Republic of the

Philippines Department of
Education
DepEd Complex, Meralco
Avenue Pasig City

K to 12 Curriculum Guide
SPECIAL SCIENCE
PROGRAM
RESEARCH
(Grade 7August,
to Grade
2017
10)
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K to 12 Special Science Program Research Curriculum Guide August 2017
PROGRAM DESCRIPTION

RESEARCH

Research is the core of the Special Science Program (SSP) designed to provide learners with knowledge and understanding of scientific processes that they will
use in undertaking science investigations. Various science process skills embedded in this course serve as criteria that will benchmark the higher order thinking skills in
the field of research.

The concepts on the nature of research and research processes will enable the learners to generate problems, select and synthesize relevant literature
observing ethical standards, employ experimental designs, and apply basic statistical tools which will enhance the scientific writing skills in developing a research
proposal.

Furthermore, the learners will demonstrate the skills and competencies in conducting actual experimental research. This will lead them to establish linkages
that will result to collaboration with different stakeholders such as partner research institutions, industries and the community itself. They will acquire mastery and
proficiency in writing the scientific paper by exposing them to the rigors of writing research reports.

This research course will strengthen the learner’s research capability and higher level of mastery and proficiency through continuous development of the
science research project. This will foster the research culture among learners, creating critical thinkers, and problem solvers among them, and motivating them to
pursue science and technology courses in the near future and become globally competitive individuals.

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K to 12 Special Science Program Research Curriculum Guide August 2017
COURSE DESCRIPTION

Research I for Grade 7 is a course in the Special Science Program designed to equip learners with essential scientific attitudes and
science process skills that will prepare them in conducting science investigations. These skills include observing, measuring, inferring,
Research I classifying, predicting, communicating, formulating research problems, formulating hypotheses, defining and identifying variables, describing
relationships between variables, designing an investigation, experimenting and writing simple scientific report. The simple science
investigations shall be confined within the school premises. This course provides an excellent groundwork or prerequisite background for
higher research work.

Research II for Grade 8 introduces the nature of research and processes to learners. This will help them generate a researchable
Research II problems, formulate hypotheses, select, synthesize and cite relevant literature following ethical standards, apply the principles of experimental
design and methodology, determine the basic statistical tools, and enhance scientific writing skills in preparing a research proposal. This subject
is also designed to prepare the learners in establishing strong linkages, collaboration and consultation with research institutions, industries and
nearby communities.

Research III for Grade 9 is the phase where the actual conduct of investigation/experimentation of learners starts. Topics are geared to
equip learners with the necessary skills in conducting experimental research. In acquiring proficiency in conducting sound researches, the
Research III learners shall establish strong linkages, collaborate and maximize the available resources of research institutions and the community. Constant
coaching, mentoring and consultation with experts will result to robust and well-guided execution of the research project. Learners should be
able to acquire mastery and competence in writing the scientific paper by exposing them to the rigors of writing research reports.

Research IV for Grade 10 aims to enhance the previous project study or develop a new scientific research. Competencies are designed
to strengthen the learner’s research capability through the use of advance scientific applications for different research designs, stronger
Research IV linkages, collaboration and consultation with research institutions and industries. Research IV will serve as an avenue for the learners to
demonstrate much higher level of competence, mastery and proficiency in research through continuous development of the scientific research
project.

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K to 12 Special Science Program Research Curriculum Guide August 2017
SPECIAL SCIENCE PROGRAM
GRADE 7 – RESEARCH I
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES CODE
STANDARDS STANDARDS
Grade 7 –SCIENTIFIC ATTITUDES- Ist QUARTER (SA)
A. Curiosity The learner The learner should be The learner should be able to:
 importance of demonstrates able to: 1.apply scientific attitudes in designing SSP-RS7SA-Ia-c-1
developing scien understanding of the a. design simple science simple science investigation
“}`tific curiosity scientific attitudes, investigation applying 2.explain the importance of SSP_RS7SPS-Id-2
 ways of stimulating and applies scientific attitudes and observation in the empirical nature of
learner’s scientific appropriate basic basic science process science
curiosity science process skills skills which are the 3. demonstrate the skills of observing SSP_RS7SPS-1d-3
B. Intellectual honesty in designing simple inherent requirements in a given event and/or object
 importance of science investigation. conducting science 4. use appropriate tools in measuring SSP_RS7SPS-1d-e-4
developing intellectual investigation objects
honesty in science 5. describe the differences between SSP_RS7SPS1e-5
 characteristics of b. communicate the an observation and an inference
intellectually honest designed simple science 6. classify objects and events SSP_RS7SPS1-f-6
learners investigation through according to observable
 Ethics in reporting flyers, posters etc…. characteristics
data 7. make predictions based on SSP_RS7-SPS1-f-7
and using other evidence
references
D. Open-mindedness 8. communicate the result of
• importance of developing observations through different forms SSP_RS7SPS-Ig-8
open- mindedness in of science publications (e.g. flyers,
science posters…)
 intercultural
understanding
 adaptability to
science and
technology
advances
• ways of developing
learner’s open-

