Force, \\nMotion, and \\nEnergy</td>\n      <td>Force, Motion, \\nand Energy</td>\n      <td>Force, \\nMotion, and \\nEnergy</td>\n      <td>Force, \\nMotion, and \\nEnergy</td>\n      <td>Force, Motion, \\nand Energy</td>\n      <td>Earth and \\nSpace Science</td>\n      <td>Life Science</td>\n      <td>Science of \\nMaterial</td>\n    </tr>\n    <tr>\n      <th>5</th>\n      <td>Fourth \\nQuarter</td>\n      <td>Earth and \\nSpace</td>\n      <td>Earth and \\nSpace</td>\n      <td>Earth and \\nSpace</td>\n      <td>Earth and \\nSpace</td>\n      <td>Earth and \\nSpace Science</td>\n      <td>Force, Motion, \\nand Energy</td>\n      <td>Science of \\nMaterial</td>\n      <td>Life Science</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 6, "chroma:document": "The table presented organizes the science curriculum across different grade levels, specifically within the context of various quarters of the academic year. The first column provides a breakdown of the academic term, indicating the four quarters labeled as the First Quarter, Second Quarter, Third Quarter, and Fourth Quarter. Each subsequent column is designated for specific grade levels ranging from Grade 3 to Grade 10. \n\nFor the First Quarter, students from Grade 3 through Grade 6 focus on \"Materials,\" which is emphasized at the Grade 3 level and continues through to Grade 6 with the same theme, transitioning into \"Science of Material\" for Grades 7 and 8, and then further diversifying into life and earth sciences for higher grades in subsequent quarters. The Second Quarter shifts to \"Living Things\" for Grades 3 to 6, maintaining the thematic focus on biology, while Grades 7 and 8 continue with \"Life Science\" leading into the Earth and Space Sciences and studies of force, motion, and energy as learners progress into the Third Quarter. \n\nIn the Third Quarter, there is a consistent focus on \"Force, Motion, and Energy\" for Grades 3 through 6, reinforcing the importance of understanding dynamics in science before introducing a variety of subjects in the Fourth Quarter. For Grades 3 to 6, the curriculum shifts to \"Earth and Space,\" while higher grades emphasize different scientific domains, including a return to \"Earth and Space Science,\" \"Force, Motion, and Energy,\" and \"Science of Material.\" This structured educational layout aims to build foundational knowledge in science through practical applications and exploration of materials, living organisms, physical forces, and the environment across the various grade levels."}


created_at: 2025-04-28 08:51:41
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p29-c7-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 29, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 4 SECOND QUARTER - Living Things</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nLearners learn that:</td>\n      <td>Learning Competency \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Systems in plants \\nand animals \\n2.  Plants and animals \\nand their habitats \\n3.  Life cycles of \\nanimals \\n4.  Animals and the \\nfood they eat \\n5.  Food chains</td>\n      <td>1.  Animals and plants have \\nsystems that function to \\nkeep them alive. \\n2.  Animals and plants live in \\nhabitats that meet their \\nbasic needs. \\n3.  Animals have life cycles \\nthat include development \\nand reproduction. \\n4.  Animals can be grouped \\naccording to the food that \\nthey eat. \\n5.  Food chains show a series \\nof living things that \\ndepend on each other for \\nfood.</td>\n      <td>1.  describe in simple terms how the following human body systems work: muscular, \\nskeletal, digestive, circulatory, and respiratory; \\n2.  observe the root and shoot system in plants and describe why they are \\nimportant; \\n3.  use a drawing or diagram to classify some Philippine animals and plants, based \\non their habitat: some live on land (terrestrial), live in water (aquatic) or fly in the \\nair (aerial); \\n4.  make a list or draw up a table with examples of animals and plants in a \\nparticular habitat, such as a garden, rice field, seashore, and mangrove swamp; \\n5.  use flow charts to compare the different stages in the life cycle of animals, such \\nas a butterfly, frog, chicken, and human; \\n6.  use information from secondary sources to group animals according to the food \\nthey eat. Some are: \\na.  plant eaters (herbivores), \\nb.  meat eaters (carnivores), and \\nc.  plant and meat-eaters (omnivores); and</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 7, "chroma:document": "The table presented within the context of the Grade 4 curriculum for the second quarter focuses on the theme of \"Living Things.\" It is structured into three main columns: the first column lists various content areas, while the subsequent columns delineate the corresponding content standards and learning competencies for students. This framework is essential in guiding students to grasp vital biological concepts associated with living organisms and their interactions with their environments.\n\nIn the first row, the content area under discussion includes five key topics: \"Systems in plants and animals,\" \"Plants and animals and their habitats,\" \"Life cycles of animals,\" \"Animals and the food they eat,\" and \"Food chains.\" These topics are fundamental as they provide a comprehensive overview of how living things sustain themselves and relate to their surroundings. The content standards elaborated in the second column specify that students will learn about the systems within plants and animals that ensure their survival, the significance of habitats in fulfilling their basic needs, the developmental phases of animal life cycles, and the classification of animals based on their dietary preferences through food chains. This understanding is crucial for fostering an appreciation of ecological interdependence.\n\nThe third column outlines the learning competencies expected from students, emphasizing their ability to describe the functions of the muscular, skeletal, digestive, circulatory, and respiratory systems of the human body. Additionally, students are encouraged to observe and articulate the importance of the root and shoot systems in plants. Through various illustrative methods, such as drawings or diagrams, learners will classify Philippine animals and plants based on their habitats\u2014whether terrestrial, aquatic, or aerial. They will also compile lists or tables of local biodiversity in specified environments like gardens or rice fields, utilize flowcharts to represent animal life cycles, and categorize animals according to their diets as herbivores, carnivores, or omnivores. This comprehensive approach equips learners not only with factual knowledge but also with critical observation and classification skills essential for understanding living organisms and their ecological roles."}


created_at: 2025-04-28 08:51:42
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p30-c8-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 30, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td></td>\n      <td>6.  Using drawings, tables, \\nand flowcharts is an \\nimportant skill in learning \\nscience concepts and in \\nlearning about science \\nprocesses.</td>\n      <td>7.  draw a simple food chain using living things from the Philippines and label them \\nas herbivores, carnivores, and omnivores.</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners identify that plants and animals have systems whose function is to keep them alive. They observe, \\ndescribe, and create representations to show how living things interact with their habitat, survive, and reproduce in specific environments. \\nThey use flowcharts to show the feeding relationship among different organisms within a given environment.</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>Suggested Performance Task \\nCreate a diorama, terrarium, or an aquarium to illustrate how some plants or animals live on land or in water.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 8, "chroma:document": "The table presented comprises various entries that emphasize the essential skills and performance standards expected of learners at the end of the quarter. Specifically, the first row highlights the significance of using visual aids such as drawings, tables, and flowcharts as pivotal tools for understanding science concepts and processes. This reflects the educational emphasis on visual learning methods that facilitate a deeper understanding of science among students, showing that these skills are critical for their academic growth in the subject.\n\nIn the subsequent rows, the table outlines performance standards that focus on how learners will be able to identify the systems within plants and animals that are crucial for their survival. It describes their ability to observe, describe, and represent these systems, emphasizing the interactions between living organisms and their habitats, as well as their reproductive strategies in specific environments. An interesting aspect included is the use of flowcharts to illustrate feeding relationships among different organisms, which is an important learning outcome for understanding ecological dynamics.\n\nThe last entry in the table proposes a hands-on learning experience through a suggested performance task, where students are encouraged to create a diorama, terrarium, or aquarium. This task aims to visually depict how various plants and animals coexist either on land or in aquatic environments. This approach not only reinforces the concepts of habitat and ecosystem but also allows students to engage creatively and practically with their learning, thus reinforcing their comprehension of biodiversity and environmental interactions."}


created_at: 2025-04-28 08:51:43
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p32-c9-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 32, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 5 FIRST QUARTER- Materials</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content Standards \\nLearning Competency \\nContent</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 9, "chroma:document": "The table presented outlines the core structure of a curriculum framework for Grade 5 during the first quarter, specifically focusing on materials. The first row of the table identifies the grade level and the quarter while also indicating the subject matter, which is centered around materials. The theme of the curriculum is clearly defined, emphasizing the understanding of matter in daily life, the three states of matter, and the processes involved in scientific investigations.\n\nFollowing this overarching theme, the second row of the table further breaks down the content standards and learning competencies that the students are expected to achieve. This includes defining matter, classifying it into solids, liquids, and gases based on their properties such as shape and volume, and understanding the role of temperature in changing states of matter. It emphasizes practical skills, such as identifying objects at home and in classrooms and using measurement tools like measuring cylinders or beakers for volume assessments. Additionally, the curriculum encourages students to engage in simple scientific investigations by following structured steps to explore scientific questions, promoting critical thinking and hands-on learning.\n\nSupporting the learning objectives, the performance standards highlight that by the end of the quarter, students should be able to articulate their comprehension of matter and its states while applying appropriate scientific measurements. The suggested performance task reinforces this by prompting students to engage in a practical investigation, such as determining if gases have weight, further integrating their theoretical knowledge with experiential learning in a real-world context. This structure aims to cultivate a comprehensive understanding of materials, linking scientific concepts to daily life, thus nurturing the students\u2019 inquiry skills and scientific literacy."}


created_at: 2025-04-28 08:51:43
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p31-c10-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 31, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td></td>\n      <td>movement, sound, light, \\nor heat.</td>\n      <td>8.  carry out guided investigations to identify the properties of magnets, including \\nhow they affect other magnets and objects made of different materials; \\n9. \\nidentify examples of how objects can affect other objects even when they are not \\nin contact with each other, such as magnets attracting other objects, light from \\nthe sun affecting our eyes, and skin, and loud noises hurting our ears; \\n10. identify that energy is something that can cause change including light, sound, \\nand heat energy; and \\n11. observe and identify sources and uses of light, sound, and heat energy at school, \\nat home and in the local community.</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners use simple equipment and processes to measure and record data related to movement and describe and \\npredict the way things around them move using more scientifically technical language and concepts, such as speed and force. They \\ndemonstrate an understanding that science processes are used to gain deeper understanding about forces and energy that cannot be seen \\ndirectly, including the properties of magnet, light, sound, and heat. Learners apply their observation skills and objectivity to identify where \\nenergy is evident in their local communities and how it is used by people.</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>Suggested Performance Tasks \\nA. Develop a poster to show some sources and uses of heat energy in your home or neighborhood. \\nB. Collaborate in a small group to develop a safety guide that explains how to stay safe around intense light and sound. Include information \\non ways to protect eyes and ears and explain how the suggested ways could provide protection.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 10, "chroma:document": "The table presented outlines various educational standards and suggested performance tasks related to the concepts of energy, movement, and the properties of materials, particularly focusing on magnetic forces and energy types like light, sound, and heat. The first row of the table highlights competencies and standards that learners should achieve by the end of the quarter. They are expected to use simple equipment to measure and record data about the movement and describe this movement using more technical scientific terminology. This not only emphasizes an understanding of concepts such as speed and force but also encourages students to explore energy forms that are not directly observable, such as magnetism, light, sound, and heat. \n\nWithin the table, the second row conveys a performance standard emphasizing the importance of scientific processes in achieving these understandings. Students will apply observation skills and objectivity when identifying energy sources and their uses in their communities. The focus here is on practical, real-world applications, suggesting that students take their learning beyond the classroom and into their daily environments. Furthermore, the third row contains suggested performance tasks to reinforce the learning objectives. One task encourages learners to create a poster illustrating sources and uses of heat energy in their surroundings, fostering creativity while reinforcing their knowledge of energy. Another task involves group collaboration to develop a safety guide about protection around intense light and sound, further emphasizing the practical implications of their studies and the importance of safety in scientific exploration. \n\nOverall, the table serves as a structured framework designed to guide fifth graders through essential scientific principles while incorporating hands-on and collaborative learning experiences. These elements are aligned with the overarching goal of helping students understand the fundamental interactions between energy, movement, and everyday life, preparing them for further exploration in science."}


created_at: 2025-04-28 08:51:44
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p32-c11-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 32, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>3.  Characteristics of \\nthe Sun</td>\n      <td>2.  Characteristics of the \\nweather can be observed \\nand measured. \\n3.  The Sun is a ball of hot \\ngases about 100 times the \\nsize of Earth, which \\nradiates light energy \\nneeded by living things.</td>\n      <td>3. \\nparticipate in a guided investigation to identify the effect of different types of soil \\non the growth of plants; \\n4. \\nidentify some of the basic characteristics used to describe the weather, such as \\nair temperature, air pressure, wind speed, wind direction, humidity, rain, and \\ncloud cover; \\n5. \\nuse weather instruments to measure and record some of the characteristics of \\nweather during a school day; \\n6. \\nexamine a local weather chart to make simple interpretations about the local \\nweather and how it might change and describe and practice safety precautions to \\nuse during poor or extreme weather conditions; \\n7. \\ndescribe some of the overall characteristics of the Sun, such as its composition, \\nits size, and the main energy it radiates; \\n8. \\ndescribe the changes in the direction and length of shadows from a shadow stick \\nand use the information to infer why the Sun changes position during a day; and \\n9.  make suggestions about the importance of the Sun to living things for a group or \\nclass discussion and confirm and record ideas by referring to trustworthy \\nsecondary sources of information.</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners use simple equipment to identify how types of soil hold water to support the growth of plants. They use \\ninstruments and secondary sources to measure and describe the characteristics of weather and use the information to make predictions \\nabout weather patterns in their local area. They demonstrate appreciation for the dangers of extreme weather events and use safe practice to \\nprotect themselves if they are caught in bad weather. Learners use personal observations and reliable secondary information sources to \\ndescribe the Sun and explain its importance to life on Earth.</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>Suggested Performance Task \\nConstruct a sundial that can indicate the time of the day.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 11, "chroma:document": "The table presents a structured overview of educational objectives and performance standards related to the study of the Sun, weather, and scientific investigation pertaining to environmental factors affecting plant growth. It outlines key scientific characteristics and processes that learners are expected to understand and apply by the end of the quarter. The first row contains a detailed entry that emphasizes various characteristics of the Sun, explaining its nature as a massive ball of hot gases that emits essential light energy for sustaining life on Earth. Additionally, it encourages students to partake in guided investigations, such as exploring how different soil types impact plant growth. Observing and measuring weather characteristics like temperature, pressure, and humidity are also included, highlighting the need for practical applications using weather instruments to enhance observational skills.\n\nFurther in the first row, the importance of analyzing local weather patterns through charts is underscored, promoting skills in data interpretation while ensuring students learn about safety precautions to adopt during adverse weather conditions. In the subsequent row, a performance standard is established where learners are expected to utilize simple equipment to assess the water retention capacity of various types of soil and how it correlates to plant growth. The standard also stresses the use of observations and trusted secondary sources to gain a comprehensive understanding of the Sun\u2019s characteristics and its vital role in ecological support, thereby demonstrating a holistic approach to environmental science education.\n\nLastly, the table concludes with a suggested performance task that encourages creativity and application of learned concepts, asking students to construct a sundial. This activity not only solidifies their understanding of the Sun's position and shadow casting throughout the day but also allows them to engage in hands-on learning, foster critical thinking, and apply scientific investigation methods in a real-world scenario. Overall, the table serves as a guide for educators and learners, encapsulating practical science education while fostering an appreciation for the natural world and the scientific methods employed to study it."}


created_at: 2025-04-28 08:51:44
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p31-c12-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 31, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 4 FOURTH QUARTER - Earth and Space</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Soils \\n2.  Characteristics of \\nweather</td>\n      <td>1.  Soil and water resources \\nare needed by plants and \\nanimals to live and grow.</td>\n      <td>1. \\nparticipate in guided activities using simple equipment to compare different types \\nof soil including sandy, clay, silt, and loam, including comparing the ability of the \\nsoils to hold water; \\n2. \\nrecognize that water is one of the basic needs of plants and animals;</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 12, "chroma:document": "The table from the document provides an educational framework for Grade 4 students, focusing on the topics of Earth and Space, specifically the study of soils and weather characteristics. Organized in a structured format, the table outlines content areas, content standards, and learning competencies that are essential for learners to grasp during their fourth quarter studies. The first row of the table indicates the grade level and the thematic focus, emphasizing the integration of Earth and Space sciences in the curriculum.\n\nIn the second row, the left column specifies the content areas as \u201cSoils\u201d and \u201cCharacteristics of weather.\u201d The corresponding content standards in the middle column highlight that learners will understand the essential role of soil and water resources for the growth and survival of plants and animals. This section establishes the foundation for students to explore the interdependence of living organisms and their environments. The right column then details the learning competencies, which include hands-on activities that involve comparing different types of soil, such as sandy, clay, silt, and loam, particularly focusing on their ability to retain water. Additionally, learners will recognize the significance of water as a fundamental requirement for the survival of both plants and animals.\n\nThe contextual information preceding the table reinforces the importance of this knowledge, as it encourages students to engage in guided investigations, utilize weather instruments, examine local weather charts, and ponder the vital role of the Sun in Earth\u2019s ecosystem. The performance standards indicated highlight the expectations for student learning by the end of the quarter. These standards emphasize practical experiences, such as making predictions about local weather patterns and appreciating the dangers associated with extreme weather, as well as the acknowledgment of the Sun\u2019s critical role to life on Earth. The suggested performance task of constructing a sundial further promotes experiential learning, integrating the theoretical understanding of timekeeping with direct observation of the Sun\u2019s movement."}


created_at: 2025-04-28 08:51:45
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p30-c13-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 30, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 4 THIRD QUARTER - Force, Motion, and Energy</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Forces and \\nmovement  \\n2.  Observing, \\nmeasuring, and \\npredicting \\n3.  Magnets \\n4.  Sound, light, and \\nheat energy</td>\n      <td>1.  Science processes help in \\nobserving and predicting \\nhow things move. \\n2.  Pushes and pulls can \\nchange the position and \\nshape of objects. \\n3.  Gathering scientific \\ninformation helps explain \\nthe behavior of objects \\nand materials. \\n4.  Magnets affect some \\nobjects and materials \\nwithout touching them. \\n5.  Energy is present \\nwhenever there is</td>\n      <td>1.  participate in guided activities to discover and predict how rigid and soft objects \\ncan be moved and/or changed in shape; \\n2.  measure accurately the distance and time when things move using simple \\nequipment; \\n3. \\nidentify that how far an object moves in a given time is called speed; \\n4.  construct and label simple graphs of different speeds including stationary and \\nuniform speeds, both fast and slow; \\n5.  participate in guided activities to demonstrate that pushes and pulls can be used \\nto change the speed and direction of an object including making it go faster, turn \\nit to a different direction, slow it down, and stop it; \\n6.  demonstrate through guided activities that pushes and pulls can be used to \\nchange the speed and direction of an object; \\n7.  determine how forces can change the shape of objects such as when they are \\npushed, pulled, stretched, bent, twisted, or squeezed;</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 13, "chroma:document": "The table presents an overview of the curriculum for Grade 4, specifically focusing on the third quarter's theme of \"Force, Motion, and Energy.\" It outlines the essential content areas and corresponding learning competencies that students are expected to engage with. The first row of the table introduces the specific academic focus for this period. The main content areas include Forces and Movement, Observing, Measuring, and Predicting, Magnets, and Sound, Light, and Heat Energy. These topics are designed to help learners grasp fundamental concepts about how forces interact with objects and the role of energy in various phenomena.\n\nIn the subsequent rows, the table delineates the content standards, emphasizing the key learning points that students are expected to understand. In the second column, under \"Content Standards,\" it highlights that science processes are crucial for observing and predicting the movements of objects. It notes that pushes and pulls can influence the position and shape of objects while also clarifying that scientific inquiry aids in explaining the behavior of materials, particularly how magnets can affect some objects without direct contact. Importantly, it mentions that energy is associated with the presence of movement, sound, light, or heat, which forms the basis of learning about different forms of energy.\n\nThe third column focuses on the \"Learning Competencies\u201d where the table specifies the actions learners will undertake to achieve the outlined standards. For instance, students will participate in guided activities that allow them to investigate how different objects\u2014both rigid and soft\u2014can be moved or altered in shape. They will also engage in measuring the distances and times of moving objects using simple equipment, gain understanding about speed, and construct graphs to visualize these concepts. Furthermore, they will explore the effects of forces through various activities that demonstrate how pushes and pulls can change not only the speed and direction of objects but also their shapes through different interactions. This systematic approach aims to foster a deeper understanding of the intricate relationships between forces, motion, and energy in the students' environment."}


created_at: 2025-04-28 08:51:46
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p33-c14-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 33, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td></td>\n      <td>The learners learn that:</td>\n      <td>The learners\u2026</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>1.  Matter in daily life \\n2.  Matter and the \\nthree states \\n3.  Scientific \\ninvestigation</td>\n      <td>1.  Scientists identify three \\nstates of matter based on \\nshape and volume. \\n2.  Temperature can cause \\nchanges of state. \\n3.  Planned simple scientific \\ninvestigations require \\nseveral steps and \\nprocesses. \\n4.  An understanding of \\nmatter can be applied to \\nsolve real world problems.</td>\n      <td>1. \\ndescribe matter as anything that has mass and takes up space; \\n2. \\nidentify that matter has (exists in) three states called solids, liquids, and gases; \\n3. \\ndescribe the properties of solids, liquids, and gases in terms of shape and \\nvolume: \\na. \\nsolids: definite shape and volume \\nb. \\nliquids: no definite shape; definite volume \\nc. \\ngases: no definite shape or volume;  \\n4. \\nidentify objects at home and in the classroom as solid, liquid or gas; \\n5. \\nuse measuring cylinders or beakers to measure volume using units, such as \\nmilliliters (mL), and liters (L); \\n6. \\ndescribe how changes in temperature cause matter to change in state, such as \\nsolid to liquid to gas; \\n7. \\ndescribe the steps of a simple science investigation: \\na.  What is the problem? \\nb.  What materials do you need? \\nc.  What do you need to do? \\nd.  What have you found out/learned?; \\n8. \\nidentify and appropriately use units in simple science activities, such as \\nmilligrams (mg,) grams (g), kilograms (kg), and degrees centigrade (oC); and \\n9. \\nplan simple scientific investigations in answering questions, such as \u201cDo gases \\n(like air) or liquids (like water) have mass?\u201d, using appropriate simple science \\nequipment, such as a balance, and a thermometer, with appropriate units.</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners describe three states of matter based on properties of shape and volume and identify that heat is involved \\nin changes of state. They plan a simple scientific investigation following appropriate steps and using units such as milliliters, liters, grams, \\nkilograms, and degrees Celsius for measuring.</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>3</th>\n      <td>Suggested Performance Task \\nPlan and carry out a scientific investigation on a simple everyday problem such as \u201cdo gases have weight\u201d?</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 14, "chroma:document": "The table outlines the educational standards and learning competencies for Grade 5 students in the second quarter, specifically focusing on the topic of living things. It emphasizes the essential knowledge that learners should acquire, which includes understanding body systems in animals, differentiating between plants, animals, and microorganisms, and exploring the life cycles of various living organisms. The learners are expected to grasp the significance of specialized structures in plants that allow them to adapt and survive in unfavorable environmental conditions.\n\nThroughout the instructional materials, students are guided to identify key components of different biological systems. For instance, they will learn to identify the parts of the digestive and respiratory systems in animals using labeled diagrams. Additionally, they are encouraged to classify living things into groups based on shared characteristics, discussing categories such as flowering and non-flowering plants, the various classifications of animals\u2014mammals, reptiles, insects, birds, etc.\u2014and different types of microorganisms like fungi and bacteria. The curriculum also addresses reproduction among animals, distinguishing between those that give birth to live young and those that lay eggs. \n\nFurthermore, learners are challenged to compare the life cycles of various organisms, such as mammals, birds, and plants, illustrating their growth from infancy to adulthood, or from seed to maturity. They are tasked with discussing the purpose of specialized structures\u2014such as rhizomes or thorns\u2014and how these adaptations assist plants in coping with challenging environmental factors. Lastly, the table includes a performance standard detailing that by the end of the quarter, students should be capable of describing states of matter, involved temperature changes, and planning simple scientific investigations, thereby integrating scientific inquiry into their learning process. The suggested performance task encourages students to engage with real-world problems by planning and conducting investigations, further enhancing their understanding of scientific concepts."}


created_at: 2025-04-28 08:51:46
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p34-c15-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 34, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 5 SECOND QUARTER - Living Things</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nLearners learn that:</td>\n      <td>Learning Competency \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Body systems in \\nanimals \\n2.  Plants, animals, \\nand \\nmicroorganisms \\n3.  Life cycles of living \\nthings \\n4.  Specialized \\nstructures in \\nplants.</td>\n      <td>1.  Animals have systems \\nthat help them grow, \\nrespond, and reproduce. \\n2.  Living things can be \\ngrouped as plants, \\nanimals, and \\nmicroorganisms based on \\ntheir characteristics. \\n3.  The life cycles of plants \\nand animals allow them \\nto survive and reproduce. \\n4.  Plants have specialized \\nstructures that help them \\novercome unfavorable \\nconditions.</td>\n      <td>1. \\nidentify from pictures and labeled diagrams the parts of the digestive system as \\nmouth, gullet, stomach, small intestine, and large intestine, and describe how \\nthey work; \\n2. \\nidentify from pictures and diagrams the parts of the respiratory system as the \\nnose, windpipe, and lungs, and describe how they work; \\n3. \\nidentify from pictures and labeled diagrams the parts of the female reproductive \\nsystem as ovaries, uterus, and vagina and those of the male reproductive \\nsystem as the prostate, testis, and penis and describe how they work; \\n4. \\nuse a table to show how living things can be classified into groups based on \\nsimilar characteristics: \\na.  plants including flowering and non-flowering; \\nb. animals including mammals, reptiles, insects, birds, fish, amphibians, \\nand reptiles; \\nc.  microorganisms including fungi and bacteria; \\n5. \\nidentify which groups of animals reproduce by giving birth to live young, such \\nas mammals, and which reproduce by laying eggs, such as birds and reptiles; \\n6. \\ncompare the life cycles of mammals from birth to adulthood, birds from egg to a \\nmature organism, and plants from seed to a young plant, and then to a mature \\nplant; \\n7. \\ndescribe the purpose of specialized structures in plants, such as rhizomes, \\ntubers, thorns, bulbs, and aerial roots; \\n8. \\nexplain how some plants have adapted to unfavorable conditions in the \\nenvironment, such as lack of rain or floods; and \\n9. \\nuse information from secondary sources to describe examples of how some \\nanimals have changed to better suit their environment, such as mimicry or \\ncamouflage.</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 15, "chroma:document": "The content presented revolves around the Grade 5 Second Quarter curriculum, specifically focusing on the theme of \"Living Things.\" It encompasses various critical domains of biological understanding that learners are expected to grasp. The first part of this curriculum details the primary content areas that students will explore, including body systems in animals, the classification of living things into plants, animals, and microorganisms, life cycles of these organisms, and specialized structures found in plants. These elements form the backbone of the educational objectives, providing a comprehensive framework for grasping essential biological concepts.\n\nIn terms of content standards, learners are taught that animals possess systems that assist with growth, response, and reproduction. They will learn to group living organisms based on their shared characteristics, such as plants, animals, and microorganisms. The curriculum emphasizes an understanding of life cycles, illustrating how different species survive and reproduce over time. Furthermore, students will explore how specialized structures in plants enable them to thrive, particularly under adverse environmental conditions. Each of these standards seeks to enhance students' understanding of life's complexity and interdependent relationships within ecosystems.\n\nThe learning competencies are designed to ensure that students engage actively with the material. For instance, they will identify and describe the components of the digestive and respiratory systems in animals and outline the reproductive systems of both male and female organisms. The use of tables to classify living things will encourage critical thinking as students categorize plants (both flowering and non-flowering), animals (including mammals, reptiles, birds, and fishes), and microorganisms (such as bacteria and fungi). Further learning outcomes will involve comparing the life cycles of various organisms, discussing specialized plant structures like rhizomes and bulbs, and examining adaptations that enable survival in challenging environmental conditions. Overall, the curriculum not only imparts knowledge but also cultivates observational and comparative skills that are integral to scientific inquiry."}


created_at: 2025-04-28 08:51:47
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p35-c16-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 35, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 5 THIRD QUARTER - Force, Motion, and Energy</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Contact and non-\\ncontact forces \\n2. \\nInvestigating \\nscientifically \\n3.  Friction \\n4.  Gravity  \\n5.  Static electricity \\n6.  Conductors, \\ninsulators, and \\nsimple circuits</td>\n      <td>1.  Science investigations \\nprovide evidence to \\nsupport predictions and \\nexplanations. \\n2.  Forces are pushes or \\npulls that act in a specific \\ndirection. \\n3.  Friction is an everyday \\nforce created by two \\nsurfaces interacting.  \\n4.  Gravity causes all objects \\nto fall towards the \\nground. \\n5.  Static electricity occurs \\nwhen some materials rub \\non other materials \\ncausing charges to jump.</td>\n      <td>1. \\ncarry out simple investigations to demonstrate that contact forces cause objects \\nto move in the same direction as the direction that the force is applied; \\n2. \\nplan and carry out a scientific investigation to determine the effect of different \\nsurfaces on the size of frictional forces; \\n3. \\ndemonstrate how friction can produce heat and investigate ways of reducing and \\nincreasing friction; \\n4. \\nidentify gravity as a non-contact force that affects the behaviors of materials and \\nobjects on Earth in predictable ways; \\n5. \\npredict and explain whether heavier objects will fall faster than lighter objects \\ndue to the force of gravity; \\n6. \\nobserve and describe the effects of gravity to the motion of an object; \\n7. \\ninvestigate the effects of static electricity using common materials, such as a \\ncomb, plastic and glass rods, and balloons; \\n8. \\nassemble and draw a simple circuit using batteries, wires, switch, and bulb \\nand/or toy motor or buzzer;</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 16, "chroma:document": "The extracted content focuses on the Grade 5 curriculum for the third quarter, specifically addressing the topics of Force, Motion, and Energy. The first section of the table outlines the key content areas that learners will explore, which include fundamental concepts like contact and non-contact forces, scientific investigation methods, friction, gravity, static electricity, and the principles of conductors and insulators, along with the construction of simple electrical circuits. These content areas are critical for building a foundational understanding of physical science in students.\n\nIn the next part of the table, the content standards describe what learners are expected to learn. They will understand that science investigations provide evidence that supports predictions and explanations, and that forces are defined as pushes or pulls acting in specific directions. Furthermore, students will learn that friction is an everyday force arising from the interaction of two surfaces and that gravity is a non-contact force causing all objects to fall towards the ground. Another aspect covered is static electricity, which occurs when materials rub against each other, causing charges to transfer and jump. \n\nAdditionally, the learning competencies delineate specific investigative skills that students will develop. They will carry out investigations to demonstrate the effects of contact forces on object movement, plan scientific inquiries to assess friction on different surfaces, and explore the production of heat through friction while investigating methods to manipulate friction. Students will also identify gravity's role as a non-contact force, predict how weight influences the fall rate of objects, and examine the effects of static electricity through experiments with everyday materials. To apply their knowledge in practical scenarios, learners will assemble and illustrate simple circuits using batteries, wires, switches, bulbs, and other components, thereby merging theoretical concepts with hands-on experience in their studies of force, motion, and energy."}


created_at: 2025-04-28 08:51:47
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p36-c17-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 36, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td></td>\n      <td>6.  Electric current requires \\na pathway for charges to \\nflow.</td>\n      <td>9. \\ndesign and construct a simple electrical circuit to identify what materials will \\nconduct electricity and use it to identify materials from the environment that will \\nand will not conduct electricity; and \\n10. make a simple electromagnet and observe and record its properties.</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners use objectivity and measurement to carry out scientific investigations using fair tests and multiple trials \\nto explore how forces influence the movement of familiar objects and extend their understanding to predict how gravity affects objects on \\nEarth. They plan and carry out valid and reliable scientific investigations to explore frictional forces by identifying and controlling variables. \\nThey observe and describe basic features of static electricity and electric current through practical activities and use their understanding \\nand interest to explain and show appreciation for some applications of forces and electrical energy in the home and community.</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>Suggested Performance Tasks \\nA. Develop a graphic organizer, such as a concept map or Venn diagram, to show the similarities and differences between contact forces and \\nnon-contact forces. Include examples of situations and materials that demonstrate contact and non-contact forces and suggest ways these \\ncould be used to improve everyday life in the community. \\nB. Set up an inclined plane for toy cars, and apply the concept of friction to stop the toy car as fast as possible after it moves past the \\ninclined plan. \\nC. Develop a graphic organizer, such as a concept map or Venn diagram, to compare and contrast conductors and insulators of electricity. \\nInclude examples of materials that conduct and insulate and suggest ways that recycled materials could be used to develop better \\nconductors and insulators.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 17, "chroma:document": "The content surrounding the table emphasizes the objectives and performance standards for Grade 6 students in their first quarter, focusing on science concepts related to electricity, forces, and their applications in real life. This includes hands-on activities and investigations to understand the influence of forces on the movement of objects and the properties of electrical circuits. The learners are expected to design and construct simple electrical circuits to identify conductive materials within their environment. Additionally, they should be able to make a simple electromagnet and observe its properties, enhancing their comprehension of electric current, which necessitates a pathway for charges to flow.\n\nIn terms of performance standards, there is a clear focus on developing students' scientific inquiry skills. By the end of the quarter, students should be able to conduct fair tests and control variables effectively to explore various forces, including gravity and friction. They are encouraged to engage in practical activities to observe and describe the characteristics of static electricity and electric currents while relating these concepts to everyday life in their communities. Moreover, the suggested performance tasks aim to deepen understanding through visual representation and experimentation. For instance, students may create graphic organizers to illustrate the differences between contact and non-contact forces or set up practical experiments using inclined planes to apply their knowledge of friction.\n\nThe table itself encapsulates the diverse components of the curriculum, breaking down the performance standards, goals, and suggested tasks into well-defined sections. It aligns with the robust educational framework designed to nurture curiosity and creativity in students, allowing them to communicate scientific ideas effectively. The tasks proposed, ranging from graphical representations of physical concepts to practical activities demonstrating the principles of electricity and forces, are instrumental in helping students apply theoretical knowledge to real-world scenarios, thereby cultivating a comprehensive understanding of these scientific principles."}


created_at: 2025-04-28 08:51:48
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p36-c18-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 36, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 5 FOURTH QUARTER - Earth and Space</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Landforms, rocks \\nand minerals \\n2.  Weathering and \\nerosion \\n3.  Using models \\n4.  The Water Cycle</td>\n      <td>1.  Landforms influence \\nliving and non-living \\ncomponents of the \\nenvironment. \\n2.  Rocks are composed of \\ngrains of minerals that \\nbreak down to form soil.</td>\n      <td>1. \\nidentify local examples of natural landforms and bodies of water such as \\nmountains, valleys, rivers, and coastlines, and describe how they influence non-\\nliving and living components of the environment; \\n2. \\nexplore the school grounds or the local area to observe or collect different types of \\nrocks, describing their similarities or differences in terms of their features, such \\nas texture, color, and grain crystal size;</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 18, "chroma:document": "The table presented outlines the educational content and learning competencies for Grade 5 during the fourth quarter, focusing on Earth and Space. It aims to enhance students' understanding of various geological and environmental concepts. In the first row, the focus is on specific topics such as \"Landforms, rocks and minerals,\" \"Weathering and erosion,\" and \"The Water Cycle.\" Each of these topics not only addresses fundamental scientific principles but also emphasizes the interconnectedness of Earth\u2019s systems. \n\nThe second row breaks down the content standards, indicating that learners will grasp how landforms significantly influence both living and non-living components of the environment. Furthermore, it highlights that rocks are made up of mineral grains that eventually break down to form soil. This understanding is crucial for students as they learn about the dynamic processes that shape our planet and the importance of soil formation in supporting life.\n\nAccompanying these content standards are specific learning competencies designed to guide learners. For instance, students are expected to identify local natural landforms and bodies of water, such as mountains and rivers, and articulate how these features impact environmental dynamics. Additionally, they are encouraged to explore their school grounds or local areas to observe and collect different rock types, fostering critical observational skills as they describe similarities and differences in the rock features, including texture, color, and crystal size. This comprehensive approach to learning embodies a multifaceted understanding of Earth and Space, underlining the importance of interactive and investigative learning methods in scientific education."}


created_at: 2025-04-28 08:51:48
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p40-c19-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 40, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 6 THIRD QUARTER - Force, Motion, and Energy</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Simple machines \\n2.  Properties of water \\nand sound waves \\n3.  Longitudinal and \\nTransverse waves</td>\n      <td>1.  Simple machines allow \\npeople to change the \\ndirection and size of \\nforces. \\n2.  Waves transfer energy \\nbetween source and \\nreceiver. \\n3.  Science processes and \\nconcepts help solve \\neveryday problems.</td>\n      <td>1.  observe and describe examples and uses of simple machines found at home, at \\nschool, and in the community; \\n2.  demonstrate through guided investigation the advantages and limitations of \\nsimple machines such as inclined planes, wedges, levers, and pulleys; \\n3.  carry out fair tests to show how levers can be used to change the magnitude and \\ndirection of a force; \\n4. \\nidentify that waves carry energy from a source to a receiver; \\n5.  carry out investigations with water waves in a ripple tank, a big tub of water or \\nimprovised ripple tank and observe and describe the features of the waves \\nincluding their:  \\na.  shape, such as crests and troughs; \\nb.  size, such as width and height; and \\nc.  patterns of movement, such as how they bend, or reflect off walls; \\n6.  research using secondary sources to identify how the properties of waves are \\ndescribed using scientific terms such as amplitude, frequency, wavelength, and \\nvelocity; \\n7. \\nidentify differences and similarities between longitudinal waves and transverse \\nwaves; \\n8.  demonstrate using simple models how longitudinal waves and transverse waves \\ncarry energy; \\n9. \\nidentify some examples of longitudinal waves, and transverse waves; and</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 19, "chroma:document": "The table presented outlines key educational content and learning standards for Grade 6 students during the third quarter, specifically focusing on the themes of Force, Motion, and Energy. It is structured into three main columns: the first column lists the content areas to be studied, while the second column details the corresponding content standards that articulate what learners are expected to understand. The third column delineates the specific learning competencies that the students should develop through their studies. \n\nIn terms of content, students will explore important concepts such as simple machines, the properties of water and sound waves, and the differences between longitudinal and transverse waves. The content standards emphasize the practical applications of simple machines, noting that they enable individuals to change the direction and magnitude of forces. Furthermore, it highlights the role of waves in transferring energy from a source to a receiver, asserting that science processes and concepts are applicable in solving everyday problems. \n\nThe learning competencies are comprehensive and clearly outline the expected activities for students. They include observing and describing examples of simple machines in various settings, conducting guided investigations to explore the advantages and limitations of different types of simple machines such as inclined planes, wedges, levers, and pulleys, and learning about wave characteristics through hands-on experiments. Additionally, students will research wave properties using scientific terminology and develop models to illustrate how longitudinal and transverse waves convey energy. These educational objectives aim to foster critical thinking and inquiry-based learning, empowering students to apply their knowledge in practical contexts."}


created_at: 2025-04-28 08:51:49
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p37-c20-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 37, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>5.  Weather \\ndisturbances \\n6.  The Solar System</td>\n      <td>3.  Weathering and erosion \\nshape the Earth\u2019s surface \\nby breaking down and \\ntransporting rocks. \\n4.  The Water Cycle includes \\nprocesses of evaporation, \\nprecipitation and \\ntransportation. \\n5.  Weather disturbances \\nfeature low pressure, \\nstrong winds, and storms. \\n6.  The planets and moons \\nvary in physical features \\nand composition. \\n7.  Phases of the Moon \\ndepend on its position \\nrelative to Earth and Sun.</td>\n      <td>3. \\nclassify common rocks from provided samples using a simple rock classification \\nsystem, such as a dichotomous key; \\n4. \\nexplain how soil is formed from rocks and minerals; \\n5. \\ndemonstrate how erosion transports Earth materials; \\n6. \\nexplain the role of the water cycle in the environment; \\n7. \\nconstruct a model to communicate some of the key processes in the water cycle; \\n8. \\ndescribe some effects of weather disturbances that occur in or near the \\nPhilippines; \\n9. \\ndescribe the weather conditions according to a Public Storm Warning Signal \\nissued by the Philippines Atmospheric, Geological and Astronomical Services \\nAdministration (PAGASA); \\n10. describe typical weather conditions before, during and after a tropical cyclone; \\n11. describe the general structure of the solar system, identifying the names of the \\nmajor celestial objects, their main features, and general composition; and; \\n12. make drawings or a simple model to show the motion of the Earth and Moon \\nrelative to the Sun to explain the phases of the moon that people see from Earth.</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners relate changes in landforms and earth materials to processes and effects of the water cycle. They explain \\ncauses and impacts of extreme weather and identify appropriate and safe ways to respond to such events. They demonstrate curiosity as \\nthey make detailed observations guided by science classification systems and demonstrate creativity in communicating information about \\nearth processes to other people. They show an appreciation of the scale of space in describing the features of the solar system and use \\nmodels to communicate significant relationships and movements.</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>Suggested Performance Tasks \\nA. Create a video of a weather report or act out a TV weather broadcast segment explaining a weather disturbance. \\nB. Construct a scale model of the sun and the inner planets of the solar system showing the planet\u2019s relative sizes and distances from the \\nsun.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 20, "chroma:document": "The content outlined in the table consists of various educational components related to geography and earth sciences, specifically focusing on weather disturbances and the solar system. Within the first row, the topics addressed include the effects of weather on Earth\u2019s surface and the intricate components of the water cycle, which encompasses processes such as evaporation and precipitation. Furthermore, it highlights the characteristics of different weather disturbances, characterized by low pressure and strong winds, as well as the varying physical features and compositions of the planets and moons within our solar system. Notably, it discusses the phases of the Moon and their dependence on the Moon's position in relation to the Earth and the Sun.\n\nIn the second row, there is a performance standard that encapsulates the expectations from learners by the end of the quarter. It emphasizes the relationship between changes in landforms and earth materials and the processes related to the water cycle. Students are expected to understand the causes and potential impacts of extreme weather events, while also identifying safe practices for responding to such occurrences. This row underscores the need for curiosity and detailed observation, guided by scientific classification systems, along with creativity in communicating these earth processes effectively to others. The appreciation of the immense scale of space is also highlighted, alongside the use of models to demonstrate significant relationships and movements within the solar system.\n\nThe suggested performance tasks listed in the third row offer practical applications of the concepts learned. Students are encouraged to create a video of a weather report or to enact a television weather broadcast that elucidates a specific weather disturbance, enhancing their ability to communicate scientific phenomena. Additionally, they are tasked with constructing a scale model of the sun and the inner planets, illustrating their relative sizes and distances from the sun. These tasks aim to reinforce the learners\u2019 understanding of the materials covered, providing them with opportunities to apply their knowledge in creative and engaging ways."}


created_at: 2025-04-28 08:51:49
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p39-c21-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 39, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 6 SECOND QUARTER - Living Things</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nLearners learn that:</td>\n      <td>Learning Competency \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  The circulatory \\nsystem \\n2.  Reproduction in \\nplants \\n3.  Vertebrates and \\ninvertebrates \\n4.  Food webs \\n5. \\nInteractions \\nbetween living \\nthings \\n6.  Biotic and abiotic \\nfactors in an \\necosystem.</td>\n      <td>1.  Animals have systems \\nthat help them grow, \\nrespond, and reproduce. \\n2.  There are several modes \\nof reproduction in plants. \\n3.  To be valid and reliable, \\nscientific investigations \\nneed to include fair tests \\nand multiple trials. \\n4.  Animals can be grouped \\nas vertebrates or \\ninvertebrates based on \\ntheir characteristics. \\n5.  Producers, consumers, \\nscavengers, and \\ndecomposers have \\nimportant roles in food \\nwebs. \\n6. \\nInteractions within an \\necosystem can have \\nimportant impacts on the \\nliving things within it.</td>\n      <td>1. \\nidentify from pictures and diagrams the parts of the circulatory system as heart, \\nblood, and blood vessels, and describe how they work; \\n2.  describe the different ways that plants reproduce, such as pollination, seed \\nproduction, and plant propagation; \\n3.  plan a simple scientific investigation that includes the features of a fair test, \\nreplication, and accurate measurement to determine which type of plant \\npropagation, such as cutting, budding, layering, grafting, works best for garden \\nplants; \\n4.  describe the differences between animals with a backbone (vertebrates) and \\nanimals without backbones (invertebrates) by using common local examples of \\neach group; \\n5.  describe the roles of producers, consumers, scavengers, and decomposers in a \\nfood web; \\n6.  use information from secondary sources to describe that living things interact \\nwith each other in the natural environment, such as through competition, or \\npredation; \\n7.  describe living things, such as animals and plants, as biotic factors and light, \\nwater, temperature, and soil type, as abiotic factors of an ecosystem; and \\n8.  explain how interaction between living things and interactions between living and \\nnon-living things may bring good or harm to the living things involved.</td>\n    </tr>\n    <tr>\n      <th>3</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners demonstrate an understanding of the different ways that plants reproduce. Plan a simple scientific \\ninvestigation to determine which method works best in a given habitat. They describe and provide examples of vertebrates as animals with a \\nbackbone and invertebrates as animals that do not have a backbone. They design an example of a food web showing the role of consumers, \\nproducers, scavengers, and decomposers. They identify the technical terms biotic and abiotic as referring to living and non-living things.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 21, "chroma:document": "The table presents an overview of the educational content for Grade 6 during the second quarter, focusing specifically on the topic of \"Living Things.\" It is structured to juxtapose three main categories: Content, Content Standards, and Learning Competencies. This format enables a clear understanding of the specific subjects and learning goals set for students. The table initiates with a header indicating the primary focus area, followed by detailed descriptions across various educational objectives pertaining to various life science concepts.\n\nUnder the Content section, the table outlines six key themes, including the circulatory system, reproduction in plants, and the distinction between vertebrates and invertebrates. It emphasizes essential concepts such as ecosystems' biotic and abiotic components and the intricate dynamics of food webs. The Content Standards highlight the fundamental knowledge learners are expected to acquire. It emphasizes that animals have systems that support growth and reproduction, that plants utilize various reproductive methods, and that proper scientific investigations must incorporate fair tests and repetitions for reliability. The roles of organisms in food webs, along with impacts within ecosystems, are also stressed, suggesting a comprehensive outlook on living organisms and their interactions.\n\nThe Learning Competencies section provides practical outcomes for students, articulating that learners should identify anatomical parts of the circulatory system, describe plant reproduction methods, and effectively plan simple scientific investigations. It calls for distinguishing between vertebrates and invertebrates using local examples, outlining the roles of different organisms within food webs, and exploring how living and non-living elements interact within ecosystems. Ultimately, the performance standards signify that students are expected to synthesize these learning experiences into a cohesive understanding of plant reproduction methods, recognition of vertebrate characteristics, and the identification of biotic versus abiotic factors, thereby ensuring a well-rounded educational experience in life sciences."}


created_at: 2025-04-28 08:51:49
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p41-c22-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 41, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>10. describe and explain how sound changes when the source or the receiver are \\nmoving.</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners demonstrate objective inquiry by carrying out investigations to critically observe patterns and systems \\nscientifically. They support their observations and conclusions using secondary sources to explain occurrences and concepts using technical \\nscientific language. They use critical thinking skills and creativity to make models and other devices to communicate their understanding to \\nother people.</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>Suggested Performance Tasks \\nA.   Develop an information poster that aims at showing learners who are interested in music-related subjects to consider the benefits of \\nstudying science. The poster should use words, pictures or drawings and labelled diagrams to explain how musical instruments utilize \\nthe properties of sound waves. The poster may suggest ways that learners could use scientific processes to develop their musical \\ntechniques.  \\nB.   Design and propose or improve the design of a simple machine that can be used at home, in school, or in the community. Include the \\nfollowing details: \\n1. Name and purpose of the simple machine; \\n2. Description of how the simple machine works and its intended function; \\n3. Materials needed for constructing the simple machine; \\n4. Sketch or diagram illustrating the design and functionality of the proposed simple machine; and \\n5. Explain how the proposed simple machine can be useful in the chosen setting (home, school, or community) and its potential \\nbenefits. \\nC.   Utilize the concept of motion and gravity to write a creative story, poem, or any written art.</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 22, "chroma:document": "The table presented outlines specific learning goals and performance standards for students in a science curriculum focused on inquiry-based learning. The first entry highlights a key concept for learners: describing and explaining how sound changes when the source or the receiver is in motion. This encourages students to explore the principles of acoustics and the relationship between sound waves and motion, fostering a deeper understanding of auditory phenomena. \n\nFollowing this, the performance standards specified for the quarter emphasize the importance of objective inquiry and critical investigation. Students are expected to engage in investigations that allow them to observe patterns and systems scientifically. Their conclusions should be supported by secondary sources, utilizing technical scientific language to articulate their findings. This approach promotes the development of critical thinking skills and creativity, as students are encouraged to create models and communication devices to effectively share their understanding with others.\n\nThe table also includes suggested performance tasks that aim to integrate scientific principles with creative applications. One task prompts students to develop an information poster focused on the intersection of music and science, specifically how musical instruments utilize sound wave properties. Another task challenges students to design a simple machine, providing comprehensive details such as its name, purpose, materials needed, and a diagram illustrating its functionality. Finally, students are encouraged to utilize their understanding of motion and gravity in a creative written project, whether it be a story, poem, or other forms of written art. This variety of tasks underscores the curriculum's objective of blending scientific knowledge with practical application and creativity, thereby enhancing students' overall educational experience."}


created_at: 2025-04-28 08:51:50
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p38-c23-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 38, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>Content</td>\n      <td>Content Standards \\nLearners learn that:</td>\n      <td>Learning Competency \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>1.  Diagrams and \\nflowcharts \\n2.  Processes of \\nchanges of state \\n3.  Physical and \\nchemical change \\n4.  Mixtures and \\nseparation \\ntechniques</td>\n      <td>1.  Diagrams and flowcharts \\ndemonstrate processes \\ninvolving heat energy and \\nchanges of state. \\n2.  Changes in materials can \\nbe either reversible or \\nirreversible. \\n3.  Mixtures and the \\nproducts of their \\nseparation techniques are \\nvery useful in our daily \\nlives. \\n4.  Scientific investigations \\nneed to satisfy the \\nfeatures of a fair test and \\nuse accurate and reliable \\nmeasurements.</td>\n      <td>1. \\ndescribe changes of state for solids, liquids, and gases as melting, evaporation, \\nfreezing, condensation using diagrams and flowcharts; \\n2. \\nexplain the role of heat energy in change of state processes; \\n3. \\nexplain why physical changes are reversible, and chemical changes are \\nirreversible; \\n4. \\ndescribe useful everyday examples of uniform and non-uniform mixtures, such \\nas solutions and suspensions; \\n5. \\ndescribe air as a mixture of oxygen, carbon dioxide, nitrogen, and water vapor; \\n6. \\ndemonstrate various techniques in separating mixtures, such as decantation, \\nwinnowing, scooping, picking, evaporation, filtering, sieving, and using magnets; \\n7. \\nexplain the benefits of each mixture separation technique in preparing useful \\nproducts; \\n8. \\napply the features of a fair test: a. change one factor, b. measure one factor, and \\nc. keep all other factors the same; and \\n9. \\nrecognize the features of a fair test and that scientific investigations also involve \\na) doing at least three trials, or use replication, and b) observing, measuring, and \\nrecording accurately.</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners demonstrate an understanding of the benefits of various separation techniques. They use diagrams and \\nflowcharts to describe changes of state. They use the words reversible and irreversible to describe changes to materials. They demonstrate \\nskills in the use of equipment. They recognize and apply their understanding of the features of a fair test.</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>3</th>\n      <td>Suggested Performance Tasks \\nA. Apply an appropriate separation technique to solve a local or household problem.  \\nB. Plan and conduct a simple scientific investigation involving a physical change, such as \u201cDoes sugar dissolve faster in hot or cold water?\u201d \\nUse your understanding of a fair test to answer the question.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 23, "chroma:document": "The content presented focuses on the second quarter curriculum for Grade 6 science, particularly centered on the understanding of living things. The structure of the provided table is divided into three primary sections: Content, Content Standards, and Learning Competencies. Each section outlines specific aspects of the curriculum that learners will engage with during this quarter, ensuring a comprehensive educational experience.\n\nWithin the first row, the Content section lists topics such as the circulatory system, plant reproduction, vertebrates and invertebrates, food webs, interactions among living things, and abiotic factors in ecosystems. This serves as a foundation for what students will learn and explore. The subsequent Content Standards align directly with these topics, specifying the essential knowledge that learners are expected to acquire. For instance, it emphasizes that animals possess systems vital for their growth and reproduction and that plants exhibit various reproductive methods. This section also emphasizes the importance of conducting scientific investigations based on fair tests and multiple trials, which is critical for nurturing scientific literacy.\n\nThe Learning Competency part outlines specific competencies that learners should develop by the end of the quarter. These include the ability to identify parts of the circulatory system, describe plant reproduction methods, and differentiate between vertebrates and invertebrates using common examples. Furthermore, students are instructed to understand and explain the roles of producers, consumers, scavengers, and decomposers within food webs. They are also encouraged to use secondary sources to investigate ecological interactions and to distinguish between biotic and abiotic factors within an ecosystem. Ultimately, the curriculum aims to foster learners' ability to design simple scientific investigations and demonstrate comprehension of interactions between living and non-living elements that can positively or negatively impact organisms. \n\nIn addition to the primary learning objectives, the table highlights the Performance Standards that focus on the expected outcomes for students. By the end of the quarter, learners are anticipated to exhibit their understanding of plant reproduction methods, plan and conduct scientific investigations, and accurately illustrate food webs. Suggested performance tasks advise students to apply separation techniques to solve real-world problems and to engage in experiments that involve physical changes, reinforcing the practical application of their learning. Overall, the curriculum encourages a hands-on approach to science, enabling students to connect academic concepts with observable phenomena in their environment."}


created_at: 2025-04-28 08:51:50
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p41-c24-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 41, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 6 FOURTH QUARTER - Earth and Space</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Volcanic activity \\nand safety</td>\n      <td>1.  Volcanoes are vents from \\nwhich molten rock from</td>\n      <td>1.  explain what volcanoes are and how they are formed;</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 24, "chroma:document": "The table presented outlines the curriculum for Grade 6 during the fourth quarter, specifically focusing on Earth and Space topics. It serves as an educational framework that conveys essential content standards and learning competencies related to volcanic activity, climate patterns, and celestial observations. The content standards emphasize that students are to understand the nature of volcanoes, labeling them as vents through which molten rock from beneath the Earth\u2019s crust can erupt. This foundational knowledge seeks to cultivate awareness about volcanic activity and its associated risks, particularly in regions like the Philippines, where such phenomena can occur unpredictably and have profound impacts on local communities.\n\nIn addition to the general information on volcanic activity, the learning competencies section outlines specific skills that learners are expected to acquire. For instance, one of the learning goals encourages students to explain what volcanoes are and how they are formed. This direct alignment between content standards and competencies highlights the importance of not only theoretical knowledge but also practical understanding of geological processes. Moreover, the context elaborates on the relevance of understanding these natural occurrences, particularly in a country with a significant number of volcanoes. Concepts such as weather patterns and seasonal changes, influenced by Earth's motions, are also hinted at in the surrounding text, underlining an integrated approach to learning about natural phenomena and their implications for human activities and safety measures.\n\nOverall, this structured approach provides students with the necessary tools to appreciate the unpredictability of volcanic eruptions while emphasizing the importance of community engagement and scientific models in interpreting natural events. The outlined curriculum reflects a commitment to fostering critical thinking and awareness of environmental science, empowering learners to engage with their surroundings responsibly and knowledgeably."}


created_at: 2025-04-28 08:51:51
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p42-c25-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 42, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>2.  Seasons in the \\nPhilippines \\n3.  Motions of the \\nEarth \\n4.  Constellations \\n5.  Understanding \\nstability and \\nchange</td>\n      <td>Earth\u2019s crust erupts onto \\nthe surface releasing \\npressure and gases. \\n2.  The Philippine volcanoes \\ncan violently and \\nunpredictably erupt lava, \\nash, and ballistic \\nprojectiles. \\n3.  Weather and climate have \\npredictable patterns \\nthroughout the year, \\nwhich affect human \\nactivities. \\n4.  The revolution and the \\nrotation of the Earth \\ndemonstrate observable \\npatterns. \\n5.  Constellations are \\npatterns of stars in the \\nsky.</td>\n      <td>2.  use local information or other reliable sources to identify where the nearest active \\nand inactive volcanoes are located and assess the risk of impacts from eruptions \\nto their local community; \\n3.  discuss the patterns of volcanic eruptions in the Philippines over the last 100 \\nyears with family and community members to assess and describe how \\npredictable patterns of eruptions are; \\n4. \\nidentify and describe some of the materials formed during volcanic eruptions in \\nthe Philippines; \\n5. \\nInterpret PHIVOLCS Volcano Monitoring (Alert Levels) to demonstrate what to do \\nbefore, during, and after a volcanic eruption; \\n6.  describe the different seasons in the Philippines and suggest activities that are \\nappropriate for each season; \\n7.  demonstrate the rotation of the Earth on its axis using a globe to explain day and \\nnight; \\n8.  make a Sun-Earth-Moon system model to demonstrate and explain the \\nobservable effects of predictable patterns and events including: \\na.  changes in seasons, \\nb.  changes observed in the patterns of visible star over a year, and \\nc. \\nsolar and lunar eclipses; \\n9.  explain why ancient human cultures relied on constellations to indicate \\ndirections and verify seasons; and \\n10. gather information from local indigenous community members or from reliable \\nsecondary sources to investigate ways that indigenous people of the Philippines \\nrepresented and communicated understandings of: \\na.  the predictability of solar and lunar eclipses, and \\nb.  patterns /interpretations in the night sky and their use for tracking \\ntime.</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners appreciate that volcanoes can have unexpected and severe impacts on communities and that the \\nuncertainty and impacts of unpredicted eruptions can be offset by understanding and following alerts from authorities. Learners appreciate \\nweather patterns that produce season are largely predictable, and they use models to scientifically understand and describe natural \\nprocesses and timing that can be relied upon, such as the changes of season. Learners identify that scientific models are valuable in \\nexplaining other observations of patterns in nature, such as the apparent movement of celestial objects across the sky. They exhibit respect</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 25, "chroma:document": "The data presented in the table is structured to convey two primary aspects related to the science curriculum for Grade 7: the thematic content areas and the associated learning competencies. The first row delineates various thematic themes under which scientific phenomena are discussed, such as the seasons in the Philippines, the motions of the Earth, the nature of constellations, and the understanding of stability and change. Each of these themes is interconnected with real-world applications and scientific phenomena that directly impact the students\u2019 understanding of their environment and the universe.\n\nIn the second column of the table, specific scientific concepts are explained. For instance, the table illustrates how volcanic activity in the Philippines, characterized by eruptions of lava, ash, and gases, plays a crucial role in shaping the landscape and poses risks to communities. Additionally, it highlights the predictable patterns of weather and climate that affect human activities, as well as the observable consequences of Earth's rotation and revolution. This segment not only informs students about the scientific underpinnings but also emphasizes the historical and cultural significance of celestial patterns through constellations, showcasing their utilitarian role in navigation and timekeeping for ancient cultures.\n\nThe third column of the table lists various learning competencies that students are expected to achieve by the end of the quarter. These competencies encourage learners to engage with local information about active and inactive volcanoes, conduct discussions about volcanic patterns over the past century, and utilize authentic scientific models to grasp seasonal changes and celestial phenomena. Furthermore, the students are prompted to gather knowledge from indigenous cultures, fostering an appreciation for the intersections between scientific inquiry and traditional understandings of natural events. Ultimately, the integration of scientific concepts with practical and cultural exploration aims to cultivate a comprehensive understanding of the dynamics between natural phenomena and human experience."}


created_at: 2025-04-28 08:51:51
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p43-c26-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 43, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>Grade 7 FIRST QUARTER- Science of Materials</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nLearners learn that:</td>\n      <td>Learning Competency \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Use of models \\n2.  The Particle model \\nand changes of \\nstate \\n3.  Planning, following, \\nand recording \\nscientific \\ninvestigations \\n4.  Solutions, \\nsolubility, and \\nconcentration</td>\n      <td>1.  Scientists use models to \\nexplain phenomena. \\n2.  The particle model \\nexplains the properties of \\nsolids, liquids, and gases \\nand the processes \\ninvolved in changes of \\nstate. \\n3.  Diagrams and flowcharts \\nare very useful in \\ndemonstrating and \\nexplaining the motion and \\narrangement of particles \\nduring changes of state. \\n4.  There are specific \\nprocesses for planning, \\nconducting, and recording \\nscientific investigations.</td>\n      <td>1.  recognize that scientists use models to explain phenomena that cannot be easily \\nseen or detected; \\n2.  describe the Particle Model of Matter as \u201cAll matter is made up of tiny particles \\nwith each pure substance having its own kind of particles.\u201d; \\n3.  describe that particles are constantly in motion, have spaces between them, \\nattract each other, and move faster as the temperature increases (or with the \\naddition of heat); \\n4.  use diagrams and illustrations to describe the arrangement, spacing, and relative \\nmotion of the particles in each of the three states (phases) of matter; \\n5.  explain the changes of state in terms of particle arrangement and energy \\nchanges: \\na.  solid \u2192 liquid \u2192 vapor, and \\nb.  vapor \u2192 liquid \u2192 solid; \\n6. \\nfollow appropriate steps of a scientific investigation which includes: \\na.  Aim or problem, \\nb.  Materials and equipment, \\nc.  Method or procedures,</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 26, "chroma:document": "The table presented outlines the curriculum for Grade 7 during the First Quarter, detailing the theme of the Science of Materials. At the top of the table, it is divided into three columns: the first column serves as the index for each row, while the remaining two columns are dedicated to Content Standards and Learning Competency. The row structure helps in systematically defining the educational objectives and expectations for students in various scientific topics.\n\nIn the first row under \"Content,\" the topics include the Use of Models, the Particle Model and Changes of State, Planning and Recording Scientific Investigations, and Solutions, Solubility, and Concentration. Students are expected to learn about the significance of models in scientific explanation, particularly how the Particle Model characterizes the behaviors and properties of solids, liquids, and gases, as well as their transitions from one state to another. The associated Content Standards elaborate on these themes, indicating that scientists employ models to elucidate phenomena that are not immediately observable, while the Particle Model describes the essential characteristics of matter, emphasizing that all materials consist of tiny particles which behave in predictable ways depending on temperature and intermolecular forces.\n\nFurthermore, under Learning Competency, the curriculum sets specific expectations for learners, including the capability to recognize and describe models as explanatory tools, to articulate the nature of the Particle Model, and to illustrate the arrangement and motion of particles across different states of matter. The students are also guided to follow a comprehensive scientific investigation process that includes defining an aim, gathering materials, and outlining methods. This structured approach underscores the importance of conducting investigations methodically and accurately, fostering an essential skill set in scientific inquiry and experimentation, which is crucial for understanding the principles related to solutions, solubility, and concentration as part of their material science studies."}


created_at: 2025-04-28 08:51:52
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p44-c27-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 44, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td></td>\n      <td>5.  The properties of \\nsolutions such as \\nsolubility and reaction to \\nlitmus determine their \\nuse.</td>\n      <td>d.  Results including data, and \\ne.  Conclusion. \\n7.  make accurate measurements using standard units for physical quantities and \\norganize the collected data when carrying out a scientific investigation; \\n8. \\nidentify the role of the solute and solvent in a solution; \\n9.  express quantitatively the amount of solute present in a given volume of solvent; \\n10. demonstrate how different factors affect the solubility of a solute in a given \\nsolvent, such as heat; \\n11. identify solutions, which can be found at home and in school and that react with \\nlitmus indicator, as acids, bases, and salts; and \\n12.  demonstrate proper use and handling of science equipment.</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They use diagrams and \\nillustrations to explain the motion and arrangement of particles during changes of state. They demonstrate an understanding of the role of \\nsolute and solvent in solutions and the factors that affect solubility. They demonstrate skills to plan and conduct a scientific investigation \\nmaking accurate measurements and using standard units.</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>Suggested Performance Task \\nDesign and carry out an investigation to determine the amount of salt in a sample of seawater.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 27, "chroma:document": "The table presented outlines significant educational benchmarks and performance standards related to the understanding of solutions, their properties, and the scientific methods involved in studying them. The first column serves as a reference for the rows, while the subsequent columns delve deeper into relevant content and expectations for learners. Notably, the second cell under the first row discusses the essential properties of solutions, such as solubility and their reactions to litmus. It emphasizes how these properties determine the practical applications of different solutions.\n\nIn the same row, there is a continuation that includes key learning outcomes. These outcomes encourage students to make accurate measurements using standard units, organize collected data during scientific investigations, and identify the roles of solute and solvent in a solution. Furthermore, there's an emphasis on expressing quantitatively the amount of solute present in a specific volume of solvent. Additionally, learners are directed to explore factors affecting solubility, such as heat, and recognize various household and school solutions that react with litmus indicators, classifying them as acids, bases, or salts. \n\nThe first row of the table culminates with further expectations for students to demonstrate proper use and handling of scientific equipment. In the second row, the performance standard encapsulates the desired competencies by the end of the quarter, underlining that students should understand the particle model of matter and employ diagrams to explain particle motion during state changes. Moreover, the suggested performance task of designing an investigation to quantify the amount of salt in seawater encourages practical application of these concepts, solidifying the connection between theoretical knowledge and scientific inquiry. Overall, the contents of the table present a thorough framework for learners to grasp the fundamental concepts of solutions within the context of rigorous scientific education."}


created_at: 2025-04-28 08:51:52
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p44-c28-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 44, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 7 SECOND QUARTER - Life Science</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nLearners learn that:</td>\n      <td>Learning Competency \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Science equipment: \\nthe compound \\nmicroscope</td>\n      <td>1.  Familiarity and proper \\nuse of a compound \\nmicroscope are essential \\nto observe cells.</td>\n      <td>1.  identify the parts and functions, and demonstrate proper handling and storing of \\na compound microscope;</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 28, "chroma:document": "The table presented in the document outlines the curriculum framework for Grade 7 Life Science during the second quarter. It is structured to deliver essential content and competencies related to the understanding of life sciences, particularly focusing on cellular biology, reproductive processes, and biological organization. At the top of the table, it identifies the course for which these standards are designed\u2014specifically, Life Science for Grade 7 in the second quarter, emphasizing the foundational knowledge students are expected to acquire. \n\nThe first row under \"Content\" introduces the primary educational components in two columns: \"Content Standards\" and \"Learning Competency.\" The content standards detail key learning outcomes, with the first standard specifically addressing the importance of familiarity with and proper usage of a compound microscope. This familiarity is vital for students to effectively observe cells, which aligns with broader topics such as recognizing cellular structures and distinguishing between plant and animal cells. The learning competency for this standard requires students to identify the parts and functions of a compound microscope, along with demonstrating proper handling and storing techniques for the equipment.\n\nIn subsequent rows, specific topics are outlined under the content standards, ranging from the use of scientific equipment, such as the compound microscope, to more complex concepts like cellular reproduction and levels of biological organization. This includes key facts, such as the understanding of cellular division through mitosis and meiosis, the identification of unicellular versus multicellular organisms, and the explanation of genetic inheritance through reproductive processes. Collectively, these details illustrate a structured approach to science education that seeks to develop students\u2019 competencies in both theoretical knowledge and practical application. The goal is for students to connect these concepts, enhancing their understanding of biological organization as they learn about the roles cells play within the greater context of life."}


created_at: 2025-04-28 08:51:53
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p47-c29-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 47, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 7 FOURTH QUARTER - Earth and Space Science</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  System models \\n2.  Earthquakes \\n3.  The Sun\u2019s \\ninfluence on Earth</td>\n      <td>1.  Rapid movements along \\nnormal, reverse or strike-\\nslip faults cause \\nearthquakes. \\n2.  The damage or effects on \\ncommunities depend on \\nthe magnitude of and \\ndistance from an \\nearthquake. \\n3.  Sunlight is the Earth\u2019s \\nexternal source of energy. \\n4.  Solar energy influences \\nthe atmosphere and \\nweather patterns.</td>\n      <td>1. \\nclassify geological faults according to the angle of the fault plane and direction \\nof slip; \\n2. \\nuse models or illustrations to explain how movements along faults generate \\nearthquakes and identify and explain which types of faults are most likely to \\noccur in the Philippines and explain why; \\n3. \\ndescribe how the effects of earthquakes on communities depend on their \\nmagnitude; \\n4. \\nuse the PHIVOLCS FaultFinder or other reliable information source to identify \\nwhere the nearest fault system is located from their community and assess the \\nrisk of earthquakes to their local community; \\n5.  make models of fault scenarios to illustrate: \\na. \\nthe epicenter of an earthquake from its focus, \\nb. \\nthe intensity of an earthquake from its magnitude, and \\nc. \\nhow underwater earthquakes may or may not generate tsunamis;</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 29, "chroma:document": "The table presents information related to the Grade 7 Fourth Quarter curriculum focused on Earth and Space Science. It is structured into three main columns illustrating the content area, content standards, and learning competencies expected from students. The top row of the table is reserved for indexing the columns, while the first column enumerates the rows. \n\nThe first row introduces the curriculum grade and subject, indicating that it falls under Earth and Space Science for Grade 7 during the fourth quarter. In the second row, the content section outlines the main themes: System models, Earthquakes, and The Sun\u2019s influence on Earth. These thematic focuses are crucial as they guide the students' learning objectives. \n\nThe content standards, which are elaborated in the second column, detail key concepts that learners are expected to grasp. These include the mechanics of earthquake occurrences due to rapid movements along various types of geological faults, the impact of an earthquake that varies based on its magnitude and proximity to a community, and the role of sunlight as the primary external energy source that affects Earth's atmosphere and weather. In the third column, the learning competencies define the specific skills students should acquire, such as classifying geological faults by their characteristics, using models to explain fault-related movements, and analyzing the influence of earthquakes on different communities based on magnitude. Moreover, students are encouraged to utilize resources like the PHIVOLCS FaultFinder to assess local earthquake risks and potentially create models of fault scenarios, building an intersection between theoretical learning and practical application."}


created_at: 2025-04-28 08:51:53
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p45-c30-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 45, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>2.  Plant and animal \\ncells \\n3.  Cellular \\nreproduction \\n4.  Levels of biological \\norganization \\n5.  Trophic levels and \\nthe transfer of \\nenergy</td>\n      <td>2.  The organelles of plant \\nand animal cells can be \\nidentified using a \\ncompound microscope. \\n3.  Cells are the basic unit of \\nlife and mitosis, and \\nmeiosis are the basic \\nforms of cell division.  \\n4.  Fertilization occurs when \\na male reproductive cell \\nfuses with a female \\nreproductive cell. \\n5.  Sexual reproduction is \\nthe basis of heredity. \\n6.  The level of biological \\norganization provides a \\nsimple way of connecting \\nthe simplest part of the \\nliving world to the most \\ncomplex.  \\n7. \\nIdentifying trophic levels \\nhelps understand the \\ntransfer of energy from \\none organism to another \\nas shown in a food \\npyramid.</td>\n      <td>2.  use proper techniques in observing and identifying the parts of a cell with a \\nmicroscope such as the cell membrane, nucleus, cytoplasm, mitochondria, \\nchloroplasts, and ribosomes;  \\n3.  recognize that some organisms consist of a single cell (unicellular) like in bacteria \\nand some consist of many cells (multicellular) like in a human; \\n4.  differentiate plant and animal cells based on their organelles; \\n5.  recognize that cells reproduce through two types of cell division, mitosis and \\nmeiosis, and describe mitosis as cell division for growth and repair; \\n6.  explain that genetic information is passed on to offspring from both parents by \\nthe process of meiosis and fertilization; \\n7.  differentiate sexual from asexual reproduction in terms of: a) number of parents \\ninvolved, and b) similarities of offspring to parents; \\n8.  use a labelled diagram to describe the connections between the levels of \\nbiological organization to one another from cells to the biosphere; \\n9.  describe the trophic levels of an organism as levels of energy in a food pyramid; \\nand \\n10. use examples of food pyramids to describe the transfer of energy between \\norganisms from one trophic level to another.</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners demonstrate understanding of the parts and function of a compound microscope and use this to identify \\ncell structure. They recognize that the cell is the basic unit of life and that some organisms are unicellular and some are multicellular. They \\nexplain that there are two types of cell division, and that reproduction can occur through sexual or asexual processes. They use diagrams to \\nmake connections between organisms and their environment at various levels of organization. They explain the process of energy transfer \\nthrough trophic levels in food chains.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 30, "chroma:document": "The provided table outlines critical concepts and competencies for Grade 7 students in the context of biology, specifically focusing on cells, cellular reproduction, levels of biological organization, and trophic levels, which are essential for understanding energy transfer within ecosystems. The table is divided into three main columns, with the first listing various topics related to plant and animal cells, including cellular reproduction and the hierarchical organization of biological entities. Topics such as identifying organelles through microscope observation, understanding the implications of cell division, and recognizing the differences between unicellular and multicellular organisms are covered in this section. It highlights the role of cells as the fundamental unit of life and describes the processes involved in reproduction, including both sexual and asexual methods.\n\nThe second column presents learning competencies that students are expected to achieve. It elaborates on how students should be able to use proper microscopy techniques to identify cell components, differentiate between plant and animal cells, and understand the implications of mitosis and meiosis in growth, repair, and reproduction. The description of biological organization suggests a comprehensive understanding of the connections between various levels, from cells to the entire biosphere. It further emphasizes the importance of trophic levels in illustrating how energy is transferred from one organism to another through food pyramids, clarifying each organism's place within these systems and the dynamics of energy flow.\n\nIn the third column, the performance standards gauge students' overall understanding of these concepts by the end of the quarter. Learners are expected to demonstrate their grasp of the parts and functions of a microscope, recognize cellular organization, and articulate the mechanisms of energy transfer in food chains through various trophic levels. The emphasis on utilizing diagrams to illustrate these connections indicates a focus on visual learning and comprehension, enabling students to visualize and understand the intricacies of biological and ecological relationships accurately."}


created_at: 2025-04-28 08:51:54
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p46-c31-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 46, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 7 THIRD QUARTER - Force, Motion, and Energy</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Balanced and \\nunbalanced forces \\n2.  Motion: \\ndisplacement and \\nvelocity \\n3.  Distance-Time \\ngraphs \\n4. \\nIdentifying and \\ncontrolling \\nvariables \\n5.  Heat transfer</td>\n      <td>1.  Scientists and engineers \\nanalyze forces to predict \\ntheir effects on \\nmovement. \\n2.  Vectors differentiate the \\nconcepts of speed and \\nvelocity. \\n3.  Graphing motion provides \\nmore accurate predictions \\nabout speed and velocity. \\n4.  The particle model \\nexplains natural systems \\nand processes. \\n5.  Scientists and engineers \\nconduct innovative \\nresearch to find solutions \\nto the current global \\nenergy crisis by seeking \\nrenewable energy \\nsolutions.</td>\n      <td>1. \\nidentify that forces act between objects and can be measured. \\n2. \\nidentify and describe everyday situations that demonstrate: \\na. \\nbalanced forces such as a box resting on an inclined plane, a man \\nstanding still, or an object moving with constant velocity; \\nb. \\nunbalanced forces, such as freely falling fruit or an accelerating car; \\n3. \\ndraw a free-body diagram to represent the relative magnitude and direction of the \\nforces involving balanced and unbalanced forces; \\n4. \\nidentify that when forces are not balanced, they can cause changes in the \\nobject\u2019s speed or direction of motion; \\n5. \\nexplain the difference between distance and displacement in everyday situations \\nin relation to a reference point; \\n6. \\ndistinguish between speed and velocity using the concept of vectors; \\n7. \\ndescribe uniform velocity and represent it using distance-time graphs; \\n8. \\nexplain the difference between heat and temperature; \\n9. \\nidentify advantageous and disadvantageous examples of conduction, convection, \\nand radiation; \\n10.  explain in terms of the particle model the processes underlying convection and \\nconduction of heat energy; and \\n11.  gather information from secondary sources to identify and describe examples of \\ninnovative devices that can be used to transform heat energy into electrical \\nenergy.</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 31, "chroma:document": "The educational material outlined in the provided table focuses on the third quarter curriculum for Grade 7 students, specifically addressing the topics of Force, Motion, and Energy. This curriculum emphasizes the understanding of scientific concepts through defined content and corresponding learning competencies for the students. The content is systematically broken down into several key areas: Balanced and Unbalanced Forces, Motion (including displacement and velocity), Distance-Time Graphs, Variables in experiments, and Heat Transfer. \n\nIn terms of content standards, the curriculum articulates that learners will gain insights into how scientists and engineers analyze forces to predict their effects on movement. The ability to distinguish between speed and velocity through the use of vectors is highlighted, as well as the importance of graphing motion for accurate predictions regarding speed and velocity. Furthermore, learners are introduced to the particle model, which serves to explain natural systems and processes, alongside the essential role of innovative research into renewable energy solutions as a response to the global energy crisis.\n\nThe learning competencies delineated in the curriculum detail specific skills that students are expected to acquire. For instance, students will learn to recognize and measure forces acting between objects, and describe real-life scenarios that illustrate balanced forces, such as a box resting on an inclined plane or an object moving at a constant velocity. They will also compare unbalanced forces, such as a freely falling fruit, and be able to depict these forces using free-body diagrams. Additional competencies encompass the ability to differentiate between concepts of distance and displacement, the graphical representation of uniform velocity using distance-time graphs, and a thorough understanding of heat compared to temperature, including its various transfer methods\u2014conduction, convection, and radiation. Finally, learners are expected to gather information from secondary sources to identify examples of innovative devices designed to convert heat energy into electrical energy."}


created_at: 2025-04-28 08:51:54
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p48-c32-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 48, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td></td>\n      <td>5.  The revolution, rotation, \\nand the tilt of the Earth \\nexplain the patterns of \\nday and night and the \\nseasons.</td>\n      <td>6.  refer to the local disaster readiness plans to demonstrate what to do during and \\nafter an earthquake; \\n7.  explain how earthquakes result in tsunamis that devastate shoreline \\ncommunities; \\n8.  describe procedures that the authorities have in place to alert communities of \\npending tsunamis and what procedures can be implemented should a tsunami \\nimpact a community; \\n9.  explain how energy from the Sun interacts with the atmosphere; \\n10. make a physical model or use drawings to demonstrate how the tilt of the Earth \\nrelative to its orbit around the Sun affects the intensity of sunlight absorbed by \\ndifferent areas of Earth over a year; \\n11. explain, using models, how the tilt of the Earth affects the changes in the length \\nof daytime at different times of the year; and \\n12. explain how solar energy contributes to the occurrence of land and sea breezes, \\nmonsoons, and the Intertropical Convergence Zone (ITCZ).</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners appreciate the value of using systems to analyze and explain natural phenomena and demonstrate their \\nunderstanding in explaining the dynamics of faults and earthquakes. They are confident in identifying and assessing the earthquake risk for \\ntheir local communities using authentic and reliable secondary data. They use the country\u2019s disaster awareness and risk reduction \\nmanagement plans to identify and explain to others what to do in the event of an earthquake. Learners explain the cause and effects of \\nsecondary impacts that some coastal communities may experience should a tsunami be produced by either local or distant earthquake \\nactivity. Learners use reliable scientific information to identify and explain how solar energy influences the atmosphere and weather systems \\nof the Earth and use such information to appreciate and explain the dominant processes that influence the climate of the Philippines.</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>Suggested Performance Tasks \\nA. Design, test, and evaluate a model house that can withstand a model earthquake. \\nB. Design, test, and evaluate a model of an innovative house that can adapt to the different weather conditions in the country.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 32, "chroma:document": "The content presented outlines key learning objectives and performance standards for students within the context of understanding natural phenomena related to Earth\u2019s dynamics, specifically focusing on the concepts surrounding earthquakes, tsunamis, and the impact of solar energy on weather systems. The first segment in the table highlights learners' expectations regarding their comprehension of the Earth's revolution, rotation, and tilt, which form the basis for understanding patterns of day and night, as well as seasonal changes. Additionally, students are required to engage with local disaster readiness plans to equip themselves with knowledge and procedures concerning earthquakes and subsequent tsunamis, ensuring they are well-prepared to respond effectively to such natural disasters.\n\nIn the subsequent sections, the focus shifts to performance standards and suggested performance tasks that aim to cultivate a deep appreciation for the application of systems in analyzing and explaining natural phenomena. By the end of the quarter, learners are supported in developing confidence in identifying and assessing the earthquake risks for their local communities, utilizing authentic and reliable secondary data. This understanding extends to explaining the causes and effects of secondary impacts, particularly for coastal communities that may be affected by tsunamis triggered by earthquakes. Furthermore, learners are encouraged to explore the influence of solar energy on atmospheric and weather systems, illustrating the significance of these processes in shaping the climate, particularly in relation to the Philippines.\n\nTo reinforce their learning, suggested performance tasks invite students to design, test, and evaluate models that illustrate resilience against earthquakes and adaptative features for various weather conditions in the region. By engaging in such hands-on activities, students not only enhance their theoretical understanding but also apply it practically, ensuring they are equipped with the necessary skills and knowledge to navigate the complexities of Earth\u2019s dynamic systems. All of these elements collectively emphasize a comprehensive educational approach aimed at fostering a well-rounded understanding of Earth sciences among learners."}


created_at: 2025-04-28 08:51:55
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p49-c33-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 49, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>1.  Organ systems \\nworking together \\n2.  Heredity \\n3.  Taxonomic \\nclassification \\n4.  Photosynthesis, \\nrespiration and \\ncycles in nature</td>\n      <td>1.  Organ systems work \\ntogether for the growth \\nand survival of the \\norganism. \\n2. \\nInherited traits passed \\nfrom parents to offspring \\nare governed by the rules \\non the patterns of \\ninheritance. \\n3.  Classification of living \\nthings shows life\u2019s \\ndiversity. \\n4.  Photosynthesis and \\nrespiration are processes \\nthat show how living \\nthings obtain energy and \\nnutrients from the \\nenvironment.</td>\n      <td>1. \\nusing a labeled diagram, trace how food travels through the digestive tract and \\nexplain how different digestive processes work, including mechanical \\nprocessing, secretion, digestion, absorption, and elimination; \\n2. \\nuse models, flow charts, diagrams, and simulations to explain how body \\nsystems work together, such as digestion and excretion;  \\n3. \\ndescribe how plant organs (leaf, stem, roots) work together as the transport \\nsystem; \\n4. \\nrepresent patterns of inheritance of a simple dominant/ recessive characteristic \\nthrough generations of a family; \\n5. \\npredict simple ratios of offspring genotypes and phenotypes in crosses involving \\ndominant/recessive gene pairs; \\n6. \\ndescribe the importance of the six-kingdom system and the three-domain \\nsystem of classification of living things; \\n7. \\nexplain why humans are classified under Class Mammalia and the Order \\nPrimates; \\n8. \\nusing flow charts and labeled diagrams explain the role of plants and animals in \\nthe cycles of nature, such as the carbon, oxygen, and water cycles; \\n9. \\ndescribe the process of photosynthesis and respiration, and identify its raw \\nmaterials needed and products; \\n10. using information from secondary sources identify the different parts of the cell \\nwhere photosynthesis and respiration occur; \\n11. plan a scientific investigation to verify the raw materials needed for \\nphotosynthesis.</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners demonstrate the use of models, flow charts, and diagrams to illustrate how body systems work together \\nfor the growth and survival of an organism. They represent patterns of inheritance and predict simple ratios of offspring. They explain that \\nthe classification of living things shows the diversity and unity of living things. They describe the processes of respiration and photosynthesis \\nand plan and record a scientific investigation to verify the raw materials needed. They use flow charts and diagrams to explain cycles in \\nnature.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 33, "chroma:document": "The table presented outlines the core content standards and learning competencies for Grade 8 Science, specifically focusing on the study of materials and biological processes. The table is divided into two main sections: the Content Standards, which describe what learners are expected to gain knowledge about, and the Learning Competencies, detailing the specific skills and tasks that learners should be able to perform. \n\nIn the first row of the table, the content areas such as organ systems, heredity, taxonomic classification, and photosynthesis are introduced. It is highlighted that organ systems work together for the growth and survival of organisms, inherited traits govern patterns of inheritance, and the classification of living things illustrates their diversity. Furthermore, the table emphasizes that photosynthesis and respiration are crucial processes for energy and nutrient acquisition by living organisms. The corresponding learning competencies call for tasks like tracing food travel through the digestive tract using labeled diagrams, representing inheritance patterns, and explaining plant organs' roles in transport systems.\n\nThe second row includes a performance standard summarizing the expected outcomes by the end of the quarter. Learners should demonstrate proficiency in using models, flow charts, and diagrams to illustrate the functioning of body systems and predict offspring ratios. They are also expected to describe respiration and photosynthesis while being able to plan and document a scientific investigation regarding the raw materials necessary for photosynthesis. Additionally, the need to use various informational resources to identify where these processes occur within cells and to explain ecological cycles through visual aids is emphasized, encapsulating the rigorous and comprehensive nature of the Grade 8 Science curriculum."}


created_at: 2025-04-28 08:51:56
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p51-c34-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 51, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 8 THIRD QUARTER - Earth and Space Science</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Distribution of the \\ncontinents \\n2.  Crustal features \\nand interactions \\n3.  Typhoons \\n4.  Tides</td>\n      <td>1.  The distribution of \\ncontinents and oceans on \\nEarth is related to the \\npresence of the oceanic \\ncrust and continental \\ncrust. \\n2.  Volcanic terrain is built \\nby the slow accumulation \\nof erupted lava. \\n3.  The earth\u2019s surface is \\nmade of separate and \\nmovable plates. \\n4.  Bodies of water and \\nlandforms affect \\ntyphoons.</td>\n      <td>1. \\nidentify what proportion of the Earth's surface is covered with water as opposed \\nto land; \\n2. \\ngather information from secondary sources to name and describe the upper \\ncrustal layers of the solid earth; \\n3. \\ndescribe the different types of volcanoes found around the world according to \\ntheir: \\na. \\nactivity \\nb. \\ntype of eruption \\nc. \\nlocation in the crust; \\n4. \\nrelate the shape of a volcano\u2019s cone to its composition; \\n5. \\nrelate the location and distribution of active volcanoes, earthquake epicenters, \\nand major mountain belts to the distribution of oceanic crust and continental \\ncrust; \\n6. \\nidentify how oceanic crust and continental crust is associated with the Earth\u2019s \\nlithospheric plates; \\n7. \\ngather information from secondary sources to explain:</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 34, "chroma:document": "The table presented outlines the educational content and learning competencies for Grade 8 students during the third quarter, specifically focusing on Earth and Space Science. It serves to structure the curriculum around several key themes, which include the distribution of continents, crustal features and their interactions, the phenomenon of typhoons, and the occurrence of tides. Each theme is aligned with explicit content standards that define what learners are expected to understand, as well as corresponding learning competencies to guide their educational journey.\n\nThe first row highlights the overarching topics of study, setting the framework for the curriculum. It addresses essential concepts such as the relationship between Earth's land and water distribution, the formation of volcanic terrain through lava accumulation, and the dynamics of tectonic plates. Moreover, it emphasizes the importance of understanding how bodies of water and landforms influence weather phenomena like typhoons. The learning outcomes specify that students will not only explore the geographic distribution of Earth\u2019s surface but also delve into geological processes like volcanic activity and earthquake patterns that are intricately linked to the movement of lithospheric plates.\n\nIn terms of learning competencies, the curriculum expects students to identify the proportions of land versus water on Earth, describe the upper crustal layers, and categorize different types of volcanoes based on various criteria. Additionally, learners are encouraged to relate the geometry of volcanic cones to their compositional characteristics and understand how the locations of volcanic and seismic activities correlate with oceanic and continental crust. This comprehensive approach ensures that students are equipped with a robust understanding of both the geological features of the Earth and the environmental phenomena that arise from these features, preparing them for a deeper appreciation of Earth's complex systems."}


created_at: 2025-04-28 08:51:56
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p53-c35-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 53, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>2.  Distance-time and \\nVelocity-time \\ngraphs \\n3.  Kinetic and \\nPotential energy \\n4.  Work and energy \\n5.  Renewable energy \\n6.  Properties of light</td>\n      <td>2.  An object is accelerating if \\nthe magnitude and/or \\ndirection of its velocity \\nchanges. \\n3.  Kinetic energy is the \\nenergy of movement, and \\npotential energy is stored \\nenergy. \\n4.  As an object falls from a \\nheight its energy is \\nconserved because its \\npotential energy is \\ntransformed to kinetic \\nenergy. \\n5.  The resources of the \\nPhilippines provide many \\nbenefits to its people and \\ntheir activities.</td>\n      <td>2.  observe and describe examples of accelerating objects at school and in the local \\ncommunity, including objects that show uniform circular motion; \\n3.  construct and annotate distance-time graphs and velocity-time graphs to \\nrepresent uniform and non-uniform acceleration; \\n4.  describe kinetic energy as the movement of objects or particles, and potential \\nenergy as energy stored due to the position of objects or particles; \\n5. \\nidentify examples of everyday situations that demonstrate: \\na.  kinetic energy being transformed to potential energy, and \\nb.  potential energy being transformed to kinetic energy; \\n6.  recognize that work is done when a force causes the displacement of an object; \\n7.  recognize that power is the rate of doing work; \\n8.  explain that the mechanical energy of an object is the sum of the kinetic energy \\nand the potential energy available to do work; \\n9.  describe conservation of energy in everyday situations involving gravity, such as \\nwhen objects fall; \\n10. gather information from secondary sources to explain how potential energy \\nstored in lakes and dams in the Philippines is used to produce kinetic energy to \\ngenerate electricity for use in homes, communities, and industry; and \\n11. carry out guided investigations to describe and illustrate the reflection of light \\nusing plane and curved mirrors and the refraction of light using transparent \\nblocks, lenses, and prisms with examples from everyday applications.</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners demonstrate understanding of the technical meaning of acceleration and apply their understanding to \\neveryday situations involving motion. They represent and interpret acceleration in distance-time and velocity-time graphs to make \\npredictions about the movement of objects. Learners link motion to kinetic energy and potential energy and explain transformations between \\nthem using everyday examples. Learners relate understanding of kinetic energy and potential energy to an appreciation of the hydro-electric \\nresources of the Philippines for the generation of electricity for use in homes, communities, and industries. They use scientific investigations \\nto explore the properties of light and apply their learning to solving problems in everyday situations.</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>Suggested Performance Tasks \\nMake a working model of a party light that uses batteries as the power source. Describe the scientific ideas that you have utilized to change \\nthe properties of light.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 35, "chroma:document": "The table presented provides a comprehensive overview of the learning content and competencies related to the science curriculum for Grade 9 during the first quarter, specifically focusing on the themes of force, motion, and energy. It outlines essential topics that students are expected to learn, including Newton's laws, various energy forms such as kinetic and potential energy, work and energy, renewable energy, and the properties of light. These concepts form the foundation of physical sciences and are crucial for students to understand the fundamental principles governing motion and energy transformations.\n\nIn addition to the topics, the table maps out detailed learning competencies that students should develop by the end of the quarter. This includes their ability to identify inertia and describe acceleration in practical situations, as well as to understand the relationship between force, acceleration, and mass through hands-on investigations. Furthermore, the curriculum emphasizes the importance of electricity, where learners are expected to demonstrate safe handling practices while constructing and analyzing electrical circuits. They are also required to explore the characteristics of electromagnetic radiation, which connects to real-world applications and technological advancements.\n\nMoreover, the table outlines performance standards and suggested performance tasks to evaluate students\u2019 understanding and application of the learned concepts. By the quarter's end, students are anticipated to demonstrate a technical understanding of acceleration in real-life situations and learn how energy transformations occur between kinetic and potential forms. One proposed activity involves creating a working model of a party light that operates on battery power, encouraging students to apply their scientific knowledge to manipulate light properties effectively. This structured approach ensures students not only grasp theoretical concepts but also engage in practical experiments that cultivate critical thinking and problem-solving skills in everyday contexts."}


created_at: 2025-04-28 08:51:57
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p52-c36-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 52, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td></td>\n      <td>5.  The interaction between \\nthe Sun, Earth, and Moon \\ncauses tides.</td>\n      <td>a. \\nhow typhoons develop, and \\nb.  why the Philippines is prone to typhoons; \\n8. \\nuse a map and a record of tracking data to trace the path of typhoons that enter \\nthe Philippine Area of Responsibility (PAR); \\n9. \\ndiscuss how bodies of water and landforms affect typhoons; \\n10. gather information from the Department of Science and Technology (DOST) and \\nother reliable websites to identify how authorities support communities affected \\nby typhoons; \\n11. relate the relative movements of the Earth, Moon, and Sun with the occurrence \\nof tides; and \\n12. draw on information from secondary sources to identify situations where tidal \\ndifference could be exploited to generate renewable energy.</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners demonstrate an appreciation of the large-scale features of the \u2018blue planet\u2019 Earth and relate those features \\nto the geological characteristics of the upper crustal layers of the Earth. They identify and describe the nature and impact of volcanic activity \\nin building new crust and identify that these crust forming processes account for patterns and changes in the distribution of volcanoes, \\nearthquakes, and mountain chains that have occurred over time. Learners draw on their understanding of the relationships between \\nlandforms and oceans to explain the formation and impacts of typhoons. They also identify that predictable interactions of the Sun-Earth-\\nMoon system result in tidal effects.</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>Suggested Performance Task \\nDesign and construct a model house to withstand a simulation of wind speed in a typhoon, test the model, and redesign if needed.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 36, "chroma:document": "The provided content reveals an educational framework aimed at deepening learners' understanding of various scientific concepts, particularly in relation to natural phenomena like tides and typhoons, as well as the geological features of Earth. Within this framework, performance standards outline expectations for students to grasp the large-scale attributes of the planetary system, with an emphasis on recognizing the dynamics between the Sun, Earth, and Moon. This interplay is crucial for understanding tidal movements, which are highlighted as significant for generating renewable energy.\n\nThe table indicates specific performance standards and suggested activities that learners can engage in during the quarter. For instance, students are expected to demonstrate an appreciation for the Earth's geological features, relating them to volcanic activities and their implications on the crust. They will also learn to describe the relationship between landforms and oceanic dynamics in the context of typhoons. Each entry in the table corresponds to key learning topics and performance tasks, such as investigating the development of typhoons, assessing their impact on different geographical formations, and collecting data from resources like the Department of Science and Technology (DOST). \n\nAdditionally, a suggested performance task includes the design and construction of a model house intended to withstand simulated high wind speeds during a typhoon, allowing students to apply their theoretical knowledge in a practical setting. This hands-on activity reinforces their comprehension of wind resistance and structural integrity in relation to natural disasters. The collective approach of linking theory to practical application encourages a holistic understanding of these scientific principles, preparing learners not only to grasp the mechanics of Earth\u2019s systems but also to consider their relevance to real-world challenges."}


created_at: 2025-04-28 08:51:57
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p50-c37-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 50, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 8 SECOND QUARTER- Science of Materials</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Use of timelines \\nand charts \\n2.  The Atomic Model \\n3.  Subatomic \\nparticles \\n4.  Elements and \\ncompounds \\n5.  The Periodic table</td>\n      <td>1.  The use of timeline and \\ncharts can illustrate \\nscientific knowledge of the \\nstructure of the atom has \\nevolved over time. \\n2.  The current structure of \\nthe atom includes \\nsubatomic particles, their \\nsymbol, mass, charge, \\nand location. \\n3.  Elements and compounds \\nare identified as pure \\nsubstances. \\n4.  The periodic table is a \\nuseful tool to determine \\nthe chemical properties of \\nelements.</td>\n      <td>1. develop a timeline for the historical background of the development of the current \\nAtomic Model that identifies tiny particles as atoms; \\n2. draw the structure of an atom in terms of the nucleus and electron shells; \\n3. differentiate the subatomic particles protons, neutrons, and electrons in terms of \\ntheir symbol, mass, charge, and location within an atom; \\n4. describe the properties of pure substances as:  \\na.  having fixed chemical composition, examples of which are elements and \\ncompounds, and  \\nb. that all the atoms of an element have a unique number of protons; \\n5. discuss the significant contributions of early scientists in the development of the \\nperiodic table; \\n6. identify the names and symbols of the first 20 or several common elements of the \\nperiodic table; \\n7. explain that the arrangement of elements in the periodic table as 7 periods and 18 \\ngroups is based on their atomic structure and chemical properties, such as \\nreactivity; \\n8. explain that the electron structure of an atom determines its position on the \\nperiodic table; \\n9. calculate the number of protons, neutrons, and electrons in the atom of several \\nelements, such as aluminum; and \\n10. \\nexplain that the elements within a group in the periodic table have the same \\nnumber of valence electrons.</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 37, "chroma:document": "The table presents a structured overview of the Grade 8 Science curriculum for the second quarter, specifically focusing on the science of materials. It is divided into two main sections: Content Standards and Learning Competencies. In the first section, the content outlines key topics that learners will study, which include the use of timelines and charts to illustrate scientific knowledge, an exploration of atomic models, an introduction to subatomic particles, and a study of elements and compounds alongside the periodic table.\n\nIn the Content Standards subsection, learners are encouraged to understand how scientific knowledge about the atom's structure has evolved over time. This includes recognizing the current structure of the atom, which encompasses subatomic particles such as protons, neutrons, and electrons, and understanding their respective symbols, masses, charges, and locations. Additionally, learners will identify elements and compounds as pure substances and utilize the periodic table as a vital tool for determining the chemical properties of these elements.\n\nTransitioning to the Learning Competencies, the table outlines specific objectives for learners to achieve by the end of the quarter. These competencies include developing a timeline detailing the historical evolution of the atomic model, drawing the structure of an atom, differentiating between subatomic particles, and describing the characteristics of pure substances. Furthermore, learners are tasked with discussing significant contributions made by early scientists to the periodic table, identifying the names and symbols of the first 20 elements, and explaining the periodic table's arrangement based on atomic structures and chemical properties. Essential calculations regarding protons, neutrons, and electrons in various elements, as well as insights into group properties in the periodic table concerning valence electrons, are also highlighted as vital learning goals for students."}


created_at: 2025-04-28 08:52:00
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p52-c38-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 52, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 8 FOURTH QUARTER - Force, Motion, and Energy</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Acceleration</td>\n      <td>1.  Forces cause objects to \\naccelerate.</td>\n      <td>1. \\nidentify that forces cause objects to accelerate, and that acceleration of an object \\nis its rate of change of velocity;</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 38, "chroma:document": "The provided table focuses on the Grade 8 curriculum for the Fourth Quarter, specifically addressing the themes of Force, Motion, and Energy. It is structured into three primary columns, where the first column details various contents related to acceleration, the second column outlines content standards that learners are expected to grasp, and the third column lists the specific learning competencies for students. The first row establishes the overarching topic of the curriculum, which is designated for the fourth quarter of the academic year. \n\nWithin the content section, the table begins with the concept of \"Acceleration,\" emphasizing that forces are responsible for causing objects to accelerate. This aligns closely with the surrounding context, which elaborates on the nature of acceleration, illustrating its dependence on changes in the magnitude or direction of an object's velocity. The content standards articulate that learners will become familiar with the principle that forces induce acceleration, while the learning competencies provide actionable objectives; specifically, students are expected to identify that these forces result in acceleration and understand that acceleration quantifies the rate of change of velocity for an object.\n\nThe table continues to detail further aspects of motion and energy, mirroring the academic themes noted in the context. For instance, beyond acceleration, concepts such as kinetic energy and potential energy are likely to be integrated into the curriculum. The focus is on how energy transformations occur between kinetic and potential forms, particularly in real-life applications such as the generation of electricity from hydroelectric resources in the Philippines. This structured format not only emphasizes the technical standards and competencies learners must achieve but also provides a clear roadmap for educators to measure students\u2019 understanding and application of scientific principles related to motion and energy transformations. The integration of suggested performance tasks encourages hands-on learning and application of scientific ideas, demonstrating a comprehensive approach to teaching these fundamental concepts."}


created_at: 2025-04-28 08:52:01
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p55-c39-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 55, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td></td>\n      <td></td>\n      <td>12. identify practical applications of electromagnetic radiation, such as radio waves \\nused in telecommunications, and x-rays and gamma rays in medicine; and \\n13. gather information from secondary sources to explain the harmful effects that \\nEMR can have on living things.</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners demonstrate a practical understanding of Newton\u2019s three laws of motion to describe relationships between \\nvariables and use these to explain everyday application of Newton\u2019s laws. Through practical investigations, learners demonstrate qualitative \\nunderstanding of the features of electricity and apply their understanding of electrical circuitry in homes. Learners exhibit skills in gathering \\ninformation from secondary sources to describe the frequencies across the electromagnetic spectrum and identify practical applications and \\ndetrimental effects that electromagnetic radiation may have on living things.</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>Suggested Performance Tasks \\nA. Design a model vehicle from recycled materials using the Law of action-reaction to carry a 15-gram payload over a 5-meter displacement. \\nDescribe the forces interacting and the motions evident when your vehicle is moving, including any vectors that are relevant. \\nB. Use secondary sources regarding problems associated with the distribution of electrical energy from power plants to homes. Use the \\nfindings to develop a system that can address the problems. \\nC. Develop a poster that identifies the useful and dangerous attributes of the 7 main energies of the EMS.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 39, "chroma:document": "The content surrounding the table highlights various educational objectives and performance standards linked to the scientific understanding of the Earth, the Solar System, and the applications of electromagnetic radiation in contemporary society. It is contextualized within a broader framework of studying the geological history of Earth, the mechanisms behind the movement of the lithospheric plates, and the introduction of space technologies for exploring celestial phenomena.\n\nThe table is structured with a grid layout, where each row corresponds to specific learning outcomes or standards related to physics and Earth sciences. The first row's contents detail various performance standards intended for students by the end of the quarter. Here, learners are expected to develop a nuanced understanding of Newton's three laws of motion, particularly in their application to real-world scenarios. This includes practical investigations that allow students to quantify their grasp of electrical features and circuitry while being aware of the electromagnetic spectrum's implications on living beings. Such educational outcomes aim to foster analytical skills necessary for evaluating the relationships between variables, crucial in both scientific education and real-life applications.\n\nIn the subsequent rows, suggested performance tasks provide specific scenarios for learners to engage with complex scientific principles. For instance, students are encouraged to design model vehicles using the Law of Action-Reaction, promoting hands-on application of theoretical concepts. The second task emphasizes researching electrical energy distribution challenges and devising solutions based on secondary sources, illustrating the importance of innovation in practical contexts. Lastly, developing a poster to identify the characteristics of various energy types within the Electromagnetic Spectrum demonstrates a creative approach to synthesizing and presenting scientific knowledge. Altogether, these engagements reflect a comprehensive educational strategy that seeks not only to inform but to enable students to critically examine the dynamic interactions within our environment and beyond."}


created_at: 2025-04-28 08:52:01
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p56-c40-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 56, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>5.  Origin of the \\nSolar System \\n6.  Space \\nTechnologies</td>\n      <td>2.  The movement of \\nlithospheric plates \\nprovides a theory for \\nunderstanding Earth\u2019s \\ngeological history. \\n3.  The geological time scale \\norganizes major stages in \\nthe history of the Earth \\nover more than 4 billion \\nyears. \\n4.  Radioactive decay of \\nmaterial inside the Earth \\nsince it was formed is its \\ninternal source of energy. \\n5.  The Earth\u2019s interior is \\nmade up of layers of \\nvarying characteristics. \\n6.  Models represent the size, \\nstructure, and \\nrelationship of \\ncomponents of the Solar \\nSystem \\n7.  Observable evidence and \\nmodels help explain the \\nnature and origin of the \\nSolar System.</td>\n      <td>4. \\ndescribe how fossils can be used for dating the age of rocks and sediments; \\n5. \\ndescribe how relative and absolute dating techniques are used to determine the \\nsubdivisions of geologic time; \\n6. \\nexplain how the geologic time scale helps to recount the history of the Earth; \\n7. \\ndescribe how seismic wave data has been used to develop a model for the \\ninternal structure and composition of the Earth; \\n8. \\ncreate a scale drawing to represent relative thicknesses of the layers of Earth\u2019s \\ninterior, including the crust, lithosphere, asthenosphere, mantle, outer core, and \\ninner core; \\n9. \\ndistinguish among comets, meteoroids, asteroids, and dwarf planets, and \\ndescribe how they help us to understand the nature and formation of the Earth \\nand the Solar System; \\n10.  gather information from secondary sources to discuss the regular occurrence of \\nmeteor showers; and \\n11.  explain how modern research about celestial objects uses new space technologies \\nincluding telescopes and space probes.</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners exhibit skills in evaluating information from secondary sources, and draw on their scientific \\nunderstanding of the location and geological setting of the Philippines to explain its unique landforms and dynamic geologic activity in a \\nglobal context. They demonstrate an appreciation of the size and scale of the Earth and describe evidence for a dynamic Earth over its long \\ngeological history as well as the evidence that is used to build a model for the internal structure of the Earth. Learners demonstrate curiosity \\nand open-mindedness in extending their knowledge and understanding of the dynamic Earth to evaluate evidence for theories for the \\nformation of the Solar System. They describe modern scientific processes and technologies that are used by scientists to investigate the \\nnature and evolution of the Solar System and Universe.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 40, "chroma:document": "The content presented in the table pertains to the GRADE 9 THIRD QUARTER curriculum for Life Science, with a specific emphasis on the conceptual themes related to the origin of the Solar System and associated space technologies, alongside Earth's geological history and structure. The first row outlines critical subject areas, including the origin of the Solar System and space technologies, followed by essential details about the movement of lithospheric plates, the geological time scale, and the internal energy sources of the Earth. These points underscore the significance of understanding geological processes in relation to Earth's development over millennia.\n\nThe second row elaborates on performance standards expected from learners by the end of the quarter. It emphasizes the necessity for students to evaluate information sourced from secondary materials while applying their scientific knowledge to articulate the unique geological features of the Philippines within a broader geological context. Key expectations include a demonstration of curiosity regarding Earth\u2019s dynamic characteristics, evidenced through scientific processes and technologies used to explore the formation of the Solar System and the universe. This comprehensive approach aims to instill an appreciation in learners for both the scale of Earth and the scientific methodologies that contribute to our understanding of its history and structure.\n\nAdditionally, specific learning competencies are highlighted that detail the practical skills and knowledge students are expected to acquire. These include understanding the double helix structure of DNA, explaining traits transmission through genes and chromosomes, as well as analyzing the impacts of human activities on biodiversity across various ecosystems in the Philippines. The curriculum ultimately seeks to foster a holistic understanding of life science while intertwining critical themes such as biodiversity, DNA mutations, and human environmental impact, showing an integrated approach to scientific education at this level."}


created_at: 2025-04-28 08:52:02
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p54-c41-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 54, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 9 FIRST QUARTER- Force, Motion, and Energy</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\n \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Newton's Laws \\n2.  Force and energy \\n3.  Electric current \\n4.  Electrical circuits \\n5. \\nInterpreting \\npatterns in data \\n6.  Electromagnetic \\nwaves</td>\n      <td>1.  Newton\u2019s laws explain \\nand predict how objects \\nmove due to the forces \\nthat act on them. \\n2.  Electricity is a flow of \\nelectrons and can be \\nmeasured and \\nunderstood using current, \\nvoltage, and resistance in \\ncircuits. \\n3.  Electromagnetic radiation \\ntravels using transverse \\nwaves of different \\nwavelengths. \\n4.  Scientists and engineers \\nuse electromagnetic \\nradiation to design \\nmodern technologies that \\nbenefit people and \\nsociety.</td>\n      <td>1. \\nidentify inertia as the tendency for an object to stay at rest or in motion unless \\nacted on by an unbalanced net force; \\n2. \\ndemonstrate in practical situations and describe that acceleration is a change \\nin speed and/or direction as the result of a net force; \\n3. \\ninvestigate the relationship among force, acceleration, and mass; \\n4. \\nexplain that when any two objects interact, there are equal but opposite forces \\nexerted between them, which is evident in many practical situations and \\napplications; \\n5. \\nobserve and identify action-reaction pairs in everyday situations such as \\nstepping off a boat, or a book on a table, and draw force diagrams to explain \\nhow the pairs affect the motion of objects; \\n6. \\nidentify that electricity is a flow of electrons and show appreciation for the need \\nto observe safe measures in handling electricity; \\n7. \\nparticipate in guided investigations to infer the relationship among current, \\nvoltage, and resistance in assembled series and parallel circuits with varying \\nnumber of loads and battery; \\n8. \\ndraw diagrams of and assemble series and parallel circuits, showing switch, \\nbattery, loads/resistors, ammeter, and voltmeter; \\n9. \\ncollaborate in a class discussion to recognize the advantages and limitations of \\nusing series or parallel circuits; \\n10. describe electromagnetic radiation (EMR) as energy that is created by the \\nvibrations of electrically charged particles which allows it to travel through \\nmaterials or space as transverse waves; \\n11. compare the relative wavelengths and frequencies of different types of \\nelectromagnetic waves, including radio waves, microwaves, infrared, visible \\nlight, ultra-violet, x-rays, and gamma radiation;</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 41, "chroma:document": "In the content framework laid out for the GRADE 9 FIRST QUARTER focusing on Force, Motion, and Energy, the table categorizes essential topics and their corresponding content standards and learning competencies. It begins by outlining a series of fundamental concepts the learners are expected to grasp, which include Newton's Laws of motion, the dynamics of force and energy, understanding electric currents, and the workings of electrical circuits, among other topics. Additionally, it acknowledges the pivotal role of electromagnetic waves and emphasizes the significance of interpreting patterns in data, pointing to a comprehensive approach to learning these concepts.\n\nThe learning competencies articulated in the second column extend the foundational topics into specific skills and understanding that learners will develop during the quarter. For instance, students will identify inertia as the tendency of an object to maintain its state of rest or motion unless influenced by an unbalanced net force. They will engage in practical demonstrations to elucidate how acceleration results from net forces acting on objects, and they will explore the reciprocal nature of forces through action-reaction principles established in real-world scenarios. The competencies also outline a commitment to safety when handling electricity as well as an engagement in empirical investigations to understand the relationships among current, voltage, and resistance in electrical circuits.\n\nFurthermore, a crucial aspect of the learners' development is the exploration of electromagnetic radiation (EMR). The curriculum encourages students to describe EMR as energy generated through the vibrations of electrically charged particles, facilitating its travel as transverse waves through various mediums, including space. They will also delve into a comparative analysis of the different types of electromagnetic waves, such as radio waves, microwaves, infrared, visible light, ultraviolet, x-rays, and gamma rays, focusing on their respective wavelengths and frequencies. This comprehensive overview encapsulates a thorough pedagogical strategy aimed at fostering a deep understanding of physical science concepts and their practical applications in everyday life."}


created_at: 2025-04-28 08:52:02
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p57-c42-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 57, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 9 THIRD QUARTER - Life Science</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  DNA replication \\nand mutations \\n2.  Biodiversity and \\nendangered species \\n3.  Types of \\necosystems in the \\nPhilippines</td>\n      <td>1.  Transmission of traits is \\ndetermined by DNA, \\ngenes, and chromosomes. \\n2.  High biodiversity means \\npopulations are more \\nlikely to overcome adverse \\nconditions. \\n3.  Human activities can \\nadversely affect animals \\nand plants in a variety of \\necosystems.</td>\n      <td>1.  use models and labeled diagrams to represent the double helix structure of DNA \\n(deoxyribonucleic acid); \\n2. \\nexplain the role of DNA, genes, and chromosomes in the transmission of traits; \\n3. \\ndescribe mutations as changes in DNA or chromosomes and discuss some of the \\nfactors that cause mutations, such as infectious agents, radiation, and \\nchemicals; \\n4.  use information from secondary sources to explain the beneficial, harmful, and \\nneutral effects of mutations; \\n5. \\nexplain the advantage of high biodiversity in maintaining the stability of an \\necosystem during difficult conditions, such as food shortages, disease, and \\nclimate change; \\n6.  use information from secondary resources to classify animals and plants of the \\nPhilippines as critically endangered, endangered, or vulnerable species; \\n7. \\ndiscuss as a class how threats to biodiversity can lead to species extinction; \\n8.  use information from secondary sources to research how to protect and conserve \\nendangered and/or economically important species in the local community; \\n9. \\ndescribe using labeled diagrams the biotic and abiotic features of tropical \\nrainforests, swamps, estuaries, mangrove forests, and coral reefs; \\n10. use information from secondary sources to describe the possible effects of human \\nactivities, such as deforestation, pollution, and introduction of invasive species, \\non living things in an ecosystem; and</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 42, "chroma:document": "The provided content presents a structured overview of the Grade 9 science curriculum, specifically focusing on Life Science for the third quarter. The table organizes two key components: content standards and learning competencies across various topics. In the context of scientific education, learners are expected to delve into essential themes such as DNA replication, mutations, biodiversity, endangered species, and the types of ecosystems found in the Philippines.\n\nIn the leftmost column of the table, the overarching content themes for the third quarter are outlined. These include a comprehensive exploration of DNA replication and mutations, as well as a detailed study of biodiversity and its implications for endangered species within Philippine ecosystems. Moving to the adjacent columns, the content standards elaborate on what learners are expected to understand, highlighting critical concepts such as the determination of trait transmission through DNA, genes, and chromosomes. It also stresses the importance of high biodiversity in bolstering the resilience of populations against adverse environmental conditions and the negative impacts of human activities on various ecosystems.\n\nComplementing the content standards, the column designated for learning competencies specifies the practical skills and knowledge that students should acquire. These include the ability to use models and labeled diagrams to represent the double helix structure of DNA and to articulate the role that DNA and mutations play in the transmission of traits. Furthermore, students are encouraged to leverage secondary sources to classify species based on their conservation statuses and to discuss the broader impact of human activities, such as deforestation and pollution, on living organisms. This educational framework underlines the importance of scientific investigation, ecological awareness, and proactive measures to protect biodiversity, particularly in the context of the Philippines' rich but threatened ecosystems."}


created_at: 2025-04-28 08:52:03
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p58-c43-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 58, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>11. plan to conduct a survey to explore the possibilities for minimizing the negative \\nimpacts of human activities on an ecosystem.</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners describe that the transmission of traits is determined by DNA, genes, and chromosomes. They explain \\nthat high levels of diversity help to maintain stability of an ecosystem. They research to classify critically endangered plants and animals of \\nthe Philippines and to identify strategies to protect and conserve them.  They use drawings and diagrams to describe features of typical \\nPhilippine ecosystems and they conduct a survey to explore possibilities to minimize the impact of human activities.</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>S\\nuggested Performance Task/s \\nA. Write a report on an environmental action group analyzing their principles and their actions or activities regarding the human impact on \\nthe biosphere. \\nB. Conduct a research project on a specific Philippine ecosystem and investigate its biodiversity, ecological interactions, and conservation \\nchallenges. Present your research findings through a scientific report or multimedia project.</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 43, "chroma:document": "The table presented outlines critical performance standards and suggested tasks for Grade 10 students, focusing on the exploration of ecosystems and the impacts of human activities on them. In the first row, the table mentions a plan to conduct a survey aimed at identifying strategies for minimizing the negative impacts that human actions can have on ecosystems. This survey highlights the proactive approach students are encouraged to take in understanding and mitigating ecological damage.\n\nThe second row emphasizes the performance standards that learners are expected to achieve by the end of the quarter. Students are tasked with describing how traits are transmitted through DNA, genes, and chromosomes, while also recognizing that biodiversity is vital for the stability of an ecosystem. It indicates a need for research into critically endangered plants and animals in the Philippines, and the development of strategies to aid in their protection and conservation. Additionally, students are encouraged to create drawings and diagrams to illustrate the characteristics of typical ecosystems found in the Philippines, as well as to conduct surveys to evaluate how human activities affect these environments.\n\nIn the final row of the table, suggested performance tasks are laid out. The first task involves writing a report on an environmental action group, analyzing their principles and activities concerning human impacts on the biosphere. The second task requires students to undertake a research project focused on a specific Philippine ecosystem to investigate its biodiversity, ecological interactions, and challenges related to conservation. This project culminates in the presentation of research findings, which can be delivered as a scientific report or a multimedia project. Overall, the structure of the table reinforces a comprehensive educational framework aimed at fostering an understanding of ecological challenges and driving engagement through practical tasks."}


created_at: 2025-04-28 08:52:03
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p58-c44-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 58, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 9 FOURTH QUARTER- Science of Materials</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Valid and reliable \\ninvestigations \\n2.  Chemical bonding \\n3. \\nIonic compounds \\n4.  Covalent \\ncompounds \\n5.  Metallic bonds \\n6.  Chemical formula</td>\n      <td>1.  Valid and reliable \\nscientific investigations \\ninclude identification and \\ncontrol of variables. \\n2.  Formation or breaking \\ndown of ionic or covalent \\nbonds results in a \\nchemical change. \\n3.  Bonds are formed \\nbetween atoms either by</td>\n      <td>1. \\ncarry out a valid and reliable scientific investigation to show the formation of a \\nnew substance, such as formation of a carbonate (carbon dioxide in limewater), \\nor formation of a precipitate (from silver nitrate solution); \\n2. \\nexplain that the formation of new bonds or the breaking of existing bonds \\nconstitutes a chemical change and the formation of a new substance; \\n3. \\ndescribe a valence electron as an electron in the outer shell of an atom that can \\ntake part in formation of bonds; \\n4. \\nidentify the number of valence electrons of oxygen based on its position in the \\nperiodic table;</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 44, "chroma:document": "The provided table outlines the educational objectives and content for Grade 9's Fourth Quarter Science curriculum, specifically focusing on the Science of Materials. This section emphasizes the importance of valid and reliable scientific investigations, chemical bonding, and the classification of different types of compounds, including ionic, covalent, and metallic bonds. These concepts are crucial for students to understand how substances interact at a fundamental level, particularly in the context of chemical changes that occur during bonding processes.\n\nIn the first column, titled \"Content,\" various key topics are presented, such as the principles of conducting valid experiments and the nature of chemical bonding. For instance, it highlights that bonds can be formed or disrupted between atoms, leading to significant chemical changes. The essential role of valence electrons\u2014those outer shell electrons that engage in bonding\u2014is emphasized, showcasing their importance in determining the nature of bonds formed between different elements. This section prepares students to not only perform experiments but also grasp theoretical foundations that underlie chemical interactions.\n\nThe second and third columns detail specific content standards and learning competencies that learners are expected to master. The objectives range from conducting reliable investigations to demonstrating an understanding of how ionic and covalent bonds are formed and the conditions under which these reactions occur. One of the activities suggested involves students carrying out experiments that showcase the formation of new substances, such as observing the reaction of carbon dioxide with limewater. Ultimately, the table serves as a comprehensive roadmap for educators, guiding them in delivering critical concepts within the unit while fostering students' investigative skills and understanding of material science principles."}


created_at: 2025-04-28 08:52:04
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p59-c45-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 59, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td></td>\n      <td>sharing or transferring of \\nelectrons. \\n4.  The type of bond formed \\ndetermines whether the \\nresult is a covalent or \\nionic compound. \\n5.  Symbols for the elements \\nare used as a basis for \\nwriting chemical formula \\nof compounds. \\n6.  The properties of pure \\nsubstances depend on the \\ntype of bonding within \\nthem.</td>\n      <td>5. \\nexplain the formation of ions as either the loss or gain of electrons to produce \\nionic bonds, using examples, such as the formation of sodium chloride; \\n6.  write the chemical formula and chemical names of some common ionic \\ncompounds, including sodium chloride (NaCl), magnesium oxide (MgO), \\npotassium chloride (KCl) and magnesium chloride (MgCl2); \\n7. \\nexplain the formation of covalent bonds using a molecule of water and a molecule \\nof carbon dioxide; \\n8.  write the chemical formula and chemical name of some common covalent \\ncompounds, including water (H2O), carbon dioxide (CO2), and ammonia (NH3); \\n9. \\nshow by using models that ionic compounds form crystalline structures whereas \\ncovalent compounds form individual molecules; \\n10. explain properties of metals in terms of their structure and metallic bonding (sea \\nof electrons model); and \\n11. investigate the properties of ionic, covalent, and metallic substances, such as \\nmelting point, hardness, electrical and thermal conductivity.</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners carry out a valid and reliable scientific investigation showing the formation of a new substance. They \\ndemonstrate an understanding of the significance of the valence electron of an element in the formation of bonds and identify bonds as ionic, \\ncovalent, or metallic. They use their knowledge of the symbols of elements to write the formula for a number of common compounds.  They \\ndraw models of possible structures of ionic compounds and research the properties of ionic, covalent, and metallic substances. They use \\ncartoons/comic strips to create interesting learning tools.</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>Suggested Performance Task/s \\nCreate a cartoon/comic strips portraying the main characters as \u201cionic\u201d, \u201ccovalent\u201d, and \u201cmetallic\u201d bonds. The cartoon should communicate \\neach character\u2019s role in holding atoms and/or molecules together and may show what happens to them in the way the substances are used \\nin everyday life.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 45, "chroma:document": "The table comprises three primary rows, each detailing different aspects related to the scientific concepts of bonding in chemistry. In the first row, significant insights into the nature of electron sharing and bond formation are discussed. It emphasizes that the type of bond formed plays a crucial role in determining whether the resulting compound is ionic or covalent. Moreover, it mentions the importance of element symbols as a foundation for writing chemical formulas for compounds, and notes that the properties of pure substances depend heavily on the nature of the bonding between their components. This indicates a foundational understanding of how elements interact within chemical compounds.\n\nAdditionally, the table outlines expectations for students concerning their learning competencies. These competencies include the need for students to explain the formation of ions through electron loss or gain, with practical examples like sodium chloride. They are also expected to write chemical formulas and names for common ionic compounds such as sodium chloride (NaCl) and magnesium oxide (MgO) and to describe covalent bond formation using examples like water (H2O) and carbon dioxide (CO2). The focus on activities such as model representations of ionic versus covalent compounds further suggests a hands-on approach to understanding chemical structures and properties.\n\nThe performance standards and suggested tasks in the second and third rows highlight the expected proficiency of learners by the end of the instructional quarter. Students are expected to conduct valid scientific investigations to demonstrate their understanding of substance formation, the significance of valence electrons in bond formation, and to identify the properties of various bonds. The suggested performance task invites creativity, as students are encouraged to express their understanding through cartoon or comic strip creations that personify different types of bonds, showcasing their roles in holding atoms and molecules together. This integrative approach enriches the learning experience, combining scientific knowledge with artistic expression."}


created_at: 2025-04-28 08:52:04
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p60-c46-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 60, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>1.  Plate Tectonics \\n2.  Global climate \\n3.  Global interactions \\n4.  Global and local \\nSustainability</td>\n      <td>1.  Current models explain \\ntectonic plate movement as \\npart of a gravity-driven \\nconvection system that \\npushes young hot plates \\naway from spreading ridges \\nand pulls old cold plates \\ndown into subduction \\nzones. \\n2.  Plate movements and \\ncontinental evolution \\naccount for the major \\nsurface features of the \\nEarth. \\n3.  Climate change and its \\nimpacts on the \\nenvironment and people \\npose serious challenges \\nwhich require solutions \\nand action at local and \\nglobal levels. \\n4.  The rich natural resources \\nof the Philippines require \\nsustainable management.</td>\n      <td>1. \\nidentify modern scientific processes used to detect and measure the \\ndisplacement of tectonic plates; \\n2. \\ndescribe the structures, movements and events that occur at each type of plate \\nboundary; \\n3. \\nidentify the locations of major mountains, faults, volcanos, and ocean trenches \\nusing a map of the Philippine Archipelago, and interpret the features in relation \\nto plate tectonics; \\n4. \\npredict the position and shape of the Philippine Archipelago in 50 million years, \\nbased on the current velocity of the Philippine Plate; \\n5. \\ngather information from secondary sources to describe and explain what \\nmechanisms that drive the movement of tectonic plates including the role of the \\nasthenosphere; \\n6. \\nexplain how the subduction of an oceanic plate impacts on the plate above it; \\n7. \\nexplain how plate tectonics can be used to explain the formation of the largest \\nmountain ranges on Earth including the Himalayas and the Andes mountains; \\n8. \\nidentify evidence of global warming and climate change; \\n9. \\nidentify the role of greenhouse gases in enhanced global warming and climate \\nchange; \\n10. describe how global climatic phenomena, such as the El Ni\u00f1o Southern \\nOscillation, may impact weather systems; \\n11. identify local impacts of global climate change and suggest ways that individuals \\ncan do to reduce the impact of global warming; and \\n12. explain how increased societal uses of renewable energies could mitigate the \\neffects of global climate change, including how the Philippines could make better \\nuse of its plentiful natural resources.</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 46, "chroma:document": "The table presented outlines crucial content and learning competencies for Grade 10 learners during the second quarter, focusing primarily on the themes of Plate Tectonics, Global Climate, Global Interactions, and Sustainability. The first column of the table categorizes the essential topics for study, emphasizing the dynamic nature of the Earth's surface, climate interactions, and sustainability as they pertain to the Philippines. Specifically, it highlights the significance of understanding how tectonic plate movements are part of a gravity-driven convection system, which not only shapes the major surface features of the Earth but also plays a vital role in climate change and its consequential impacts on both the environment and humanity.\n\nIn the second column, the content standards delve deeper into what learners are expected to understand concerning these subjects. It outlines current models of tectonic plate movement and stresses the importance of sustainable management of the Philippines' rich natural resources. Furthermore, learners are encouraged to engage critically with the material to propose feasible solutions to the challenges posed by climate change. In the third column, the learning competencies are specifically designed to guide learners' investigations and practical applications of their knowledge. These include identifying scientific processes for measuring tectonic plate displacement, describing structures and movements at plate boundaries, and predicting future changes in the Philippine Archipelago. They are also tasked with gathering information on mechanisms driving plate movements and analyzing their implications for global warming and climate change, thereby linking local actions to broader environmental issues.\n\nOverall, the table serves as a framework for both educators and learners, providing clarity on the key concepts and competencies necessary to navigate the complex interplay between Earth's geological phenomena and contemporary climate challenges. The structured approach equips students with the critical thinking skills needed to make informed predictions and develop responsible behaviors toward resource management in their communities while correlating their understanding of geological processes with global environmental issues."}


created_at: 2025-04-28 08:52:05
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p55-c47-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 55, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 9 SECOND QUARTER - Earth and Space Science</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Scale, proportion \\nand quantity \\n2.  Plate boundaries \\n3.  Structure of the \\nEarth \\n4.  Geologic time</td>\n      <td>1.  Evidence for continents \\nmoving includes jig-saw \\nmatching of coastlines, \\nrock types, and the \\npresence of similar fossils \\nin places separated by \\nvast distance.</td>\n      <td>1. \\nidentify and explain evidence that current continents are separate parts of what \\nwas a single continent millions of years ago; \\n2. \\nparticipate in a collaborative group or class task to examine and describe the \\ntopographical and geological evidence for plate boundaries occurring in the area \\nwhere the Philippines is located; \\n3. \\ndescribe the types of plate boundaries found around the Earth;</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 47, "chroma:document": "The table presented in the context outlines the Grade 9 curriculum for Earth and Space Science, specifically focusing on the second quarter. It is structured into three main columns, with the first column indexing the rows and detailing specific educational content and learning competencies. The first row establishes that this section pertains to learners in Grade 9, emphasizing their study of Earth and Space Science. This foundational detail sets the stage for a deeper exploration of Earth's geological features and the various scientific principles that govern them.\n\nIn the second row, the content is divided into two significant areas: Content Standards and Learning Competencies. Under Content Standards, it highlights four key topics: Scale, proportion and quantity; Plate boundaries; Structure of the Earth; and Geologic time. Each of these topics is essential in providing a comprehensive understanding of Earth's geological history and features. For instance, the evidence for continental drift is underscored by the matching of coastlines, rock formations, and similar fossils found in geographically distant locations. This sets the groundwork for students to appreciate the dynamic nature of our planet\u2019s surface.\n\nThe third row of the table transitions into the specific Learning Competencies related to the aforementioned content. It lists the skills learners are expected to master, such as identifying and explaining evidence for the historical separation of continents, engaging in collaborative tasks to analyze regional geological evidence, and understanding the different types of plate boundaries existing around the globe. These competencies are designed to equip students with a critical framework for evaluating geological phenomena, fostering a deeper curiosity about Earth\u2019s composition and processes. Through these educational goals, learners are not only expected to grasp theoretical knowledge but also engage in practical explorations, enhancing their scientific understanding of the dynamic Earth and the vast expanse of the Solar System."}


created_at: 2025-04-28 08:52:05
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p61-c48-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 61, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 10 SECOND QUARTER - Force, Motion, and Energy</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners:</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Projectile motion \\n2.  Momentum and \\nCollisions \\n3.  Large-scale \\ngeneration and \\ndistribution of \\nelectricity \\n4.  Renewable and \\nnon-renewable \\nenergy</td>\n      <td>1.  Newton\u2019s laws can be used \\nto explain projectile motion \\nand collisions. \\n2.  Momentum in collisions \\nincreases as mass or \\nvelocity increases. \\n3.  The electric companies \\nprovides high voltage \\nelectricity through power \\ngeneration, transmission,</td>\n      <td>1. \\ninvestigate and describe the relationship among the projectile variables \\nincluding the angle and velocity of release, and projectile height and range, \\nusing everyday activities such as shooting basketballs or kicking footballs; \\n2. \\ndescribe different types of collisions as elastic or inelastic by providing some \\nexamples; \\n3. \\nuse models to investigate elastic or inelastic collisions and describe the forces \\ninvolved and their effects;</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 48, "chroma:document": "The table provided outlines the curriculum for Grade 10 students during the second quarter, focusing on the themes of Force, Motion, and Energy. It serves as a structured framework for the educational content that students are expected to engage with, highlighting key areas of learning, content standards, and competencies. The first row of the table identifies the overarching theme, clearly indicating that the students will explore various aspects of physics, specifically related to the motion of objects and the principles of energy generation.\n\nContent related to four primary topics is detailed under the 'Content' column, which includes Projectile Motion, Momentum and Collisions, Large-scale Generation and Distribution of Electricity, and Renewable and Non-renewable Energy. Each topic is paired with specific content standards that define the learning objectives. For instance, the table specifies that Newton's laws can elucidate the principles of projectile motion and collisions, emphasizing the connection between mass, velocity, and momentum in the context of collisions. Additionally, it underscores the importance of understanding how electric companies generate and transmit high voltage electricity, thus linking scientific principles to real-world applications.\n\nIn the column dedicated to Learning Competencies, the table outlines the expected investigative skills and understanding that learners should acquire. For example, students will engage in investigations to describe the relationships among projectile variables, such as the release angle and velocity, and their impact on height and range through relatable activities like sports. The table also promotes critical thinking by encouraging learners to classify collisions as elastic or inelastic, investigate these through models, and examine the forces at play. Overall, the table effectively encapsulates a comprehensive educational plan aimed at fostering critical thinking in students as they explore the impact of science on human activities and the environment, in alignment with the performance standards outlined in the accompanying context."}


created_at: 2025-04-28 08:52:05
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p64-c49-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 64, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 10 FOURTH QUARTER - Life Science</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Homeostasis \\n2.  Mechanisms of \\nevolution \\n3.  Biotechnology \\n4.  Ecosystem\u2019s \\ncarrying capacity</td>\n      <td>1.  Homeostasis is a self-\\nregulating process that \\nallows an organism to \\nmaintain stability.</td>\n      <td>1. describe homeostasis as a state of balance among all the body systems in humans \\nthat needs to be maintained for survival and proper functioning; its indicators \\ninclude body temperature, glucose level, and blood pressure; \\n2. explain how homeostasis is maintained through various feedback mechanisms, \\nboth positive and negative;</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 49, "chroma:document": "The table focuses on the educational content provided for Grade 10 students in the fourth quarter, specifically within the realm of Life Science. It highlights key learning themes that students are expected to engage with, including the concepts of homeostasis, mechanisms of evolution, biotechnology, and the carrying capacity of ecosystems. The leftmost column outlines major content areas, while adjacent columns delineate both content standards and learning competencies that illustrate precisely what learners should understand and be able to do by the end of the quarter.\n\nIn the section labeled \"Content,\" the table introduces the important themes. For instance, homeostasis is characterized as a self-regulating process that enables organisms to maintain stability, which encompasses essential indicators such as body temperature, glucose levels, and blood pressure. Following this, the corresponding learning competencies articulate that students should not only describe homeostasis but also delve into how these processes are maintained through various feedback mechanisms, including both positive and negative feedback. The additional topics also encompass the mechanisms of evolution and biotechnology, encouraging students to investigate the processes that drive evolutionary change while being introduced to the societal and environmental implications associated with biotechnological advances. The inclusion of ecosystem carrying capacity aims to foster an understanding of the limits that natural environments impose on population growth, guiding discussions around sustainability and ecological balance.\n\nOverall, the table serves as a structured guide for educators and students, outlining not only what content is essential but also what competencies are necessary for students to achieve a comprehensive understanding of the intricate relationships within biology. The themes presented resonate well with the accompanying context from the PDF, emphasizing the importance of understanding these biological principles as part of the learners' academic development and their ability to engage in informed discussions about the natural world and its complexities."}


created_at: 2025-04-28 08:52:06
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p63-c50-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 63, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>GRADE 10 THIRD QUARTER- Science of Materials</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Content</td>\n      <td>Content Standards \\nThe learners learn that:</td>\n      <td>Learning Competencies \\nThe learners\u2026</td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>1.  Chemical reactions \\n2.  Acids, bases, and \\nsalts. \\n3.  Types of chemical \\nreactions \\n4.  Chemical reactions \\nin the \\nenvironment. \\n5.  Chemical \\nequations \\n6.  Rates of reactions</td>\n      <td>1.  Several simple \\nobservations indicate if a \\nchemical reaction has \\ntaken place. \\n2.  Chemical indicators \\nproduce color changes with \\nacids, bases, and salts. \\n3.  Valid and reliable scientific \\ninvestigations identify the \\ndependent and \\nindependent variables and \\ncontrol other variables. \\n4.  Many types of chemical \\nreactions are important in \\nour daily lives and in the \\nbiotic and abiotic parts of \\nthe environment. \\n5.  Atoms rearrange during \\nchemical reactions but</td>\n      <td>1. \\ndescribe the indicators for a chemical reaction as color change, the formation of a \\nprecipitate, the release of gas, and or odor, or a change in temperature; \\n2. \\nidentify common acids, bases, and salts (e.g., hydrocholoric acid, sodium \\nhydroxide, and saline solution) using different indicators; \\n3. \\ndescribe important types of chemical reactions (combination, decomposition, \\nsingle replacement, double replacement); \\n4. \\nexplain how important types of chemical reactions, such as combustion, acids on \\nmetals, acids on carbonates, photosynthesis, and respiration, relate to or impact \\nthe natural and built environments using information from secondary sources; \\n5. \\nrecognize that scientists:  \\n     a. use chemical equations to describe chemical reactions, and  \\n     b. write equations in word form and using formula for common \\nchemical reactions; \\n6. \\nexplain that chemical equations demonstrate a rearrangement of atoms but the \\ntotal mass of the system remains the same during a chemical reaction; \\n7. \\napply the principles of conservation of mass to balance chemical equations; \\n8. \\nexplain the factors affecting the rates of chemical reactions as applied in food \\npreservation and materials production, control of fire, pollution, and corrosion; \\nand</td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 50, "chroma:document": "The table presented outlines the educational framework for Grade 10 students during the third quarter, specifically focusing on the Science of Materials. It details both the core content areas and the learning competencies that students are expected to achieve. The content section is divided into six main topics, including chemical reactions, acids, bases, and salts, as well as the various types of chemical reactions and their significance in both natural and human-made environments. The table emphasizes that students should gain a solid understanding of how chemical processes manifest in everyday life, including the role of chemical equations and the conservation of mass during reactions.\n\nIn the adjacent column labeled \"Content Standards,\" learners are instructed on several key principles. These include the observation of indicators that signal a chemical reaction, the use of color-change chemical indicators in the detection of acids, bases, and salts, and the importance of conducting valid scientific investigations that can successfully isolate independent variables while controlling others. The standards further highlight the significance of various chemical reactions, such as combustion and respiration, and how they connect to the environment, illustrating the broader implications of these concepts. \n\nLastly, the learning competencies column provides detailed expectations for students regarding their ability to articulate the signs of a chemical reaction, identify common acids and bases through indicators, explain various types of reactions, and balance chemical equations while adhering to the principle of conservation of mass. Students will also delve into the factors influencing the rates of chemical reactions, relating this knowledge to practical applications, such as food preservation and pollution control. Overall, this structured table serves as a comprehensive guide for educators and students alike, aligning academic goals with essential scientific principles relevant to their education."}


created_at: 2025-04-28 08:52:06
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p62-c51-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 62, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td></td>\n      <td>and distribution to many \\nparts of the archipelago. \\n4.  Responsible planning and \\ninnovation lead to efficient \\ngeneration and distribution \\nof electricity in the \\nPhilippines.</td>\n      <td>4. \\nexplain that momentum depends on the mass and the velocity of a moving \\nobject that can be used to predict the impact the object will have if it hits \\nanother object; \\n5. \\ncarry out guided investigations using different objects to describe momentum-\\nrelated relationships, such as the more momentum an object has, the harder \\nfor it to stop; \\n6. \\nidentify and explain that to change the momentum of an object, it is necessary \\nto apply a force on the object over a period of time; \\n7. \\ngather information from secondary sources to identify ways to reduce the \\nimpact of collisions such as seatbelts, airbags, and crumple zones in vehicles; \\n8. \\nidentify that momentum is conserved before and after the collision of objects; \\n9. \\ndescribe how high voltage electricity from power plants is generated and safely \\ndistributed to industries, businesses, and homes, including the role of \\nsubstations (grid stations), and electric meters; \\n10. \\ndescribe and explain the need for safety precautions in handling household \\nelectrical devices; \\n11. \\ndescribe the similarities and differences between electric motors and electric \\ngenerators; \\n12. \\ncollaborate in a class discussion to identify ways to reduce the use of electrical \\nenergy in Filipino houses and communities and explain what local and global \\nbenefits can be achieved; and \\n13. \\ngather information from secondary sources to evaluate how renewable and non-\\nrenewable generation of electricity in the Philippines impacts human activities \\nand the environment.</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners display critical thinking in describing the factors that affect the trajectory of projectiles. They distinguish \\nbetween different types of collisions and describe the impacts on the motion of objects. They carry out investigations using models to identify \\nrelationships that affect the motion of objects and apply their understanding to real-life situations.  Learners gather information from \\nsecondary sources to identify, describe, and explain how science impacts human activities and the environment.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 51, "chroma:document": "The table presented outlines the performance standards and key concepts for Grade 10 learners in the third quarter, specifically focusing on the Science of Materials. The first row of the table features two main content categories, which are separated into columns. The first category discusses the generation and distribution of electricity in the Philippines, emphasizing the significance of responsible planning and innovation in creating an efficient system for electricity management. This includes the mention of how high-voltage electricity is generated, managed, and safely distributed to various sectors\u2014industries, businesses, and homes\u2014and points out the role of substations and electric meters in this process.\n\nThe second component of the table delves into the understanding of momentum and its relationship to motion. It articulates essential points, starting with the definition that momentum is contingent upon an object's mass and velocity, suggesting that these factors can predict the impact during a collision with other objects. It underscores the importance of conducting guided investigations that explore momentum-related dynamics, highlighting concepts such as the difficulty in stopping an object with greater momentum and the necessity of applying force over time to alter an object's momentum. Furthermore, the table encourages learners to explore various safety mechanisms in vehicles that mitigate collision impacts, such as seatbelts and airbags, and emphasizes the conservation of momentum in collision scenarios.\n\nCulminating in broader themes, the performance standard at the end of the table sets the expectation that by the quarter's conclusion, students will exhibit critical thinking skills in analyzing factors influencing projectile trajectories and distinguish between different collision types. They are encouraged to conduct hands-on investigations and glean understanding from secondary sources concerning the interplay between scientific principles and human activities as well as environmental impact. The overall content reflects a comprehensive effort to integrate relevant scientific concepts into practical real-life applications, encouraging learners to engage critically with the material."}


created_at: 2025-04-28 08:52:07
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p64-c52-i
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 64, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td></td>\n      <td>abide by the principle of \\nconservation of mass as \\nillustrated in balanced \\nchemical equations. \\n6.  Rates of chemical reactions \\nare critical in production \\nand preservation of many \\nuseful materials.</td>\n      <td>9. \\nidentify that chemical reactions may be exothermic or endothermic</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners demonstrate an understanding that household products can act as indicators for important chemicals. \\nThey describe the indicators of a chemical reaction and identify important types of chemical reactions. They explain how some important \\nchemical reactions impact the natural and built environment. They write balanced chemical equations using formula and apply the \\nprinciples of conservation of mass. They explain factors that affect the rate of a reaction and that some reactions are exothermic, and some \\nare endothermic. They demonstrate skills to plan and conduct valid and reliable scientific investigations and record them appropriately.</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>Suggested Performance Task/s \\nA. Conduct a valid and reliable investigation to test a number of vegetables, such as carrots and red cabbage to determine their usefulness \\nas indicators for common acids and bases, such as vinegar, lemon juice, and bleach. \\nB. Explore materials in the home to produce specific chemical reactions, such as mixing a solution of washing powder with a solution of \\nbaking powder.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 52, "chroma:document": "The table presented outlines key components related to chemistry education, particularly regarding chemical reactions and their implications in both natural and built environments. In the first row, it emphasizes the principle of conservation of mass illustrated through balanced chemical equations. This fundamental concept is critical as it reinforces how matter is neither created nor destroyed in chemical processes. Furthermore, it highlights that the rates of chemical reactions are essential in the production and preservation of numerous useful materials, indicating the practical applications of chemistry in everyday life.\n\nMoving to the second row, the performance standard is elaborated, setting clear educational goals for learners by the end of the quarter. This includes demonstrating an understanding that household products can serve as indicators for significant chemicals. Students are expected to describe indicators of chemical reactions and identify major types of reactions while also articulating how these reactions affect both natural environments and human-made surroundings. The learners are encouraged to write balanced chemical equations and apply the principles of mass conservation. Additionally, they will explore factors that influence the rate of chemical reactions, recognizing the distinction between exothermic and endothermic reactions, thereby gaining a comprehensive view of chemical interactions.\n\nThe third row proposes suggested performance tasks aimed at deepening students\u2019 understanding through practical investigation. One task involves conducting a reliable investigation to test various vegetables, like carrots and red cabbage, to assess their effectiveness as indicators for common acids and bases, such as vinegar and lemon juice. Another task encourages students to explore household materials to produce specific chemical reactions, such as mixing solutions of washing powder and baking powder. These activities are designed to foster hands-on learning and critical thinking about the principles discussed, enhancing the students' engagement with chemistry in a context that relates to their daily lives."}


created_at: 2025-04-28 08:52:07
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p65-c53-i
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 65, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>and population \\ngrowth</td>\n      <td>2.  Several theories provide \\nlines of evidence about how \\norganisms evolve. \\n3.  The products and \\nprocesses of biotechnology \\ncan have both beneficial \\nand harmful effects on \\nsociety and the \\nenvironment. \\n4.  Population growth \\ninfluences the carrying \\ncapacity of an ecosystem</td>\n      <td>3. use information from secondary sources to describe natural selection as the \\nprimary mechanism driving evolutionary change; \\n4. discuss in small groups important concepts in the theories of evolution, such as \\nvariation, heredity, isolation, selection, and adaptation; \\n5. use information from secondary sources to explain how lines of evidence, such as \\nfossils, biogeography, and comparative morphology, support the occurrence of \\nevolution; \\n6. explain the term biotechnology and provide examples;  \\n7. use information from secondary sources to identify the products of traditional \\nbiotechnology through fermentation (e.g. cheese, soy sauce, vinegar, nata de coco); \\n8. use information from secondary sources to identify examples of modern \\nbiotechnology, such as genetically modified organisms and processes (e.g. in vitro \\nfertilization); \\n9. participate in a class debate on the societal, environmental, and ethical \\nimplications of using biotechnological products and methods; \\n10. discuss the factors that limit the ecosystem\u2019s carrying capacity, such as adequate \\nfood, shelter, water, and mates; and \\n11. explain that the ecosystem\u2019s population growth slows down as it gets closer to the \\ncarrying capacity.</td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td>Performance Standard \\nBy the end of the Quarter, learners describe homeostasis as a process that allows an organism to maintain stability. They describe and \\ndiscuss in small groups that natural selection is the driving mechanism of evolutionary change. They explain the meaning of the term \\nbiotechnology and debate the societal, environmental, and ethical implications of utilizing biotechnological products and methods. They \\ndiscuss the factors that limit the ecosystem\u2019s carrying capacity and the role of population growth.</td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td>Suggested Performance Task \\nWrite a critical analysis of the use of biotechnology and its impacts on society or the environment.</td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 53, "chroma:document": "The content displayed in the table reflects key aspects of the 3rd to 10th-grade Science curriculum described earlier, focusing specifically on important concepts related to population growth, evolutionary theories, and biotechnology. The first row outlines topics such as the implications of population growth on ecosystems and crucial theories that illustrate how organisms evolve. It serves as a foundation for learners to engage with sophisticated scientific ideas, indicating that several theories provide compelling lines of evidence about evolutionary processes. It emphasizes the dual nature of biotechnology, showcasing both its beneficial and harmful effects on society and the environment. Notably, population growth is discussed in relation to the carrying capacity of ecosystems, hinting at the balance needed for sustainability.\n\nThe subsequent rows of the table detail performance expectations and suggested tasks for learners. The performance standard specifies that by the end of the quarter, students should be able to describe homeostasis, discuss natural selection as a primary driver of evolutionary change, and critically evaluate biotechnology's societal and ethical challenges. Learners are expected to collaborate and engage in debates, which fosters critical thinking and collective understanding of the material. The suggested performance task underscores this by prompting students to write a critical analysis of biotechnology and its implications, encouraging deep reflection and comprehension of the subject matter.\n\nOverall, the structured approach of the table serves to align learning competencies with both content standards and performance expectations, ensuring that students are not only absorbing information but also applying their knowledge in meaningful ways. It illustrates a comprehensive framework for understanding complex biological concepts while promoting inquiry, discussion, and analysis among students."}


created_at: 2025-04-28 08:52:08
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p0-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 0, "chunk_number": 0, "type": "text", "chroma:document": "Republic of the Philippines  \nDepartment of Education \nDepEd Complex, Meralco Avenue, Pasig City \n \n \n \n \n \n   \n \nMATATAG K TO 10 CURRICULUM  \n OF THE K TO 12 PROGRAM \n \nSCIENCE"}


created_at: 2025-04-28 08:52:08
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p6-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 6, "chunk_number": 0, "type": "text", "chroma:document": "Page 7 of 69 \n \nThe intention of the curriculum is not to rely solely on textbooks, but to engage learners in science, as well as technological and engineering-\nrelated practices and processes and to incorporate varied hands-on and minds-on activities to develop learners\u2019 interest and encourage them to \nbe active learners. Where learning competencies suggest engagement with and demonstrations of knowledge and understanding, this curriculum \nsets the expectation that learners will actively engage in locating and interpreting the r elevant scientific facts, concepts, laws, and theories, and \nreinterpret or represent them as a deliberate learning strategy. This approach is strongly supported in brain-based learning, which suggests that \nteachers can promote higher learning through guidance with questions rather than by requiring learners to rote learn."}


created_at: 2025-04-28 08:52:08
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p1-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 1, "chunk_number": 0, "type": "text", "chroma:document": "Page 2 of 69 \n \nSCIENCE SHAPING PAPER \nI. Introduction \nThe Science Shaping Paper is developed to provide the narrative for the development of the recalibrated Science Curriculum. I t outlines \nthe goals, theoretical and philosophical foundations, and rationale that shape the Science Curriculum. It presents the big ideas and cross-cutting \nconcepts in Science to emphasize the development of durable understanding among learners as well as skills applicable in various contexts. \nThe Science Shaping Paper and the Science curriculum are based on the General Shaping Paper, taking into consideration the findings of \nthe curriculum review conducted in 2019-2020. Furthermore, the Science curriculum draws on the goals of the 2016 Science K to 12 curriculum. \nIts new features include: (a) expanding technological literacy to tech nology and engineering literacy to enable learners to develop their ability to"}


created_at: 2025-04-28 08:52:08
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p2-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 2, "chunk_number": 0, "type": "text", "chroma:document": "Page 3 of 69 \n \no Big Ideas, Cross -cutting Concepts, Developmental Sequence of Concepts, Development of 21 st Century Skills, Social Issues and \nGovernment Priorities, STEM, Pedagogies, Assessment, and Resources, Curriculum Organization. \nThe Shape of the Grades 3 to 10 Science Curriculum \nThe Science curriculum  has been developed with the view that science is essential for Filipino learners in an increasingly scientific, \ntechnological, and challenging world.  \nScience offers systematic processes and practices to investigate the natural and man-made world and to innovate and to collaborate with \nother people to explore frontiers and challenges, and to look for solutions to real-world problems. It offers a well-established and reliable body of \nknowledge that is increasingly accessible to all and at a range of conceptual levels. Science offers unique ways of thinking and acting in everyday"}


created_at: 2025-04-28 08:52:08
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p5-c0-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 5, "chunk_number": 0, "type": "text", "chroma:document": "Page 6 of 69 \n \nThis content is structured into a developmental sequence  of science content, which progressively increases in conceptual demand. The \ndesign supports learners to engage with and learn in science appropriate to the expected prior experiences and learning. \nTo support the achievement of the developmental sequence, the Science curriculum has cross-disciplinary opportunities for learning built \ninto learning competencies to reinforce the knowledge and understanding, skills and processes, and values and attitudes content included in the \ndomains for a grade level or stage. \nThe learning of this content is principally facilitated using the inquiry approach, supported through approaches that challenge learners \naccording to their prior learning and needs. \nParticipation in scientific inquiry enables students to develop ideas about science and how ideas are developed through scien tific activity. The"}


created_at: 2025-04-28 08:52:08
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p3-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 3, "chunk_number": 0, "type": "text", "chroma:document": "Page 4 of 69 \n \nThe Enhanced Basic Education Act of 2013 (RA 10533), Section 5.e requires that the curriculum support and reflect universally recognized \ntheories of learning, particularly Constructivism. Other theories contributing to the development of the Science curriculum include Social cognition \ntheory, Brain-based theories of learning, and Vygotsky\u2019s Zone of Proximal Development (ZPD). \nThe Constructivist theory of learning suggests that learners learn by expanding their knowledge based on their prior knowledge.  One \nof the primary goals of using constructivist teaching is for learners to learn how to learn when they are trained to take the initiative for their own \nlearning experiences. Therefore, learners learn best when they can construct a personal understanding based on experiencing t hings and \nreflecting on those experiences. Constructivism emphasizes the active role of learners in building their own understanding. Rather than passively"}


created_at: 2025-04-28 08:52:08
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p8-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 8, "chunk_number": 0, "type": "text", "chroma:document": "Page 9 of 69 \n \n\u25cf       Scale, proportion and measurement, \n\u25cf       Patterns, \n\u25cf       Cause and effect, and \n\u25cf       The nature and practices of Science. \nCrosscutting concepts connect the small ideas in the different science domains as the learning areas are introduced in every quarter. \nC.   The Developmental Sequence of Concepts \nThe Science curriculum has been structured to progressively develop conceptual understanding of science ideas and practices by carefully \npaying attention to the introduction of new ideas. It is cognizant of the following important factors that influ ence students\u2019 readiness to learn \nscience ideas and practices: \n1. The experiences and expected prior learning of students; \n2. The stages of development of students as described in educational research (that learners progress through modes of thinking from \nbirth to adulthood: from sensorimotor to iconic to concrete symbolic, to formal and finally to post-formal.);"}


created_at: 2025-04-28 08:52:08
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p1-c1-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 1, "chunk_number": 1, "type": "text", "chroma:document": "Its new features include: (a) expanding technological literacy to tech nology and engineering literacy to enable learners to develop their ability to \nconnect science content to real -world technological and engineering applications; (b) introduction of key stage and grade level standards to \narticulate expectations of what learners should be capable of doing at each key stage and grade level; and (c) developmental sequence of content \nin consideration of the prior learning of students and the cognitive and language demands of learning new science ideas. Spec ifically, in \nsequencing the science content, three modes of thinking  have been considered, starting from the simplest level when a person reacts to the \nphysical environment; is able to internalize actions through words and images, and the most complex level; and is already abl e to think using a \nsymbol system such as written language and number systems."}


created_at: 2025-04-28 08:52:08
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p7-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 7, "chunk_number": 0, "type": "text", "chroma:document": "Page 8 of 69 \n \n  \nIV. Elements Contributing to the Science Curriculum \nA.   Big Ideas \nThe concepts and skills of Science are not taught in isolation, but rather in the context of big ideas in Science with increa sing levels of \ncomplexity from one grade level to another in developmental progression, thus paving the wa y to a deeper understanding of core concepts. The \nintegration across science domains leads to a meaningful understanding of interrelated concepts and their applications in real-life situations. \nOne of the reported findings from the curriculum review is tha t the curriculum is congested \u2013 that there is an unequal distribution of \nlearning competencies across different cognitive demands and grade levels. Specifically, there are many learning competencies  on the cognitive \ndemands communicating understanding of science concepts and analyzing information and advance scientific arguments. To address this issue,"}


created_at: 2025-04-28 08:52:08
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p2-c1-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 2, "chunk_number": 1, "type": "text", "chroma:document": "knowledge that is increasingly accessible to all and at a range of conceptual levels. Science offers unique ways of thinking and acting in everyday \nsocial settings, as well as in more technical and professional settings. It offers ways to exhibit values and attitudes to contribute to an improved \nworld. \nThe Science curriculum supports Filipino learners to engage with science -related issues, and with the ideas of science, as a reflective \ncitizen. It supports them to explain phenomena scientifically, evaluate and design scientific inquiry, and interpret data and evidence. It encourages \nand supports them to apply scientific, environmental, technological, and engineering knowledge, practices, and principles in the context of real-\nlife situations. \nII.        Development of the Curriculum \nA.     Curriculum Goals \nThe overall goal of the Grades 3 to 10 Science curriculum is the achievement of scientific, environmental, and technology and engineering \nliteracy of all learners."}


created_at: 2025-04-28 08:52:08
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p5-c1-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 5, "chunk_number": 1, "type": "text", "chroma:document": "according to their prior learning and needs. \nParticipation in scientific inquiry enables students to develop ideas about science and how ideas are developed through scien tific activity. The \nkey characteristic of such activity is an attempt to answer a question to which students do not know the answer or to explain something they do \nnot understand. The answer to some questions can be found by first -hand investigation, but for others information i s needed from secondary \nsources. Therefore, capabilities involved in conducting scientific inquiry have a key role in the development of big ideas. \nFrom Harlen, W. (Ed.) Working with big ideas of science education; (2015) \nOther approaches that enhance inquiry learning and have also contributed to the curriculum design include: \n\u25cf       applications-led learning, \n\u25cf       the science-technology-society approach, \n\u25cf       problem-based learning, and \n\u25cf       multi-disciplinary learning."}


created_at: 2025-04-28 08:52:09
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p8-c1-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 8, "chunk_number": 1, "type": "text", "chroma:document": "birth to adulthood: from sensorimotor to iconic to concrete symbolic, to formal and finally to post-formal.); \n3. The cognitive demand of new science ideas for learners; \n4. The language demands associated with new ideas in science; and \n5. The need to reinforce new ideas within and across science domains in a consistent manner. \nThe Science curriculum for Grades 3 to 10 particularly responds to the first three modes of thinking to inform the sequencing of science \ncontent. The Sensori-motor mode identifies the developmental stage when a person reacts to the physical environment. For the very young child, \nit is the mode in which motor skills are acquired. In adult life, this mode is utilized as skills associated with sports and other physical activities \nthat develop and evolve. The Iconic mode identifies when a person can internalize actions in the form of images. It is in this mode that the young"}


created_at: 2025-04-28 08:52:09
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p3-c1-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 3, "chunk_number": 1, "type": "text", "chroma:document": "reflecting on those experiences. Constructivism emphasizes the active role of learners in building their own understanding. Rather than passively \nreceiving information, learners reflect on their experiences, create mental representations, and incorporate new knowledge in to their schemas, \nthus promoting deeper learning and understanding.  \nThe Social Constructivist Theory advocated by Vygotsky posits three important ideas on the processes of learning and development of \nan individual. First, these processes involve co -construction with others. Social interaction plays a key role in shaping what learners know \n(cognition). Second, language mediates the learning process as they communicate with others, which includes not only verbal but also non-verbal \ncommunication. Knowledge and concepts are conveyed in the language and modes of communication we use. And third, learning and development"}


created_at: 2025-04-28 08:52:09
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p6-c1-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 6, "chunk_number": 1, "type": "text", "chroma:document": "teachers can promote higher learning through guidance with questions rather than by requiring learners to rote learn. \nThe Science curriculum is designed to be learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations \nand providing opportunities for collaboration, inn ovation, creative scientific exploration, and engineering design. The curriculum explicitly \npresents many learning competencies that require active learner participation and leadership. Thus, teachers should also deli berately look for \nopportunities to apply inquiry learning when addressing any learning competency, as this models the nature and practice of science in authentic \nscientific research and enterprise.  \nAssessment is an integral part of teaching and learning. The curriculum is designed to progressively introduce science concepts and skills"}


created_at: 2025-04-28 08:52:09
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p2-c2-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 2, "chunk_number": 2, "type": "text", "chroma:document": "A.     Curriculum Goals \nThe overall goal of the Grades 3 to 10 Science curriculum is the achievement of scientific, environmental, and technology and engineering \nliteracy of all learners. \nOn achieving the outcomes of the curriculum, learners will be ready to actively participate in local, national, and global contexts and make \nmeaningful contributions to a dynamic, culturally diverse, and expanding world. By successfully completing the Science curric ulum, Filipino \nlearners will demonstrate capabilities as put forth in the Basic Education Development Plan (BEDP) 2030. \nB.     Theoretical and Philosophical Bases \nThe Science curriculum presents a modern outlook incorporating learning approaches drawn from an increasingly expanding body of \nworldwide education research and education experience that recommend that science curricula and the teaching and learning of science for the"}


created_at: 2025-04-28 08:52:09
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p7-c1-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 7, "chunk_number": 1, "type": "text", "chroma:document": "demands communicating understanding of science concepts and analyzing information and advance scientific arguments. To address this issue, \nthe learning standards are redesigned with a focus on the Big Ideas, and the content standards are progressively appropriate for each grade level. \nAdditionally, the learning competencies ensure a comparable distribution of cognitive demands across different cognitive domains and gr ade \nlevels, for the learners to learn to perform basic procedures before undertaking the more cognitively demanding competencies. \nA Big Idea is a statement of an idea that is central to learning \u2013 one that links numerous understandings into a coherent whole. It also \nrepresents a progression towards understanding key concepts in different learning areas (Charles, 2005). Grounding the l earner\u2019s content \nknowledge on a relatively few Big Ideas establishes a robust understanding of the learning area. The connection of Big Ideas to many other ideas"}


created_at: 2025-04-28 08:52:09
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p5-c2-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 5, "chunk_number": 2, "type": "text", "chroma:document": "\u25cf       applications-led learning, \n\u25cf       the science-technology-society approach, \n\u25cf       problem-based learning, and \n\u25cf       multi-disciplinary learning. \nThe Science curriculum explicitly integrates in a developmental way the Big Ideas (Harlen, et al. 2015) and Crosscutting Concepts of \nScience (A Framework for the K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, 2012), as well as government priorities \nidentified as appropriate to the science learning area. \nThe Science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in \nthe social, economic, personal, and ethical aspects of li fe. The science curriculum promotes strong links between science and technology, \nincluding indigenous know-how in the use of natural materials, thus contributing to the preservation of the country\u2019s cultural heritage."}


created_at: 2025-04-28 08:52:09
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p8-c2-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 8, "chunk_number": 2, "type": "text", "chroma:document": "that develop and evolve. The Iconic mode identifies when a person can internalize actions in the form of images. It is in this mode that the young \nchild develops words and images that represent objects and events. For the adult, this mode of functioning assists in the appreciation of art and \nmusic and leads to a form of knowledge referred to as intuitive. The Concrete symbolic mode identifies when a person thinks using a symbol \nsystem such as written language and number systems. Thinking in this mode is reliant on a \u2018real-world\u2019 referent. This is the most common mode \naddressed in learning in the upper primary and secondary school (Biggs & Collis, 1982). \nThe design of the Science curriculum promotes interactive, concrete and hands-on instructional approaches in the early grades, especially \nin the introduction of more difficult concepts. The delivery of a lesson will call for activating prior knowledge in which ne w learning is built over"}


created_at: 2025-04-28 08:52:09
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p3-c2-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 3, "chunk_number": 2, "type": "text", "chroma:document": "communication. Knowledge and concepts are conveyed in the language and modes of communication we use. And third, learning and development \ntake place within cultural and historical contexts. This means that learners' participation in the classroom and in school is  also influenced by \nother institutions in which they participate, such as their home and community. There is a need to accommodate learners\u2019 diverse backgrounds, \nacknowledging their development as whole persons and tapping into their everyday practices, emotions, and identities. \nVygotsky\u2019s Zone of Proximal Development (ZPD) refers to the difference between what a learner can do without help and what he or she \ncan achieve with guidance and encouragement from a skilled partner. The term \u2018proximal\u2019 suggests that area where the learne r is \u2018close\u2019 to \ngrasping the knowledge or skills to be learned. It recommends that learning occurs best in the ZPD \u2013 the zone where instruction is the most"}


created_at: 2025-04-28 08:52:09
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p7-c2-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 7, "chunk_number": 2, "type": "text", "chroma:document": "knowledge on a relatively few Big Ideas establishes a robust understanding of the learning area. The connection of Big Ideas to many other ideas \nallows the learner to see it as a set of interrelated concepts, skills, and facts thus, promoting memory and enhancing transfer. \nB.   Crosscutting Science Concepts \nCrosscutting concepts are described as \u201cdimensions that unify the study of science and engineering through their common appli cation \nacross fields.\u201d (A Framework for K-12 Science Education Practices, Crosscutting Concepts, and Core Ideas, National Academy of Sciences, 2012) \nResearch suggests that learners, over multiple years of school, actively engage in science and engineering practices and apply crosscutting \nconcepts to deepen their understanding of each field\u2019s disciplinary core ideas. \nThe Science curriculum recognizes the importance of utilizing internationally accepted crosscutting ideas that recur across t he different"}


created_at: 2025-04-28 08:52:09
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 6, "chunk_number": 2, "type": "text", "chroma:document": "scientific research and enterprise.  \nAssessment is an integral part of teaching and learning. The curriculum is designed to progressively introduce science concepts and skills \nand build towards learning of more conceptually complex content. For that reason, it is crucial that the prior experiences, k nowledge, and \nunderstanding of learners are considered and assessed in formative ways to  ensure that an accessible but challenging level of teaching and \nlearning is offered to learners, maximizing the effectiveness of instruction (Vygotsky, 1978). Further information about asse ssment is described \nin the last part of this paper. \nThe Science curriculum provides learners with a repertoire of competencies for lifelong learning, for the world of work, and playing part in \na well-informed society. It envisions learners with scientific, environmental, and technology and engineering literacy. Learners will be productive"}


created_at: 2025-04-28 08:52:09
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p2-c3-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 2, "chunk_number": 3, "type": "text", "chroma:document": "worldwide education research and education experience that recommend that science curricula and the teaching and learning of science for the \nelementary and secondary years focus on engaging learners in scientific inquiry and the nature and practice of science."}


created_at: 2025-04-28 08:52:09
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p5-c3-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 5, "chunk_number": 3, "type": "text", "chroma:document": "including indigenous know-how in the use of natural materials, thus contributing to the preservation of the country\u2019s cultural heritage. \nThe three areas of knowledge and understanding, skills and processes, and values and attitude are intertwined within the learning \ncompetencies in the Science curriculum as these are best learned in context. This reduces the load on the teacher to find mat ching skills, \nprocesses, and values and attitudes for the concepts to produce authentic activities. \nOrganizing the curriculum around situations and problems that challenge and activate learners\u2019 curiosity motivates them to en gage and \nappreciate science as relevant and useful."}


created_at: 2025-04-28 08:52:09
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p3-c3-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 3, "chunk_number": 3, "type": "text", "chroma:document": "grasping the knowledge or skills to be learned. It recommends that learning occurs best in the ZPD \u2013 the zone where instruction is the most \nbeneficial \u2013 where the task is only just beyond the individual\u2019s capabilities. An important process:  therefore, is for the teacher to identify what \nthe learner already knows and can do so the teacher can provide the \u2018close to\u2019 environment. Successful scaffolding thus requi res appropriate \nselections, thoughtful organization, and sensitive presentation of suitable tasks. \nThe Science curriculum acknowledges the learners\u2019 direct interaction to their environment through assimilation and reinforcem ent as a \ncrucial factor in learning and knowledge acquisition. The Social cognition learning model  suggests that \u201cm ost human behavior is learned \nobservationally through modeling,\u201d thus, learners can learn from observing others either as a live model, a symbolic model, o r a verbal"}


created_at: 2025-04-28 08:52:09
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p6-c3-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 6, "chunk_number": 3, "type": "text", "chroma:document": "a well-informed society. It envisions learners with scientific, environmental, and technology and engineering literacy. Learners will be productive \nmembers of society because they are critical and creative problem solvers, responsible stewards of nature, innovative/inventive thinkers, informed \ndecision makers, and collaborative and effective communicators. \nThe curriculum provides Content standards for each Domain and Grade to support teachers to identify the level of science knowledge, \nskills, and values to be taught and learned. It also clearly articulates Performance standards to support the teacher to assess the levels of \nknowledge, skills, and values that learners demonstrate in relation to the Content and Learning Competencies addressed during and at the end \nof each quarter of teaching and learning. \nThe Science curriculum is structured using the following organizers: \n\u25cf       Content \u2013 signaling the key areas of focus for a Quarter;"}


created_at: 2025-04-28 08:52:09
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p8-c3-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 8, "chunk_number": 3, "type": "text", "chroma:document": "in the introduction of more difficult concepts. The delivery of a lesson will call for activating prior knowledge in which ne w learning is built over \nprior learning. The presentation of content follows a progression from Grade 3 to Grade 10 towards scientific, environmental, and technology and \nengineering literacy of all learners. \na.    Vertical Articulation"}


created_at: 2025-04-28 08:52:10
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p9-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 9, "chunk_number": 0, "type": "text", "chroma:document": "Page 10 of 69 \n \nThe various concepts, processes, and skills in the four domains of the Science curriculum are arranged in an increasing level of complexity \nfrom Grade 3 to Grade 10. It reinforces new ideas through the use of the development of key ideas towards the big ideas as described by Harlen, \net al., (2015), and this learning is reinforced by integrating the crosscutting concepts of science developmentally through the various domains. \nThe progression of concepts across grade levels provides opportunity for the develo pment of understanding of key science concepts. This \nis fundamental to the process whereby learners construct their understanding and skills. Since science is taught as a separat e learning area \nfrom Grade 3, the learning standards leading to the acquisition of good health habits and development of curiosity about self and the environment \nusing basic process skills in Grades 1 and 2 are articulated in other learning areas. \nb.    Horizontal Articulation"}


created_at: 2025-04-28 08:52:10
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p3-c4-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 3, "chunk_number": 4, "type": "text", "chroma:document": "observationally through modeling,\u201d thus, learners can learn from observing others either as a live model, a symbolic model, o r a verbal \ninstructional model. This pedagogical theory explains as well how attention, retention of ideas, reproduction of skills, and motivation, are \ninfluenced by how learners observe others and their experiences as they interact in their social and media environment. \nThe Brain-based learning theory is a relatively new educational theory that puts premium on the recent research about cognitive and \nneurosciences on how the brain learns and how learners learn differently as they age, grow, and mature cognitively, emotionally, and socially.  It \nstrongly suggests that learning can be improved and accelerated if teachers structure educational experiences in the classroom to refl ect \nconditions that facilitate learning and improve brain functions and health and deliver lessons based on the science of learning."}


created_at: 2025-04-28 08:52:10
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p7-c3-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 7, "chunk_number": 3, "type": "text", "chroma:document": "The Science curriculum recognizes the importance of utilizing internationally accepted crosscutting ideas that recur across t he different \nscience domains and across grade levels. These crosscutting concepts include the following: \n\u25cf       Structure and function, \n\u25cf       Stability and change, \n\u25cf       Systems and system models, \n\u25cf       Energy and matter: flows, cycles, and conservation,"}


created_at: 2025-04-28 08:52:10
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p10-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 10, "chunk_number": 0, "type": "text", "chroma:document": "Page 11 of 69 \n \ncompetitive in the 21st century workforce, participate appropriately in an increasingly diverse society, use new technologies and cope with rapidly \nchanging workplaces (Binkley et al.  2012; Scoular and Care, 2018). These skills are transversal in nature and work in conjunction with \nfoundational literacy and numeracy skills and discipline-specific competencies (e.g., scientific literacy). \n       Every K to 12 graduate is expected to be equipped with 21st Century Skills which include the following: \n(a) Information, Media and Technology skills \u2013 the ability to gather, manage, evaluate, use, and synthesize information through media and \ntechnology. These skills allow learners to navigate a fluid and dynamic environment of knowledge creation and acquisition. Among the skills and \ncompetencies that the science curriculum emphasizes include Visual, Information, Technology, and Digital literacies."}


created_at: 2025-04-28 08:52:10
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p6-c4-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 6, "chunk_number": 4, "type": "text", "chroma:document": "of each quarter of teaching and learning. \nThe Science curriculum is structured using the following organizers: \n\u25cf       Content \u2013 signaling the key areas of focus for a Quarter; \n\u25cf   Content Standards \u2013 indicating the conceptual level expected for the Quarter; \n\u25cf       Learning Competencies \u2013 identifying the specific aspects of content for learners to achieve; \n\u25cf      Performance Standards \u2013 providing a level for teachers to use to judge learner achievement at the end of each quarter; and \n\u25cf       Performance Tasks \u2013 samples of tasks where the  learner applies their knowledge, understanding, skills and processes, values and \nattitudes, through which teachers can judge the levels of achievement of the performance standard for each quarter in the domain."}


created_at: 2025-04-28 08:52:10
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p9-c1-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 9, "chunk_number": 1, "type": "text", "chroma:document": "using basic process skills in Grades 1 and 2 are articulated in other learning areas. \nb.    Horizontal Articulation \nThe learning of science is interconnected with other lea rning areas especially languages and mathematics. The foundational skills, \nespecially literacy and numeracy, introduced in the other learning areas are paramount to the understanding and acquisition o f concepts and \nskills in science. These basic skills, together with the other essential skills, such as communication, collaboration, and critical thinking, ensure \nnot only the learning of science content but also address and establish connections and applications in other learning areas.  Linking science \nwith literacy and numeracy is vital to fill in the gaps where the learners' knowledge and skills may be inadequate. \nThe curriculum also makes use of the interconnection between science and the other learning areas such as Edukasyong Pantahanan at"}


created_at: 2025-04-28 08:52:10
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p11-c0-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 11, "chunk_number": 0, "type": "text", "chroma:document": "Page 12 of 69 \n \nF.   STEM \nScience, Technology, Engineering and Mathematics (STEM) is a government priority and is significant in the development of pro blem \nsolvers, innovative thinkers, and e ntrepreneurs who can contribute to inclusive economic development. As depicted in the STEM Framework, \nthis development is achieved through three learning areas in the K to 12 curriculum \u2013 Science, Mathematics, and Technology and Livelihood \nEducation (TLE), which may collectively employ the Engineering Design Process (EDP) to attain curriculum goals. Though distinct and taught \nseparately, these three learning areas are interrelated, and each contributes knowledge and skills for the solution to real-world problems. Figure \n2 shows a diagrammatic representation of the STEM Framework. \n \nFigure 2. STEM Framework \nUtilizing the EDP in the instruction allows learners to design solutions based on understanding the needs and contexts, build  and test"}


created_at: 2025-04-28 08:52:10
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p12-c0-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 12, "chunk_number": 0, "type": "text", "chroma:document": "Page 13 of 69 \n \nInquiry-based learning approach puts a premium on questioning, investigating, proving, probing, explaining, predicting, and establishing \nconnections of evidence (Calburn, 2020) . Instead of a transmissive mode of teaching, this approach involves inquiry and sustained active \nengagement of learners. The approach is characterized in the classroom by questions and discussions. Inquiry allows learners to formulate \nquestions and find solutions through learning real-life-based investigations and research projects. Concepts and specific scientific terms need to \nbe explained in simple language. Applications and situations need to be explained in relevant contexts and are best explored through science \nactivities. In this approach learners also engage in developing process skills, analyzing and evaluating evidence, experienci ng and discussing,"}


created_at: 2025-04-28 08:52:10
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p10-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 10, "chunk_number": 1, "type": "text", "chroma:document": "competencies that the science curriculum emphasizes include Visual, Information, Technology, and Digital literacies. \n(b) Learning and Innovation skills \u2013 the ability to think critically, analyze and solve problems, create and implement innovations, and \ngenerate functional knowledge. The science curriculum highlights Creativity, Openness, Critical thinking, Problem-solving, and Reflective thinking. \n(c) Life and Career skills \u2013 prepares learners to make informed life and career decisions to enable them to become citizens that engage in \na dynamic global community and to successfully adapt to meet the challenges and opportunities to lead in the global workforce.  The scien ce \ncurriculum helps develop Informed decision-making, Self-discipline, Future orientation, and Resilience and adversity management. \n(d) Communication skills \u2013 the ability to express oneself clearly and collaborate with others. The science curriculum puts premium on"}


created_at: 2025-04-28 08:52:10
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p14-c0-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 14, "chunk_number": 0, "type": "text", "chroma:document": "Page 15 of 69 \n \n4. \u201cWhat tools and measures and values do learners use or draw on to demonstrate what they know?\u201d \nResources and Technologies \nThe implementation of the Science curriculum can be delivered across available learning delivery resources. The te aching and learning \nprocess is not limited to face -to-face. The curriculum allows the adoption of a distance or blended learning approach. Teachers may need to \nchange their usual practice of instruction \u2013 they would have to be familiar with the pedagogical and technological demands of these new learning \napproaches. \nThere are several innovative teaching methods and technological tools that should be introduced appropriately in basic science education. \nThese emerging methodologies, strategies and tools should  be appropriately chosen, and integrated into the science lessons to fit learners\u2019 \ncognitive abilities and classroom contexts. Among these innovative teaching methods and tools which can be applied to science  are design"}


created_at: 2025-04-28 08:52:10
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p9-c2-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 9, "chunk_number": 2, "type": "text", "chroma:document": "The curriculum also makes use of the interconnection between science and the other learning areas such as Edukasyong Pantahanan at \nPangkabuhayan/Technology Livelihood Education (EPP/TLE), Araling Panlipunan (AP), the language subjects, and Mathematics, among others. \nAnalysis of factors affecting the Program for International Student Assessment (PISA) performance of Filipino learners has sh own that t he \ndevelopment of problem solving, critical thinking, and information literacy in subject areas such as Araling Panlipunan, English, and Filipino is \nrelated to the development of the same set of 21st century skills in Science. \nD.   Development of the 21st Century Skills \nOne of the daunting challenges of 21 st century education is to respond to the needs and demands of this fast -paced dynamic world. \nAccelerated digitalization and artificial intelligence, shifting job market demands, information explosion, pressures of global competitiveness, and"}


created_at: 2025-04-28 08:52:10
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p13-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 13, "chunk_number": 0, "type": "text", "chroma:document": "Page 14 of 69 \n \nAssessment for the Science Curriculum \n1. Classroom Assessment is an ongoing process of identifying, gathering, organ izing, and interpreting quantitative and qualitative information \nabout what learners know and can do (DepEd Order 31, s. 2020). \nThe alignment of assessment to curriculum and pedagogy ensures that assessments are fair, valid and reliable in judging, prov iding \nfeedback, and adjusting for the cognitive progress of the learners. Appropriate assessment shall be employed to holistically measure the learners\u2019 \ncurrent and developing abilities while developing personal accountability in the process (DepEd Order 8, s. 2015). \nAssessment for the Science curriculum should be organized to: \n\u25cf       identify prior learning and to set goals for learning; \n\u25cf  support learners explicitly to take an active role in assessing and evaluating their learning; and"}


created_at: 2025-04-28 08:52:10
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p11-c1-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 11, "chunk_number": 1, "type": "text", "chroma:document": "Figure 2. STEM Framework \nUtilizing the EDP in the instruction allows learners to design solutions based on understanding the needs and contexts, build  and test \nsolutions, repeat steps as many times as needed to make improvements, learn from unsuccessful attempts, and discover different or novel design \npossibilities to arrive at optimal solutions. In the curriculum, EDP is exhibited through problem solving and investigative a pproaches where \nlearners apply their mathematical, scientific, and technological understanding to formulate, conjecture, reason, create, and evaluate. \nG.   Pedagogies, Assessment, and Resources \nThe Science Curriculum Framework identifies the pedagogies that the curriculum embraces to improve learning in science for Filipino \nlearners.  These pedagogical approaches can be included appropriately by teachers in the delivery of science lessons to adapt  to the learners\u2019"}


created_at: 2025-04-28 08:52:11
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p10-c2-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 10, "chunk_number": 2, "type": "text", "chroma:document": "(d) Communication skills \u2013 the ability to express oneself clearly and collaborate with others. The science curriculum puts premium on \ncommunication skills including all forms and context including but not limited to verbal and non-verbal, active listening, as well as the abilities \nto express feelings and provide feedback. The science curriculum focuses on the development of the sub -skills: Teamwork, Collaboration, \nIntrapersonal skills, Interactive communication, and Communicating in a diverse environment. \nE.   Social Issues and Government Priorities \nThe Science curriculum contributes to the achievement of government priorities to address current social issues by integrating developing \nlearners\u2019 awareness in relation to those aspects of the content that are most applicable and provide authentic significance for learners. The \ncommon goal is achieved by bringing relevant issues and applications to curriculum learning contexts in science to support le arners to develop"}


created_at: 2025-04-28 08:52:11
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p9-c3-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 9, "chunk_number": 3, "type": "text", "chroma:document": "Accelerated digitalization and artificial intelligence, shifting job market demands, information explosion, pressures of global competitiveness, and \ntransforming scientific innovations and technological advancements redefine the knowledge, skill and competency sets that the  next generation \nof learners must be equipped with to be adequately prepared. \nThe Department of Education (DepEd) recognizes and responds to these needs and demands through appropriate changes in the \neducational system. DepEd also continues to respond to the challenges through the refinement of the K to 12 curricula to prod uce holistically \ndeveloped Filipino learners with essential 21st century knowledge and skills needed to participate in and provide significant contributions to the \nsociety and to nation-building. \n21st Century Skills are the knowledge, skills, attitudes, and competencies that lear ners need to develop so that they can prepare for and"}


created_at: 2025-04-28 08:52:11
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p14-c1-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 14, "chunk_number": 1, "type": "text", "chroma:document": "cognitive abilities and classroom contexts. Among these innovative teaching methods and tools which can be applied to science  are design \nthinking and engineering design proc esses, robotics technology, mobile learning applications, learning analytics, games and gamification, and \nvirtual and remote laboratories.  Teaching methods and strategies should cater to the needs, skills and contexts of diverse l earners. The \nDepartment of Education will continually assess and evaluate the applicability of these emerging approaches. \nH.   Curriculum Organization \nThe Science curriculum is organized into discipline-oriented domains. \nThe domains for Grades 3-6 are: \n\u25cf       Materials \n\u25cf       Force, Motion, and Energy \n\u25cf       Living things; and \n\u25cf       Earth and space. \nThe domains for Grades 7-10 are: \n\u25cf       Science of Materials \n\u25cf       Force, Motion, and Energy \n\u25cf       Life Science; and \n\u25cf       Earth and Space Science."}


created_at: 2025-04-28 08:52:11
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p13-c1-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 13, "chunk_number": 1, "type": "text", "chroma:document": "\u25cf       identify prior learning and to set goals for learning; \n\u25cf  support learners explicitly to take an active role in assessing and evaluating their learning; and \n\u25cf  judge the level of achievement of the learners against the content, performance and grade standards of the intended learning. \nAs instruction for the Science curr iculum is expected to be inquiry -based, it is critical that before addressing the learning competencies \nfor that quarter the teacher identifies what the learners already know and can do. This may or may not be through formal assessment tasks but \nshould provide the information needed to properly plan learning activities for individual learners and the class overall. These types of assessment \nmay be used any time during inquiry -based science instruction to check on understanding of scientific concepts, verify  the development of"}


created_at: 2025-04-28 08:52:11
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p12-c1-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 12, "chunk_number": 1, "type": "text", "chroma:document": "activities. In this approach learners also engage in developing process skills, analyzing and evaluating evidence, experienci ng and discussing, \nand talking to their peers about their own understanding (Suchman, 1964). Learners collaborate with others to make discoveries, solve problems, \nand plan investigations. \nAn applications-led approach suggests that it is useful to consider the application of the concept rather than of an approach based on \nthe traditional logic of the discipline. Applications-led approach means that the science to be taught is determined by applications from life and \nNOT by the logic of the discipline of science. Although this curriculum does not suggest an applications -led approach for the entire curriculum, \nthe inclusion in each quarter in each of the domains of learning of suggested Performance Tasks is intended to reflect the importance given to  \nthe expectation that the learners demonstrate how their learning can be applied to their everyday lives."}


created_at: 2025-04-28 08:52:11
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 10, "chunk_number": 3, "type": "text", "chroma:document": "common goal is achieved by bringing relevant issues and applications to curriculum learning contexts in science to support le arners to develop \ntheir understanding, skills, and values and attitudes towards becoming responsible and productive citizens. \nScience, as a discipline, puts premium on the investigation of natural phenomena and as such addresses and contributes to the  goals of \nthe many government priorities, which include the following: \n\u25cf       Reduction and management of risks and disaster; \n\u25cf       Fighting against climate change; \n\u25cf       Environmental protection and conservation; \n\u25cf   Sustainable development of resources and energy, including the Green economy, Renewable energy, Sustainable mining; and \n\u25cf       Comprehensive Sexuality Education (CSE)."}


created_at: 2025-04-28 08:52:11
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p9-c4-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 9, "chunk_number": 4, "type": "text", "chroma:document": "society and to nation-building. \n21st Century Skills are the knowledge, skills, attitudes, and competencies that lear ners need to develop so that they can prepare for and \nsucceed in work and life in the 21 st century (DepEd Order No. 21, s. 2019). It also refers to the knowledge, skills and attitudes necessary to be"}


created_at: 2025-04-28 08:52:11
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p14-c2-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 14, "chunk_number": 2, "type": "text", "chroma:document": "\u25cf       Earth and space. \nThe domains for Grades 7-10 are: \n\u25cf       Science of Materials \n\u25cf       Force, Motion, and Energy \n\u25cf       Life Science; and \n\u25cf       Earth and Space Science. \n  \nThe learning competencies in the Science curriculum are written as statements of what learners know and can do. They signal learn ing \nactivities that require active learner participation using an inquiry approach to deliver deep learning. \nTeachers are encouraged to develop learning activities and opportunities that progressively build conceptual understanding, skills, values \nand attitudes within domain quarters by considering the learning competencies holistically, rather than as a list of things/content to cover. \nOver a grade, teachers are encouraged to develop learning activities and opportunities that connect with and draw on content from other \ndomain quarters."}


created_at: 2025-04-28 08:52:11
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p15-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 15, "chunk_number": 0, "type": "text", "chroma:document": "Page 16 of 69 \n \nThe science curriculum provides cross-domain alignment of significant science knowledge, skills, processes and attitude-related contexts \nand competencies to allow learners to apply and reinforce learning in varying contexts throughout each year and key stage. \n \nLEARNING AREA STANDARDS \nScience Curriculum Overview \nThe Science curriculum provides learners wi th a repertoire of competencies important for lifelong learning and in the world of work in a \nskill-based society. It envisions the development of scientifically, environmentally, and technology literate learners who are productive \nmembers of society and who are critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, \nand collaborative and effective communicators. \nA central feature of the Science curriculum is the balanced integration of three interrelated content strands: \n\u00b7        Performing scientific inquiry skills,"}


created_at: 2025-04-28 08:52:11
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p16-c0-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 16, "chunk_number": 0, "type": "text", "chroma:document": "Page 17 of 69 \n \nThe Science curriculum emphasizes the use of evidence in constructing explanations and providing opportunities for collaborat ion, \ninnovation, creative scientific exploration, and engineering design. \nConcepts and skills in the learning domains are not taught in isolation, but rather in the context of important ideas in Scie nce with \nincreasing levels of complexity from one grade lev el to another in developmental progression, thus paving the way to a deeper understanding of \ncore concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of interre lated concepts and \ntheir applications in real-life situations. \nAssessment is an integral part of teaching and learning. The curriculum is designed to progressively introduce science concepts and skills \nand build towards learning of more conceptually complex content. For that reason, it is cruc ial that the prior experiences, knowledge and"}


created_at: 2025-04-28 08:52:11
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p17-c0-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 17, "chunk_number": 0, "type": "text", "chroma:document": "Page 18 of 69 \n \nThe specific objectives of Key Stage 2 are to ensure that the learners: \na. acquire knowledge and skills necessary to explain natural phenomena; \nb. understand and recall science concepts and connect them with new information; \nc. conduct investigations safely using appropriate equipment; and \nd.  communicate scientific observations and ideas accurately. \nKey Stage 3 Standard \nAt the end of Grade 10, the l earners demonstrate scientific, environmental, and technological and engineering literacies that would lead \nto rational choices on issues confronting them. Having been exposed to scientific investigations related to real life, they recognize that the central \nfeature of an investigation is that if one variable is changed, the effect of the change on another variable can be measured.  The contexts of \ninvestigations can be problems at the local or national levels, and can encourage learners to communicate their  findings to other people. The"}


created_at: 2025-04-28 08:52:12
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p15-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 15, "chunk_number": 1, "type": "text", "chroma:document": "A central feature of the Science curriculum is the balanced integration of three interrelated content strands: \n\u00b7        Performing scientific inquiry skills, \n\u00b7        Understanding and applying scientific knowledge, and \n\u00b7        Developing and demonstrating scientific attitudes and values. \nIt is designed and organized through the integration of the three interrelated content strands. The acquisition of these cont ent strands is \nfacilitated by drawing from the key pedagogical approaches: inquiry-based learning, applications -led approach, the s cience-technology-\nsociety approach, problem-based learning, and multi-disciplinary learning. The approaches are based on sound and valued educational \nresearch and concepts including Constructivism, the Social Cognition Learning Model , Brain-based Learning and Vygotsky\u2019s Zone of proximal \ndevelopment. \nThe Science curriculum explicitly adapts in a developmental way Big Ideas (Harlen, et al., 2015) and Cross Cutting Concepts of Science"}


created_at: 2025-04-28 08:52:12
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p16-c1-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 16, "chunk_number": 1, "type": "text", "chroma:document": "and build towards learning of more conceptually complex content. For that reason, it is cruc ial that the prior experiences, knowledge and \nunderstanding of learners are considered and assessed in formative ways. Doing so ensures that an accessible and engaging lev el of teaching \nand learning is offered to learners, hence maximizing the effectivenes s of instruction (Vygotsky, 1978). Regular monitoring will ensure \neffectiveness of the implementation of the Science curriculum and its responsiveness to the needs of the learner and the dema nds of the highly \nglobalized community. \n \nI.  Key Stage Standards \nKey Stage 1 Standard \nAt the end of Grade 3, the learners acquire healthy habits and curiosity about self and their environment using basic process  skills of \nobserving, communicating, comparing, classifying, measuring, inferring, and predicting. This curios ity will help learners value science as an"}


created_at: 2025-04-28 08:52:12
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p13-c2-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 13, "chunk_number": 2, "type": "text", "chroma:document": "may be used any time during inquiry -based science instruction to check on understanding of scientific concepts, verify  the development of \nscientific inquiry, and reiterate the Science process skills. Assessment to check on learners' learning also provides a process to provide feedback \nand adapt to the needs of the learner, thus allowing the teacher to adjust instruction to meet learners' ever-changing needs. \n  \n2. Performance Tasks and Standards \nThe Science curriculum requires learners to complete at least one substantial performance task for each quarter. These may be  through \nindependent or collaborative work. The curriculum provides Performance Standards along with sample tasks to guide teachers on the \nperformance level expected. The levels of learner performance are judged using criteria suitable for the task. \nThe Performance standards, which are closely aligned with the Content Standards, provide a mechanism for teachers to make judgements"}


created_at: 2025-04-28 08:52:12
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p15-c2-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 15, "chunk_number": 2, "type": "text", "chroma:document": "development. \nThe Science curriculum explicitly adapts in a developmental way Big Ideas (Harlen, et al., 2015) and Cross Cutting Concepts of Science \n(A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, 2012), and integrates governmental thrusts of the \nPhilippines identified as appropriate to the science learning area. The science curriculum recognizes the place of science an d technology in \neveryday human affairs. It integrates science and technology in the social, economic, personal, and ethical aspects of life. The science curriculum \npromotes a strong link between science and technology, including indigenous technology, thus preserving our country\u2019s cultural heritage. \nScience concepts and science processes are intertwined through the learning competencies in the Science G3 to G10 curriculum. A learner-"}


created_at: 2025-04-28 08:52:12
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p16-c2-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 16, "chunk_number": 2, "type": "text", "chroma:document": "observing, communicating, comparing, classifying, measuring, inferring, and predicting. This curios ity will help learners value science as an \nimportant tool in helping them continue to explore their natural and physical environment. This also includes developing scientific knowledge or \nconcepts. \nThe specific objectives of Key Stage 1 are to ensure that the learners: \na.  understand the properties of objects around them; \nb.  describe the basic needs of living things; \nc. demonstrate and practice basic science process skills to investigate scientifically; and \nd.  exhibit curiosity and appreciation of the natural world. \nKey Stage 2 Standard \nAt the end of Grade 6, the learners have the essential skills of scientific inquiry \u2013 designing simple investigations, using appropriate \nprocedures and tools to gather evidence, observing patterns, de termining relationships, drawing conclusions based on evidence, and"}


created_at: 2025-04-28 08:52:12
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p13-c3-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 13, "chunk_number": 3, "type": "text", "chroma:document": "The Performance standards, which are closely aligned with the Content Standards, provide a mechanism for teachers to make judgements \non how well learners are applying science knowledge and understanding, skills and processes, and values and attitudes describ ed in the \ncurriculum content. \nPerformance Tasks and Standards assist the teachers and learners to answer the questions: \n1. \u201cWhat do learners do with what they know?\u201d \n2. \u201cHow well do learners demonstrate their learning?\u201d \n3. \u201cHow well do learners apply their learning in different situations, including in real-life contexts?\u201d"}


created_at: 2025-04-28 08:52:13
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p15-c3-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 15, "chunk_number": 3, "type": "text", "chroma:document": "Science concepts and science processes are intertwined through the learning competencies in the Science G3 to G10 curriculum. A learner-\ncentered and inquiry-based approach facilitates the acquisition of science concepts. Organizing the curriculum around situations and problems \nthat challenge and stir up learners\u2019 curiosity motivates them to learn and appreciate science as relevant and useful. Rather than relying solely \non textbooks, a variety of hands -on, minds-on, and hearts-on activities are advocated to develop learners\u2019 interest and lead them to becoming \nactive learners to acquire deep knowledge for applying 21st Century Skills."}


created_at: 2025-04-28 08:52:13
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p17-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 17, "chunk_number": 1, "type": "text", "chroma:document": "investigations can be problems at the local or national levels, and can encourage learners to communicate their  findings to other people. The \nlearners demonstrate understanding of science concepts and apply science inquiry skills in addressing real -world problems through scientific \ninvestigations. \nThe specific objectives of Key Stage 3 are to ensure that the learners: \na. apply science concepts in designing scientific investigations and/or possible solutions to real-world problems; \nb. evaluate scientific evidence in drawing interpretations and conclusions; \nc.  exhibit critical and analytical thinking in making decisions in scientific contexts; and \nd. demonstrate desirable attitudes and skills in conducting scientific investigations. \nII. Grade Level Standards \nKindergarten \u2013 Grade 2 \nThe grade level standards for Kindergarten, Grade 1, and Grade 2 form part of other curricula, including the English curricul um and the"}


created_at: 2025-04-28 08:52:13
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p16-c3-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 16, "chunk_number": 3, "type": "text", "chroma:document": "procedures and tools to gather evidence, observing patterns, de termining relationships, drawing conclusions based on evidence, and \ncommunicating ideas in varied ways to make meaning of the observations and/or changes that occur in the environment. The content and skills \nlearned will be applied to maintain good health,  ensure the protection and improvement of the environment, and practice safety measures in \ndaily activities."}


created_at: 2025-04-28 08:52:13
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p12-c2-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 12, "chunk_number": 2, "type": "text", "chroma:document": "the expectation that the learners demonstrate how their learning can be applied to their everyday lives. \nThe Science Technology Society approach (STS) focuses on the societal role of science and technology in the contemporary and modern \nworld. It provides a dynamic and interdisciplinary relationship of history, philosophy and sociology including cultural perspectives to answer and \nrespond to current science concerns, issues and problems (Pritchard & Woollard, 2010). By using this approach, the learners ex pand their \nunderstanding of science across disciplines and holistically view problems by examining the consequences of science and technology. \nProblem-based Learning approach (PBL) is the acquisition of knowledge and skills using critical thinking and creativity to solve real-life \nproblems. In this approach, real-world problems motivate learners to seek out deeper understanding of concepts, design reasoned decisions and"}


created_at: 2025-04-28 08:52:13
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p19-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 19, "chunk_number": 0, "type": "text", "chroma:document": "Page 20 of 69 \n \nusing fair tests and multiple trials to explore how forces influence the movement of familiar objects and predict how gravity  affects objects on \nEarth.  \nGrade 6 \nAt the end of Grade 6, learners describe the benefits of various separation techniques and demonstrate skills through the use of equipment. \nThey use diagrams and flowcharts to describe changes of state. They use the words reversible and irreversible to describe  changes to materials. \nThey identify mixtures such as solutions and give examples such as mixture. They recognize and apply their understanding of t he features of a \nfair test. Learners describe the different ways that plants reproduce and plan a simple scientific investigation to determine which method works \nbest in a given habitat. They describe that vertebrates are animals with a backbone and that invertebrates do not have a backbone. They design"}


created_at: 2025-04-28 08:52:13
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p17-c2-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 17, "chunk_number": 2, "type": "text", "chroma:document": "II. Grade Level Standards \nKindergarten \u2013 Grade 2 \nThe grade level standards for Kindergarten, Grade 1, and Grade 2 form part of other curricula, including the English curricul um and the \nMathematics curriculum. The content, including learning competencies for these grades, is not included in the Science curriculum; however, the \ncontent of other curricula has been used to develop the Science curriculum. The use of the Science curriculum should be built on and incorporate \nthe content of other curricula especially in use with Grade 3 learners, where understanding of expected prior learning is essential. \nGrade 3 \nAt the end of Grade 3, learners demonstrate simple science process skills of observing, predicting, and measuring to explore common local \nmaterials, their physical properties, and how they have been used over hundreds of years. They locate and describe non-living things that produce"}


created_at: 2025-04-28 08:52:13
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p12-c3-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 12, "chunk_number": 3, "type": "text", "chroma:document": "problems. In this approach, real-world problems motivate learners to seek out deeper understanding of concepts, design reasoned decisions and \ndefend them, and collaborate among themselves (Duch et al., 2001). Through this approach, development of critical thinking, p roblem-solving \nabilities, and collaboration and communication skills, are essentially given a focus. An effective and versatile approach for PBL is design thinking \nor engineering design process, which can be used to generate solutions based on the needs of intended users. \nA multidisciplinary (cross-disciplinary) design is built into the Science curriculum. A multidisciplinary approach is defined by UNESCO \nas \u201ccurriculum integration which focuses primarily on the different disciplines and the diverse perspectives they bring to illust rate a topic, theme or \nissue. A multidisciplinary curriculum is one in which the same topic is studied from the viewpoint of more than one discipline .\u201d The Science"}


created_at: 2025-04-28 08:52:13
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p20-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 20, "chunk_number": 0, "type": "text", "chroma:document": "Page 21 of 69 \n \nawareness and risk reduction management plans to identify and explain to others what to do in the event of an earthquake and/or tsunami. \nLearners explain the cause and effects of secondary impacts that some coastal communities may experience should a tsunami be produced by \neither a local or distant earthquake. Learners identify and explain how Solar energy influences the atmosphere and weather systems of the Earth \nand that these are the dominant processes that influence the climate of the country. \nLearners employ scientific techniques, concepts, and models to investigate forces and motion, and describe their findings using scientific \nlanguage, force diagrams, and distance-time graphs. They use their curiosity, knowledge and understanding, and skills to propose solutions to \nproblems related to motion and energy. They use scientific investigations to describe the properties of heat energy.  They apply their knowledge"}


created_at: 2025-04-28 08:52:13
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p11-c2-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 11, "chunk_number": 2, "type": "text", "chroma:document": "learners.  These pedagogical approaches can be included appropriately by teachers in the delivery of science lessons to adapt  to the learners\u2019 \ncontext and learning environment. These approaches are described below to guide teachers in using each pedagogical approach."}


created_at: 2025-04-28 08:52:13
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p19-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 19, "chunk_number": 1, "type": "text", "chroma:document": "best in a given habitat. They describe that vertebrates are animals with a backbone and that invertebrates do not have a backbone. They design \nand produce an example of a food web that identifies the role of consumers, producers, scavengers, and decomposers. They identify the technical \nterms biotic and abiotic as referring to living and non-living things. \nLearners carry out investigations to observe patterns and systems scientifically. They support their observations and conclusions to explain \noccurrences and concepts using technical scientific language. They use critical thinking skills and creativity to make models  and other devices \nto communicate their understanding to other people. \nLearners describe t hat volcanoes can have unexpected and severe impacts on communities and that the uncertainty and impacts of \nunpredicted eruptions can be offset by understanding and following alerts from authorities. Learners explain that the weather  patterns that"}


created_at: 2025-04-28 08:52:14
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p1-c2-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 1, "chunk_number": 2, "type": "text", "chroma:document": "symbol system such as written language and number systems. \nThe recalibration of the Science curriculum draws from and supports the DepEd MATATAG agenda, which sets the new direction in  \nresolving basic education challenges through the four critical components: \n\u2022 MAking the curriculum relevant to produce competent and job-ready, active, and responsible citizens; \n\u2022 TAking steps to accelerate delivery of basic education facilities and services; \n\u2022 TAking good care of learners by promoting learner well-being, inclusive education, and a positive learning environment; and \n\u2022  Giving support to teachers to teach better.  \nIt comes at a time when rapid changes and disruptions are happening. According to Marope, Griffin, and Gallagher (2017), in t he face of \nsuch persistent and rapid changes, education, through its curricula, should serve as lifelong learning systems, demonstrating  constant self-\nrenewal and innovation. \n The succeeding sections are organized as follows:"}


created_at: 2025-04-28 08:52:14
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p17-c3-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 17, "chunk_number": 3, "type": "text", "chroma:document": "materials, their physical properties, and how they have been used over hundreds of years. They locate and describe non-living things that produce \nuseful materials. They observe, describe, and measure living and non -living things in their local environment. They describe the basic needs of \nliving things and explain how their body parts allow them to carry out their daily activities. They recognize the need to protect the environment \nto ensure that the basic needs of living things can be met."}


created_at: 2025-04-28 08:52:14
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p20-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 20, "chunk_number": 1, "type": "text", "chroma:document": "problems related to motion and energy. They use scientific investigations to describe the properties of heat energy.  They apply their knowledge \nand problem-solving skills in everyday situations and explore how modern technologies may be used to overcome current global energy concerns. \nGrade 8 \nAt the end of Grade 8, learners apply knowledge and understanding of acceleration to everyday situations involving motion. They represent \nand interpret acceleration in distance-time, and velocity-time graphs to make predictions about the movement of objects. Lear ners link motion \nto kinetic energy and potential energy and explain transformations between them using everyday examples. Learners relate unde rstanding of \nkinetic energy and potential energy to an appreciation of the hydroelectric resources of the country which generates electricity for use in homes,"}


created_at: 2025-04-28 08:52:14
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p12-c4-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 12, "chunk_number": 4, "type": "text", "chroma:document": "issue. A multidisciplinary curriculum is one in which the same topic is studied from the viewpoint of more than one discipline .\u201d The Science \ncurriculum lends itself to greater integration of disciplines as may be adopted in some schools. Similarly, UNESCO defines a transdisciplinary \napproach as \u201can approach to curriculum integration which dissolves the boundaries between the conventional disciplines and organizes teaching \nand learning around the construction of meaning in the context of real -world problems or themes.\u201d An interdisciplinary approach is defined as \n\u201cAn approach to curriculum integration that generates an understanding of themes and ideas that cut across disciplines and of the connections \nbetween different disciplines and their relationship to the real world. It normally emphasizes process and meaning rather than product and content \nby combining contents, theories, methodologies, and perspectives from two or more disciplines.\u201d"}


created_at: 2025-04-28 08:52:14
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 21, "chunk_number": 0, "type": "text", "chroma:document": "Page 22 of 69 \n \nminimize the impact of human activities. Learners carry out a valid and reliable scientific investigation, showing the formation of a new substance. \nThey demonstrate an understanding of the significance of valence and identify bonds as ionic, covalent, or metallic. They rec ognize the symbols \nof common elements and the formula for common compounds.  They desc ribe the properties of ionic, covalent, and metallic substances. They \ndemonstrate critical and creative thinking in producing a learning tool about the role of bonds. \nLearners exhibit skills in gathering information from secondary sources and identify the location and geological setting of the Philippines \nto explain its unique landforms and dynamic geologic activity in a global context. They recognize the size and scale of the E arth and describe \nevidence for a dynamic Earth. Learners demonstrate curiosity a nd open-mindedness to evaluate theories of the formation of the Solar System."}


created_at: 2025-04-28 08:52:14
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p19-c2-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 19, "chunk_number": 2, "type": "text", "chroma:document": "unpredicted eruptions can be offset by understanding and following alerts from authorities. Learners explain that the weather  patterns that \nproduce seasons are largely predictable, and use models to explain natural processes and timing, such as the changes of season. Learn ers \nidentify that scientific models are valuable in explaining other observations of patterns in nature, such as the apparent mov ement of celestial \nobjects across the sky. They exhibit respect for cultures and interpretations of natural phenomena by indigenous people over generations and \nrespect explanations of phenomena using scientific inquiry and objectivity. \nGrade 7 \nAt the end of Grade 7, learners use models to describe the Particle theory of matter. They use diagrams and illustrations to explain the \nmotion and arrangement of particles during changes of state. They explain the role of solute and solvent in solutions and the  factors that affect"}


created_at: 2025-04-28 08:52:14
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p20-c2-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 20, "chunk_number": 2, "type": "text", "chroma:document": "kinetic energy and potential energy to an appreciation of the hydroelectric resources of the country which generates electricity for use in homes, \ncommunities, and industries. They use scientific investigations to explore the properties of light and apply their learning t o solving problems in \neveryday situations. Learners use models, flow charts, and diag rams to explain how body systems work together for the growth and survival of \nan organism. They represent patterns of inheritance and predict simple ratios of offspring. They explain that the classificat ion of living things \nshows the diversity and the unity of living things. They describe the processes of respiration and photosynthesis, and plan and record a scientific \ninvestigation to verify the raw materials needed. They use flow charts and diagrams to explain the cycles in nature. \nLearners describe the large-scale features of the \u2018blue planet\u2019 Earth and relate those features to the geological characteristics of the upper"}


created_at: 2025-04-28 08:52:14
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p22-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 22, "chunk_number": 0, "type": "text", "chroma:document": "Page 23 of 69 \n \nFor the operational purposes of curriculum implementation in schools, the four domains in the Science curriculum have been assigned in \nquarters as shown below, with Grades 3 to 6 in the elementary school and Grades 7 to 10 in the junior high school. \n \n \nSEQUENCE OF DOMAIN PER QUARTER \n  Elementary Junior High School \nGrade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 \nFirst \nQuarter \nMaterials Materials Materials Materials Science of \nMaterial \nLife Science Force, Motion, \nand Energy \nEarth and \nSpace Science \nSecond \nQuarter \nLiving Things Living Things Living Things Living Things Life Science Science of \nMaterial \nEarth and \nSpace Science \nForce, Motion, \nand Energy \nThird \nQuarter \nForce, \nMotion, and \nEnergy \nForce, Motion, \nand Energy \nForce, \nMotion, and \nEnergy \nForce, \nMotion, and \nEnergy \nForce, Motion, \nand Energy \nEarth and \nSpace Science \nLife Science Science of \nMaterial \nFourth \nQuarter \nEarth and \nSpace \nEarth and \nSpace \nEarth and"}


created_at: 2025-04-28 08:52:14
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 23, "chunk_number": 0, "type": "text", "chroma:document": "Page 24 of 69 \n \nGRADE 3 FIRST QUARTER- Materials \nContent Content Standards \nLearners learn that: \nLearning Competency \nThe learners\u2026 \n1. Science in our \ndaily life \n2. Science processes \n3. Materials and their \nuses \n1. Science is important in \nunderstanding how the \nnatural world works. \n2. Using science process \nskills, simple science \nequipment, and \nparticipating in guided \nactivities leads to better \nunderstanding of science. \n3. Physical properties of \nmaterials determine their \nuse. \n1. identify objects, activities, or natural events observed in their local environment \nthat can be explained by science;  \n2. participate in guided science activities by asking questions and tinkering with \nmaterials; \n3. describe the uses of various science equipment and materials used in simple \nactivities, such as a ruler, hand lens, scissors, balloons, modeling clay, and \ncardboard; \n4. describe different science process skills used in performing simple science"}


created_at: 2025-04-28 08:52:14
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p21-c1-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 21, "chunk_number": 1, "type": "text", "chroma:document": "evidence for a dynamic Earth. Learners demonstrate curiosity a nd open-mindedness to evaluate theories of the formation of the Solar System. \nThey describe modern scientific processes and technologies used by scientists to investigate the nature and evolution of the Solar System. \nLearners demonstrate a practical unders tanding of Newton\u2019s three laws of motion and explain everyday application of Newton\u2019s laws. Learners \nexplain the features of electricity and electrical circuitry in homes. Learners gather information from secondary sources to describe the nature \nand features of frequencies across the electromagnetic spectrum and identify practical applications and detrimental effects that electromagnetic \nradiation can have on living things. \nGrade 10 \nAt the end of Grade 10, learners describe and explain the geologically dynamic nature of the Philippine archipelago in relation to its plate"}


created_at: 2025-04-28 08:52:14
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p19-c3-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 19, "chunk_number": 3, "type": "text", "chroma:document": "motion and arrangement of particles during changes of state. They explain the role of solute and solvent in solutions and the  factors that affect \nsolubility. They demonstrate skills to plan and conduct a scientific investigation making accurate measurements and using sta ndard units. \nLearners describe the parts and function of a compound microscope and use this to identify cell structure . They describe the cell as the basic \nunit of life and that some organisms are unicellular and some multicellular. They explain that there are two types of cell di vision, and that \nreproduction can occur through sexual or asexual processes. They use diagrams to make connections between organisms and their environment \nat various levels of organization. They explain the process of energy transfer through trophic levels in food chains. \nLearners use systems to analyze and explain natural phenomena and explain th e dynamics of faults and earthquakes. They identify and"}


created_at: 2025-04-28 08:52:14
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 22, "chunk_number": 1, "type": "text", "chroma:document": "Energy \nForce, \nMotion, and \nEnergy \nForce, Motion, \nand Energy \nEarth and \nSpace Science \nLife Science Science of \nMaterial \nFourth \nQuarter \nEarth and \nSpace \nEarth and \nSpace \nEarth and \nSpace \nEarth and \nSpace \nEarth and \nSpace Science \nForce, Motion, \nand Energy \nScience of \nMaterial \nLife Science \n \n \n \nSCIENCE CURRICULUM GUIDE"}


created_at: 2025-04-28 08:52:14
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p1-c3-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 1, "chunk_number": 3, "type": "text", "chroma:document": "renewal and innovation. \n The succeeding sections are organized as follows: \n\u25aa The Shape of the Grades 3 to 10 Science Curriculum \n\u25aa Development of the Curriculum \no Curriculum Goals, Theoretical and Philosophical Bases, Curriculum Framework, Key Stage Standards, Grade Level Standards \n\u25aa Elements Contributing to the Curriculum"}


created_at: 2025-04-28 08:52:14
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p20-c3-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 20, "chunk_number": 3, "type": "text", "chroma:document": "Learners describe the large-scale features of the \u2018blue planet\u2019 Earth and relate those features to the geological characteristics of the upper \ncrustal layers of the Earth. They identify and describe the nature and impact of volcanic activity in building new crust and identify that these \ncrust forming processes account for patterns and changes in the distribution of volcanoes, earthquakes, and mountain chains that have occurred \nover time. Learners identify the relationships between landforms and oceans to explain the formation and impacts of typhoons. Learners describe \nthe structure of the atom and how our understandings have changed over time. They draw models of the atom and use tables to i dentify the \nproperties of subatomic particles. They explain that elements and compounds are pure substances. They identify elements, their symbols, their"}


created_at: 2025-04-28 08:52:15
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p18-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 18, "chunk_number": 0, "type": "text", "chroma:document": "Page 19 of 69 \n \nLearners use everyday language to explore, describe, and make suggestions abo ut the simple movements of objects. They learn through \nguided activities to make safe and careful observations of natural objects in the sky and demonstrate scientific ways of recording observations to \nreveal patterns in nature. Learners identify and explore sources of light and sound in their local environment and suggest how to use them safely \nin their lives. They apply their curiosity in the world around them and their creativity to propose solutions to simple chall enges. Learners \ndemonstrate safe handling procedures in using equipment and materials. \nGrade 4 \nAt the end of Grade 4, learners describe chemical properties of materials and that changes to them are sometimes harmful. The y identify \nthat plants and animals have systems whose function is to keep t hem alive. They observe, describe, and create representations to show how"}


created_at: 2025-04-28 08:52:15
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p19-c4-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 19, "chunk_number": 4, "type": "text", "chroma:document": "Learners use systems to analyze and explain natural phenomena and explain th e dynamics of faults and earthquakes. They identify and \nassess the earthquake risks for their local communities using authentic and reliable secondary data. They use national and lo cal disaster"}


created_at: 2025-04-28 08:52:15
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p21-c2-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 21, "chunk_number": 2, "type": "text", "chroma:document": "radiation can have on living things. \nGrade 10 \nAt the end of Grade 10, learners describe and explain the geologically dynamic nature of the Philippine archipelago in relation to its plate \ntectonic setting, and use models to explain the earth structures, movements, and natural events that occur. They explain mechanisms that have \ncontributed to the current distributions of continents and make predictions about changes that can be expected in the future.  Learners describe \nrapid changes that are occurring in local and global climate patterns and propose solutions to address these changes. Learner s describe \nqualitatively the facto rs that affect the trajectory of projectiles. They distinguish different types of collisions and describe the impacts on the \nmotion of objects. They carry out investigations using models to identify relationships that affect the motion of objects and  apply their"}


created_at: 2025-04-28 08:52:15
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p23-c1-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 23, "chunk_number": 1, "type": "text", "chroma:document": "activities, such as a ruler, hand lens, scissors, balloons, modeling clay, and \ncardboard; \n4. describe different science process skills used in performing simple science \nactivities, such as observing, predicting, and measuring using units such as \nmillimeter, centimeter, and meter; \n5. describe the physical properties of solid materials, such as hard, shiny, or \nstretchable; \n6. explain that changes in materials can be harmful to living and non-living things \nin the environment, such as trash disposal, and burning household materials; \n7. demonstrate proper handling and disposal of materials according to their \nproperties, such as reusing objects, disposing of excess oil into garbage, and \nrecycling paper, plastic or glass; \n8. describe how changes in solid materials make them useful, such as when they \nare shaped, pressed, hammered, joined, or cut; and \n9. identify the properties and uses of metals used by the local community such as \niron, gold, silver, and copper."}


created_at: 2025-04-28 08:52:15
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p24-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 24, "chunk_number": 0, "type": "text", "chroma:document": "Page 25 of 69 \n \nDesign a product out of recyclable materials that would be useful in everyday life, such as a vase, containers, clay pot, cardboard objects, \nrecycled plastic clothes/hats, straw bags, and objects made out of aluminum or steel cans. \n \nGRADE 3 SECOND QUARTER - Living things \nContent Content Standards \nLearners learn that: \nLearning Competency \nThe learners\u2026 \n1. Guided science \nactivities using \nprocess skills \n2. Living and non-\nliving things \n3. Characteristics of \nliving things \n4. Basic needs of \nliving things \n \n1. Using science process \nskills, simple pieces of \nscience equipment, and \nparticipating in guided \nactivities leads to a better \nunderstanding of science. \n2. Characteristics of growth, \nresponse and reproduction \nidentify living things. \n3. Body parts of plants and \nanimals enable them to live \nand grow. \n4. All living things have the \nsame basic needs that \nneed to be met by their \nenvironment."}


created_at: 2025-04-28 08:52:15
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p26-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 26, "chunk_number": 0, "type": "text", "chroma:document": "Page 27 of 69 \n \nSuggested Performance Tasks \nA. Choose a children\u2019s storybook and identify scenes where movement, light, or sound is used. Describe and show to the class how \nmovement, light or sound is being used or changed in the story to make it real or interesting. \nB. Design and make a working model that can be used to send a simple message to another learner who is 5 meters away. Your device \nshould send a message using either movement, light, or sound. Show the class your finished invention and be ready to describe how it works \nand how you have used movement, light or sound to carry or transfer the message. Indicate any problems you had and how you could \nimprove your design. \n \nGRADE 3 FOURTH QUARTER - Earth and Space \nContent Content Standards \nThe learners learn that: \nLearning Competencies \nThe learners\u2026 \n1. The Non-Living \nenvironment \n2. Patterns in the \nweather \n3. Celestial objects \n1. Non-living things found in \nthe environment are the \nsources of useful products."}


created_at: 2025-04-28 08:52:15
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p20-c4-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 20, "chunk_number": 4, "type": "text", "chroma:document": "properties of subatomic particles. They explain that elements and compounds are pure substances. They identify elements, their symbols, their \nvalence electrons, their positions in groups and periods on the periodic table. They design and/or create timelines or documentaries as interesting \nlearning tools. \nGrade 9 \nAt the end of Grade 9, learners describe that the transmission of traits is determined by DNA, genes, and chromosomes and explain that \nhigh levels of diversity help to maintain stability of an ecosystem. They identify critically endangered plants and animals o f the Philippines and \nstrategies to protect and conserve them.  They describe features of typical Philippine ecosystems and conduct a survey to explore possibilities to"}


created_at: 2025-04-28 08:52:15
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p18-c1-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 18, "chunk_number": 1, "type": "text", "chroma:document": "that plants and animals have systems whose function is to keep t hem alive. They observe, describe, and create representations to show how \nliving things interact with their habitat, survive, and reproduce. They use diagrams to show the feeding relationship among different organisms. \nLearners use simple equipment to iden tify types of soil that hold water and support plant growth. Learners use simple equipment and \nprocesses to measure and record data about movement, and describe and predict how things around them move. They describe the concepts of \nspeed and force. They recognize that science processes are used to gain deeper understanding about the properties of magnets, light, sound, and \nheat. Learners apply their developing observation skills and objectivity to identify where energy is evident in their local c ommunities and how it \nis used by people. They use instruments and secondary sources to measure and describe the characteristics of weather and use the information"}


created_at: 2025-04-28 08:52:15
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p21-c3-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 21, "chunk_number": 3, "type": "text", "chroma:document": "motion of objects. They carry out investigations using models to identify relationships that affect the motion of objects and  apply their \nunderstanding to real-life situations. Learners gather information from secondary sources to identify, describe, and explain how science impacts \nhuman activities and the environment. \nLearners explain that there are different indicators for classifying substances as acids, bases, or salts. They describe the identifying factors \nfor a chemical reaction as well as the important types of chemical reactions. They explain how some important chemical reacti ons impact the \nnatural and built environments. They write balanced chemical equations using formula and apply the principles of conservation of mass. They \nexplain factors that affect the rate of a reaction and that some reactions are exothermic, and others are endothermic. They d emonstrate the"}


created_at: 2025-04-28 08:52:15
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p23-c2-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 23, "chunk_number": 2, "type": "text", "chroma:document": "are shaped, pressed, hammered, joined, or cut; and \n9. identify the properties and uses of metals used by the local community such as \niron, gold, silver, and copper. \n \nPerformance Standard \nBy the end of the Quarter, learners demonstrate simple science processes to explore common local materials, their physical properties and \nuses. They participate in guided science activities including simple measurements using units, such as millimeters, centimeters, and meters. \nThey demonstrate safe handling procedures to use equipment and materials. \nSuggested Performance Task"}


created_at: 2025-04-28 08:52:15
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 24, "chunk_number": 1, "type": "text", "chroma:document": "identify living things. \n3. Body parts of plants and \nanimals enable them to live \nand grow. \n4. All living things have the \nsame basic needs that \nneed to be met by their \nenvironment. \n1. use the skills of observing, predicting, and measuring in performing simple \nguided science activities; \n2. observe and describe the difference between living and non-living things and give \nexamples of each that can be found in the local environment; \n3. describe the characteristics of living things: they grow, respond, and reproduce; \n4. observe and describe the outer body parts of animals, such as head, legs or \nwings, and identify their role to move and to gather food; \n5. observe the outer parts of plants, such as leaves, roots, and stems and identify \ntheir role to get water and nutrients from the soil; \n6. identify the basic needs of all living things, such as air, food, water, and shelter; \n7. observe examples and explain how living things depend on one another and on"}


created_at: 2025-04-28 08:52:15
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p26-c1-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 26, "chunk_number": 1, "type": "text", "chroma:document": "The learners\u2026 \n1. The Non-Living \nenvironment \n2. Patterns in the \nweather \n3. Celestial objects \n1. Non-living things found in \nthe environment are the \nsources of useful products. \n2. Weather affects our daily \nactivities and may pose \nthreats to health and \nsafety. \n3. The natural objects in the \nsky affect the activities of \npeople. \n1. participate in guided activities to locate and describe different types of non-living \nthings found in and around their school, such as rocks, soil, water, air, metals, \nclouds, rain, and sunlight; \n2. identify some useful things that people have made from non-living materials and \ndescribe what natural materials have been used to make the items; \n3. recognize that the non-living materials that make up the environment are referred \nto as \u2018earth materials\u2019; \n4. observe and record changes in the weather during a day or over some days and \ndescribe the different types and patterns of weather that occur in the local area;"}


created_at: 2025-04-28 08:52:16
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 18, "chunk_number": 2, "type": "text", "chroma:document": "is used by people. They use instruments and secondary sources to measure and describe the characteristics of weather and use the information \nto make predictions. Learners demonstrate appreciation for the dangers of extreme weather events and use  safe practice to protect themselves. \nLearners use personal observations and reliable secondary information sources to describe the sun and explain its importance to life on Earth. \nThey exhibit objectivity and open-mindedness in gathering information related to environmental issues and concerns in the community. \nGrade 5 \nAt the end of Grade 5, learners identify matter as having mass and taking up space and existing in three states based on the properties of \nshape and volume. They identify that heat is involv ed in changes of state. They plan and carry out a simple scientific investigation following \nappropriate steps and identifying appropriate equipment. Learners describe and create models of the body systems that represe nt how humans"}


created_at: 2025-04-28 08:52:16
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p28-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 28, "chunk_number": 0, "type": "text", "chroma:document": "Page 29 of 69 \n \nPerformance Standard \nBy the end of the Quarter, learners describe chemical properties of materials and changes to them. They demonstrate an understanding that \nscience processes can solve everyday problems and use creativity and determination to provide examples. They exhibit objectivity and open-\nmindedness in gathering information related to environmental issues and concerns in the community. \nSuggested Performance Task/s \nA. Create a simple model, illustration or write a story about a favorite science invention that you use in everyday life. \nB. Plan and produce a sample of useful fertilizer from household waste. \n \n \nGRADE 4 SECOND QUARTER - Living Things \nContent Content Standards \nLearners learn that: \nLearning Competency \nThe learners\u2026 \n1. Systems in plants \nand animals \n2. Plants and animals \nand their habitats \n3. Life cycles of \nanimals \n4. Animals and the \nfood they eat \n5. Food chains \n1. Animals and plants have \nsystems that function to \nkeep them alive."}


created_at: 2025-04-28 08:52:16
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p4-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 4, "chunk_number": 0, "type": "text", "chroma:document": "Page 5 of 69 \n \nThe Cognitive load theory  is a theory of how human brains process, learn and store information. The theory suggests that working \nmemory has a limited capacity and that overloading it reduces the effectiveness of teaching. Furthermore, Dylan William has described cognitive \nload theory as \u201cthe single most important thing for teachers to know\u201d (William 2017). A large body of research evidence indicates that instruction \nis most effective when designed according to the limitations of working memory. \nC.    Curriculum  Framework \n \n \n \n \n \n \n \n \n \n \n \n \nFigure 1. Science Curriculum Framework \nA central feature of the Science curriculum is the balanced integration of three interrelated content strands: \n\u25cf       Performing scientific inquiry skills; \n\u25cf       Understanding and applying scientific knowledge; and \n\u25cf       Developing and demonstrating scientific attitudes and values."}


created_at: 2025-04-28 08:52:16
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p18-c3-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 18, "chunk_number": 3, "type": "text", "chroma:document": "appropriate steps and identifying appropriate equipment. Learners describe and create models of the body systems that represe nt how humans \ngrow, develop, and reprod uce. They use tables to group living things as plants, animals, or microorganisms. They use skills of observing, \npredicting, measuring, and recording to plan and carry out a simple activity to compare the life cycles of plants and animals. They plan and carry \nout valid and reliable scientific investigations to explore frictional forces by identifying and controlling variables. They observe and describe basic \nfeatures of static electricity and electric current and explain and recognize applications of forces and electrical energy in the home and community. \nLearners explain the role of the water cycle in changing landforms and earth materials. They explain the causes and impacts o f extreme"}


created_at: 2025-04-28 08:52:16
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p27-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 27, "chunk_number": 0, "type": "text", "chroma:document": "Page 28 of 69 \n \nPerformance Standard \nBy the end of the Quarter, learners explore their immediate neighborhood to locate and describe useful non -living things that can be used by \npeople to produce useful materials and objects. They learn through guided activities to make safe and careful observations of  natural objects \nin the sky and demonstrate scientific ways of recording observations to reveal patterns in nature. \nSuggested Performance Task \nA. Express ideas creatively through artwork, poems, and songs, about health and safety measures to avoid the harmful effects of Sun\u2019s heat. \nExpress ideas about safety measures during different weather conditions creatively. \nB. Record, organize, and present observations on the changes in the weather over a period of 5 to 7 days. \n \nGRADE 4 FIRST QUARTER- Materials \nContent Content Standards \nLearners learn that: \nLearning Competency \nThe learners\u2026 \n1. Science inventions \n2. Materials and their \nuses \n3. Gathering scientific \ninformation"}


created_at: 2025-04-28 08:52:16
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p21-c4-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 21, "chunk_number": 4, "type": "text", "chroma:document": "explain factors that affect the rate of a reaction and that some reactions are exothermic, and others are endothermic. They d emonstrate the \nknowledge and the skills needed to plan and conduct valid and reliable scientific investigations and record them appropriately. Learners describe \nhomeostasis as a process that allows an organism to maintain stability. They describe and discuss that natural selection is the driving mechanism \nof evolutionary change. They explain the meaning of the term biotechnology and debate the societal, environmental, and ethica l implications of \nutilizing biotechnological products and methods. They discuss the factors that limit the ecosystem\u2019s carrying capacity and the role of population \ngrowth."}


created_at: 2025-04-28 08:52:16
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p28-c1-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 28, "chunk_number": 1, "type": "text", "chroma:document": "2. Plants and animals \nand their habitats \n3. Life cycles of \nanimals \n4. Animals and the \nfood they eat \n5. Food chains \n1. Animals and plants have \nsystems that function to \nkeep them alive. \n2. Animals and plants live in \nhabitats that meet their \nbasic needs. \n3. Animals have life cycles \nthat include development \nand reproduction. \n4. Animals can be grouped \naccording to the food that \nthey eat. \n5. Food chains show a series \nof living things that \ndepend on each other for \nfood. \n1. describe in simple terms how the following human body systems work: muscular, \nskeletal, digestive, circulatory, and respiratory; \n2. observe the root and shoot system in plants and describe why they are \nimportant; \n3. use a drawing or diagram to classify some Philippine animals and plants, based \non their habitat: some live on land (terrestrial), live in water (aquatic) or fly in the \nair (aerial); \n4. make a list or draw up a table with examples of animals and plants in a"}


created_at: 2025-04-28 08:52:16
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p26-c2-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 26, "chunk_number": 2, "type": "text", "chroma:document": "to as \u2018earth materials\u2019; \n4. observe and record changes in the weather during a day or over some days and \ndescribe the different types and patterns of weather that occur in the local area; \n5. describe how changes in the weather can affect daily activities and explain how \nsome types of weather can be dangerous for people; \n6. participate in guided activities to carefully observe and describe the natural \nobjects commonly seen in the sky during daytime and nighttime, including the \nSun, the Moon, planets, and stars; \n7. participate in guided activities to explore and record how and when the Sun, the \nMoon, planets, and stars can be seen moving across the sky; \n8. explain how natural objects in the sky affect activities of people; and \n9. describe safety measures that people can use to avoid the harmful effects of the \nSun\u2019s light."}


created_at: 2025-04-28 08:52:16
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p29-c0-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 29, "chunk_number": 0, "type": "text", "chroma:document": "Page 30 of 69 \n \n6. Using drawings, tables, \nand flowcharts is an \nimportant skill in learning \nscience concepts and in \nlearning about science \nprocesses. \n7. draw a simple food chain using living things from the Philippines and label them \nas herbivores, carnivores, and omnivores. \nPerformance Standard \nBy the end of the Quarter, learners identify that plants and animals have systems whose function is to keep them alive. They observe, \ndescribe, and create representations to show how living things interact with their habitat, survive, and reproduce in specific environments. \nThey use flowcharts to show the feeding relationship among different organisms within a given environment. \nSuggested Performance Task \nCreate a diorama, terrarium, or an aquarium to illustrate how some plants or animals live on land or in water. \n \nGRADE 4 THIRD QUARTER - Force, Motion, and Energy \nContent \n \nContent Standards \nThe learners learn that: \nLearning Competencies \nThe learners\u2026 \n1. Forces and"}


created_at: 2025-04-28 08:52:16
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p27-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 27, "chunk_number": 1, "type": "text", "chroma:document": "Content Content Standards \nLearners learn that: \nLearning Competency \nThe learners\u2026 \n1. Science inventions \n2. Materials and their \nuses \n3. Gathering scientific \ninformation \n1. Science inventions have \nbrought about major \nchanges to our daily lives. \n2. Chemical properties of \nmaterials determine their \nuses. \n3. Communication skills and \nopen mindedness are \nneeded in solving \nenvironmental issues. \n1. use information from secondary sources to identify a famous Filipino and/or \nforeign scientist and their invention/s; \n2. use information from the home or the local community to identify a science \ninvention and explain its impact on their everyday life; \n3. describe the chemical properties of materials, such as they can be burnt, react \nwith other materials, or are degradable or biodegradable; \n4. describe changes in properties of materials when exposed to certain changes in \ntemperature, such as changes when wood or coal are burned;"}


created_at: 2025-04-28 08:52:16
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p28-c2-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 28, "chunk_number": 2, "type": "text", "chroma:document": "on their habitat: some live on land (terrestrial), live in water (aquatic) or fly in the \nair (aerial); \n4. make a list or draw up a table with examples of animals and plants in a \nparticular habitat, such as a garden, rice field, seashore, and mangrove swamp; \n5. use flow charts to compare the different stages in the life cycle of animals, such \nas a butterfly, frog, chicken, and human; \n6. use information from secondary sources to group animals according to the food \nthey eat. Some are: \na. plant eaters (herbivores), \nb. meat eaters (carnivores), and \nc. plant and meat-eaters (omnivores); and"}


created_at: 2025-04-28 08:52:16
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p18-c4-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 18, "chunk_number": 4, "type": "text", "chroma:document": "Learners explain the role of the water cycle in changing landforms and earth materials. They explain the causes and impacts o f extreme \nweather and identify appropriate and safe ways to respond to such event s. They recognize the scale of space and describe the features of the \nsolar system. They use models to communicate significant relationships and movements. They demonstrate curiosity and creativi ty in \ncommunicating information about earth processes to other people. Learners use objectivity and measurement to carry out scientific investigations"}


created_at: 2025-04-28 08:52:16
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p31-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 31, "chunk_number": 0, "type": "text", "chroma:document": "Page 32 of 69 \n \n3. Characteristics of \nthe Sun \n2. Characteristics of the \nweather can be observed \nand measured. \n3. The Sun is a ball of hot \ngases about 100 times the \nsize of Earth, which \nradiates light energy \nneeded by living things. \n3. participate in a guided investigation to identify the effect of different types of soil \non the growth of plants; \n4. identify some of the basic characteristics used to describe the weather, such as \nair temperature, air pressure, wind speed, wind direction, humidity, rain, and \ncloud cover; \n5. use weather instruments to measure and record some of the characteristics of \nweather during a school day; \n6. examine a local weather chart to make simple interpretations about the local \nweather and how it might change and describe and practice safety precautions to \nuse during poor or extreme weather conditions; \n7. describe some of the overall characteristics of the Sun, such as its composition, \nits size, and the main energy it radiates;"}


created_at: 2025-04-28 08:52:16
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p24-c2-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 24, "chunk_number": 2, "type": "text", "chroma:document": "6. identify the basic needs of all living things, such as air, food, water, and shelter; \n7. observe examples and explain how living things depend on one another and on \nthe environment to meet their basic needs; and \n8. recognize that there is a need to protect and conserve the environment for living \nthings to survive. \nPerformance Standard \nBy the end of the Quarter, learners describe the basic needs of living things. They explain how the body parts allow them to carry out their \ndaily activities. They recognize the need to protect the environment to ensure that the basic needs of living things can be met. They observe \nand measure living and non-living things in their local environment. They make models and collages of living things and their basic needs. \nSuggested Performance Tasks \nA. Make (create) a model of a chosen living thing using readily available recyclable or indigenous materials."}


created_at: 2025-04-28 08:52:17
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p27-c2-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 27, "chunk_number": 2, "type": "text", "chroma:document": "4. describe changes in properties of materials when exposed to certain changes in \ntemperature, such as changes when wood or coal are burned; \n5. demonstrate ways to minimize harmful changes in materials, such as restriction \nof burning of waste materials, and care in handling reactive materials; \n6. identify issues and concerns in the local community and how they could be \naddressed by science, such as the treatment of waste; and  \n7. apply science process skills and attitudes in conducting a guided survey about \nenvironmental issues and concerns including grouping and classifying, \ncommunicating, and open mindedness."}


created_at: 2025-04-28 08:52:17
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p32-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 32, "chunk_number": 0, "type": "text", "chroma:document": "Page 33 of 69 \n \nThe learners learn that: The learners\u2026 \n1. Matter in daily life \n2. Matter and the \nthree states \n3. Scientific \ninvestigation \n1. Scientists identify three \nstates of matter based on \nshape and volume. \n2. Temperature can cause \nchanges of state. \n3. Planned simple scientific \ninvestigations require \nseveral steps and \nprocesses. \n4. An understanding of \nmatter can be applied to \nsolve real world problems. \n1. describe matter as anything that has mass and takes up space; \n2. identify that matter has (exists in) three states called solids, liquids, and gases; \n3. describe the properties of solids, liquids, and gases in terms of shape and \nvolume: \na. solids: definite shape and volume \nb. liquids: no definite shape; definite volume \nc. gases: no definite shape or volume;  \n4. identify objects at home and in the classroom as solid, liquid or gas; \n5. use measuring cylinders or beakers to measure volume using units, such as \nmilliliters (mL), and liters (L);"}


created_at: 2025-04-28 08:52:17
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p31-c1-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 31, "chunk_number": 1, "type": "text", "chroma:document": "use during poor or extreme weather conditions; \n7. describe some of the overall characteristics of the Sun, such as its composition, \nits size, and the main energy it radiates; \n8. describe the changes in the direction and length of shadows from a shadow stick \nand use the information to infer why the Sun changes position during a day; and \n9. make suggestions about the importance of the Sun to living things for a group or \nclass discussion and confirm and record ideas by referring to trustworthy \nsecondary sources of information. \nPerformance Standard \nBy the end of the Quarter, learners use simple equipment to identify how types of soil hold water to support the growth of plants. They use \ninstruments and secondary sources to measure and describe the characteristics of weather and use the information to make predictions \nabout weather patterns in their local area. They demonstrate appreciation for the dangers of extreme weather events and use safe practice to"}


created_at: 2025-04-28 08:52:17
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p33-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 33, "chunk_number": 0, "type": "text", "chroma:document": "Page 34 of 69 \n \n \n \nGRADE 5 SECOND QUARTER - Living Things \nContent Content Standards \nLearners learn that: \nLearning Competency \nThe learners\u2026 \n1. Body systems in \nanimals \n2. Plants, animals, \nand \nmicroorganisms \n3. Life cycles of living \nthings \n4. Specialized \nstructures in \nplants. \n \n1. Animals have systems \nthat help them grow, \nrespond, and reproduce. \n2. Living things can be \ngrouped as plants, \nanimals, and \nmicroorganisms based on \ntheir characteristics. \n3. The life cycles of plants \nand animals allow them \nto survive and reproduce. \n4. Plants have specialized \nstructures that help them \novercome unfavorable \nconditions. \n \n1. identify from pictures and labeled diagrams the parts of the digestive system as \nmouth, gullet, stomach, small intestine, and large intestine, and describe how \nthey work; \n2. identify from pictures and diagrams the parts of the respiratory system as the \nnose, windpipe, and lungs, and describe how they work;"}


created_at: 2025-04-28 08:52:17
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p25-c0-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 25, "chunk_number": 0, "type": "text", "chroma:document": "Page 26 of 69 \n \n \n \n \n \n \nGRADE 3 THIRD QUARTER - Force, Motion, and Energy \nContent Content Standards \nThe learners learn that: \nLearning Competencies \nThe learners\u2026 \n1. Exploring and \nQuestioning \n2. Moving objects \n3. Light and sound \n \n1. Objects that change \nposition encounter a push \nor a pull. \n2. Using science processes \nand curiosity is important \nin understanding how \nobjects move. \n3. Light and sound are \nexamples of energy that \naffect daily life. \n4. People can modify light and \nsound to make them \nuseful. \n1. explore and demonstrate different ways to make objects move by natural causes, \nsuch as wind and water, or by people, such as pushing, pulling, rolling, and \ncarrying; \n2. explore and describe things that affect the movement of objects, including size, \nshape, heaviness, material, and surface texture; \n3. measure and describe changes in the position of people or objects in relation to \ntheir original position, such as moving closer, farther, left, or right;"}


created_at: 2025-04-28 08:52:17
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p34-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 34, "chunk_number": 0, "type": "text", "chroma:document": "Page 35 of 69 \n \nPerformance Standard \nBy the end of the Quarter, learners describe and create models of the body systems whose function is to help humans grow, develop, and \nreproduce. They use tables to group living things as plants, animals, or microorganisms. They use skills of observation, predicting, \nmeasuring, and recording to plan and carry out a simple activity to observe the life cycle of a plant and compare it to the life cycles of \nanimals. \nSuggested Performance Tasks \nA. Make a model using local recyclable materials of one of the human body systems to show how it works.  \nB. Set up a simple science activity to observe and record the changes in plants as they grow from seed to maturity. \n \n \nGRADE 5 THIRD QUARTER - Force, Motion, and Energy \nContent Content Standards \nThe learners learn that: \nLearning Competencies \nThe learners\u2026 \n1. Contact and non-\ncontact forces \n2. Investigating \nscientifically \n3. Friction \n4. Gravity  \n5. Static electricity \n6. Conductors,"}


created_at: 2025-04-28 08:52:17
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p32-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 32, "chunk_number": 1, "type": "text", "chroma:document": "4. identify objects at home and in the classroom as solid, liquid or gas; \n5. use measuring cylinders or beakers to measure volume using units, such as \nmilliliters (mL), and liters (L); \n6. describe how changes in temperature cause matter to change in state, such as \nsolid to liquid to gas; \n7. describe the steps of a simple science investigation: \na. What is the problem? \nb. What materials do you need? \nc. What do you need to do? \nd. What have you found out/learned?; \n8. identify and appropriately use units in simple science activities, such as \nmilligrams (mg,) grams (g), kilograms (kg), and degrees centigrade (oC); and \n9. plan simple scientific investigations in answering questions, such as \u201cDo gases \n(like air) or liquids (like water) have mass?\u201d, using appropriate simple science \nequipment, such as a balance, and a thermometer, with appropriate units. \nPerformance Standard"}


created_at: 2025-04-28 08:52:17
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p24-c3-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 24, "chunk_number": 3, "type": "text", "chroma:document": "Suggested Performance Tasks \nA. Make (create) a model of a chosen living thing using readily available recyclable or indigenous materials. \nB. Make a collage of the basic needs of a chosen living thing using readily available recyclable plant or animal materials."}


created_at: 2025-04-28 08:52:17
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 29, "chunk_number": 1, "type": "text", "chroma:document": "GRADE 4 THIRD QUARTER - Force, Motion, and Energy \nContent \n \nContent Standards \nThe learners learn that: \nLearning Competencies \nThe learners\u2026 \n1. Forces and \nmovement  \n2. Observing, \nmeasuring, and \npredicting \n3. Magnets \n4. Sound, light, and \nheat energy \n1. Science processes help in \nobserving and predicting \nhow things move. \n2. Pushes and pulls can \nchange the position and \nshape of objects. \n3. Gathering scientific \ninformation helps explain \nthe behavior of objects \nand materials. \n4. Magnets affect some \nobjects and materials \nwithout touching them. \n5. Energy is present \nwhenever there is \n1. participate in guided activities to discover and predict how rigid and soft objects \ncan be moved and/or changed in shape; \n2. measure accurately the distance and time when things move using simple \nequipment; \n3. identify that how far an object moves in a given time is called speed; \n4. construct and label simple graphs of different speeds including stationary and"}


created_at: 2025-04-28 08:52:17
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p31-c2-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 31, "chunk_number": 2, "type": "text", "chroma:document": "about weather patterns in their local area. They demonstrate appreciation for the dangers of extreme weather events and use safe practice to \nprotect themselves if they are caught in bad weather. Learners use personal observations and reliable secondary information sources to \ndescribe the Sun and explain its importance to life on Earth. \nSuggested Performance Task \nConstruct a sundial that can indicate the time of the day. \n \n \nGRADE 5 FIRST QUARTER- Materials \nContent Content Standards Learning Competency"}


created_at: 2025-04-28 08:52:17
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p25-c1-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 25, "chunk_number": 1, "type": "text", "chroma:document": "3. measure and describe changes in the position of people or objects in relation to \ntheir original position, such as moving closer, farther, left, or right; \n4. explore and describe how sound is made and transferred in everyday situations, \nsuch as the ringing of a bell or the hearing of noises; \n5. describe sources of light and their use in everyday situations; \n6. participate in guided science activities to explore and describe sources of light, \nhow it behaves or can be changed, and its uses in everyday situations; \n7. explain how light and sound can be harmful to people and make suggestions on \nhow to protect oneself from them; and \n8. participate in guided activities to explore and describe some ways to use \nmovement, sound, and light to send information between two people. \nPerformance Standard \nBy the end of the Quarter, learners use everyday language to explore, describe, and make suggestions about simple movements of objects."}


created_at: 2025-04-28 08:52:17
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p33-c1-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 33, "chunk_number": 1, "type": "text", "chroma:document": "they work; \n2. identify from pictures and diagrams the parts of the respiratory system as the \nnose, windpipe, and lungs, and describe how they work; \n3. identify from pictures and labeled diagrams the parts of the female reproductive \nsystem as ovaries, uterus, and vagina and those of the male reproductive \nsystem as the prostate, testis, and penis and describe how they work; \n4. use a table to show how living things can be classified into groups based on \nsimilar characteristics: \na. plants including flowering and non-flowering; \nb. animals including mammals, reptiles, insects, birds, fish, amphibians, \nand reptiles; \nc. microorganisms including fungi and bacteria; \n5. identify which groups of animals reproduce by giving birth to live young, such \nas mammals, and which reproduce by laying eggs, such as birds and reptiles; \n6. compare the life cycles of mammals from birth to adulthood, birds from egg to a \nmature organism, and plants from seed to a young plant, and then to a mature"}


created_at: 2025-04-28 08:52:17
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p32-c2-t
encoding: FLOAT32
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 32, "chunk_number": 2, "type": "text", "chroma:document": "(like air) or liquids (like water) have mass?\u201d, using appropriate simple science \nequipment, such as a balance, and a thermometer, with appropriate units. \nPerformance Standard \nBy the end of the Quarter, learners describe three states of matter based on properties of shape and volume and identify that heat is involved \nin changes of state. They plan a simple scientific investigation following appropriate steps and using units such as milliliters, liters, grams, \nkilograms, and degrees Celsius for measuring. \nSuggested Performance Task \nPlan and carry out a scientific investigation on a simple everyday problem such as \u201cdo gases have weight\u201d?"}


created_at: 2025-04-28 08:52:18
topic: persistent://default/default/4073130c-0e29-4c0f-92a7-6a9545956bc1
id: dec993a5-3dca-4bc8-99c8-8e162f0d2821-p30-c0-t
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{"document_uuid": "dec993a5-3dca-4bc8-99c8-8e162f0d2821", "page_number": 30, "chunk_number": 0, "type": "text", "chroma:document": "Page 31 of 69 \n \nmovement, sound, light, \nor heat. \n8. carry out guided investigations to identify the properties of magnets, including \nhow they affect other magnets and objects made of different materials; \n9. identify examples of how objects can affect other objects even when they are not \nin contact with each other, such as magnets attracting other objects, light from \nthe sun affecting our eyes, and skin, and loud noises hurting our ears; \n10. identify that energy is something that can cause change including light, sound, \nand heat energy; and \n11. observe and identify sources and uses of light, sound, and heat energy at school, \nat home and in the local community. \nPerformance Standard \nBy the end of the Quarter, learners use simple equipment and processes to measure and record data related to movement and describe and \npredict the way things around them move using more scientifically technical language and concepts, such as speed and force. They"}