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K to 12 Special Science Program Research Curriculum Guide August 2017
mindedness in science
E. Skepticism
 importance of
developing skepticism
in science
 ways to develop
learner’s skepticism in
science
F. Objectivity
 characteristics of
objectivity:
 validity and
reliability
G. Perseverance
 importance of
developing
perseverance in
science
 ways to develop learner’s
perseverance in science

Grade 7- Basic Science Process

Skills- Ist Quarter
A. Observing
1. processes of observing:
 qualitative
 quantitative
 change
2. importance of observation
in the empirical nature of
science:
 detailed description of
object
 detailed description of
an event
 detailed description of
a community/habitat
B. Measuring
1. different measuring tools

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K to 12 Special Science Program Research Curriculum Guide August 2017
used in scientific investigations of
the following forms of matter:
 solid
 liquid
 gas
2. traditional laboratory
measuring tools and their
uses:
 platform balance
 graduated cylinder
 meter stick
 thermometer
 others
3.modern laboratory tools
and their uses:
 ph meter
 colony counter
 calorimeter
 galvanometer
 voltmeter
 oscilloscope
 micropipette
 laboratory sensors
 others
4.importance of measuring
skills in conducting science
investigations

C. Inferring
5.importance of developing
learner’s inference skills
6.ways to develop learner’s
inference skills in science
7.differences between
observation and inference
D. Classifying
8.importance of developing
learner’s classifying skills

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K to 12 Special Science Program Research Curriculum Guide August 2017
2.ways to develop learner’s
classifying skills
 similarities
 differences
 interrelationships
E. Predicting
3.importance of developing
learner’s predicting skills
4.ways to develop learner’s
predicting skills in science
5. types of predicting skills
 interpolation
 extrapolation
F. Communicating
6.importance of developing
learner’s communicating skills
7.ways to develop learner’s
communicating skills in science
8. forms of science
communication
 science
journals
 science
presentation
s
 research
proposal
 posters &
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES CODE
flyers
STANDARDS STANDARD
Grade 7 –INTEGRATED SCIENCE PROCESS SKILLS (PART I)- 2nd QUARTER (IPS)
A. Defining Variables The learner The learner should be able The learner should be able to:
B. Identifying Variables demonstrates to design a simple science 1. identify variables in a problem SSP_RS7-IPS-IIh9
1. dependent variable understanding of the experiment using the 2.distinguish variables depending SSP_RS7-IPS-II-h-i-10
2. independent variable integrated science identified variables on a on their uses in planning a simple
3. extraneous variable process skills such researchable problem. science experiment
C. Formulating as describing 3.develop a research SSP_RS7-IPS-II-i-j-11
Scientific Questions relationships of problem/question
1. characteristics variables in research, 4. formulate a SSP_RS7-IPS-II-j-12
 can have an developing scientific hypothesis SSP_RS7-IPS-II-j-k-13
answer and be 5. explain the
relationship Page | 7
K to 12 Special Science Program Research Curriculum Guide August 2017
tested questions, formulating between variables
 can be tested by an hypotheses which are 6. design a simple science SSP-RS7-IPS-lI-l-14
experiment or by needed in planning an experiment
measurement experiment.
 builds on what is already
known
 can lead to other good
questions
2. sources
D. Describing Relationships
Between Variables
1. linear relationships
 positive
 negative
2. unrelated relationships
3. nonlinear relationships
E. Formulating Hypotheses
1. null hypothesis
2. alternative hypothesis
F. Designing the Experiment
1. experimental group
2. control group

CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES CODE

STANDARD STANDARD
Grade 7 –INTEGRATED SCIENCE PROCESS SKILLS (PART II)- 3rd QUARTER (IPS)
A. Experimenting The learner The learner should be able The learner should be able to:
1. protocols demonstrates to present, analyze and 1. perform scientific experiment SSP_RS7-IPS-III-m-n-15
2.biological safety levels (BSL 1 understanding of the interpret data gathered from 2.differentiate qualitative and SSP_RS7-IPS-III-n-16
& 2 only) integrated science scientific experiment. quantitative data
3. risk assessments process skills such 3.collect qualitative and SSP_RS7-IPS-III-n17
4. disposal as experimenting, quantitative data
B. Gathering Data gathering data, 4.organize qualitative and SSP_RS7-IPS-III-o18
1. types of data organizing data, quantitative data from actual
2. methods of analyzing and observations
collecting
data Page | 8
K to 12 Special Science Program Research Curriculum Guide August 2017
3. time and frequency of interpreting which 5.use appropriate graphs, tables, SSP_RS7-IPS-III-o-p-19
collection are needed in charts and pictures to organize
C. Organizing Data performing scientific and present data
1. graphs experiment. 6.use appropriate measuring and SSP_RS7-IPS-III-p-20
2. tables observation tools in gathering
3. charts data
4. pictures 7. evaluate gathered data SSP_RS7-IPS-III-q-r21
D. Analyzing and Interpreting
Data
5. descriptive analysis
 frequency distribution
 measure of central
tendency
 measure of
variability
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES CODE
STANDARD STANDARD
Grade 7 –SCIENTIFIC METHOD- 4th QUARTER
Fourth Quarter The learner The learner should be able The learners should be able to:
demonstrates to conduct a simple science 1. apply the steps in the SSP_RS7-SM-IV-s-u-22
A. The Scientific Method understanding of the investigation on a field of scientific method in
1. observing steps in scientific interest (science-life, conducting a simple
2. identifying and formulating a method and follows physical, applied and science investigation
problem the scientific process mathematical). 2. write a simple scientific SSP_RS7-CSI-IV-v-x-23
3.collecting relevant Information in conducting a report
about the problem/topic simple science
4. formulate hypothesis investigation.
5. designing an experiment
6. experimenting
7. gathering data from the
experiment
8. organizing experimental
data
9. analyzing and interpreting
data
10. making a conclusion

B.Walkthrough of the different

Research Categories
1. Science
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K to 12 Special Science Program Research Curriculum Guide August 2017
 Life
 Physical
 Applied
3. Mathematical

C. Conducting a simple science

investigation using the scientific
method and writing a simple
scientific report

SPECIAL SCIENCE PROGRAM

GRADE 8 – RESEARCH II

CONTENT CONTENT STANDARDS PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

Grade 8 – Ist Quarter
A. The Nature of Research The learner demonstrates The learner should be able to The learners should be able to:
1. meaning understanding of the nature make a portfolio of abstracts of 1. explain the meaning, SSP_RS8-NRS-Ia-1
2. characteristics of research and research researches in his/her field of characteristics and
3. importance of processes, different interest. importance of research.
research standard rules in the 2. categorize research in terms SSP_RS8-TSR-Ia-2
B.Definition and conduct of research, which of features and relevance
Description of Types of are necessary in the 3. demonstrate proper data log SSP_RS8-RPS-Ib-3
Scientific Research preparation of the system book writing
1. fundamental of research documentation. 4. distinguish different research SSP_RS8-RPS-Ib-4
research forms
2. applied 5. recognize international SSP_RS8-RPS-Ib-c-5
research standard and rules in the
3. developmen conduct of research
t work 6. describe the nature of the SSP_RS8-RPS-Ic-6
C. The Research Processes research process
1. documenting the 7. apply guidelines/criteria in the SSP_RS8-RPM-Id-e-7
research process selection of research
 Project Data topic/problem
Logbook 8. state the main problem and SSP_RS8-RPM-Ie-f-8
 Research sub-problems of the research
Forms
2. international Page | 10
K to 12 Specialrules
Science Program Research Curriculum Guide August 2017
in the conduct of 9. formulate research SSP_RS8-HY-If-9
research hypotheses
 ethics
 human
participants
 vertebrate
animals
 potentially
hazardous
biological
agents
 hazardous
chemicals,
activities and
devices
3. steps in the
research process
 identification of the
problem
 formulation of
hypotheses
 review of related
literature
 planning of the
research design and
procedure
 experimentation
 data gathering,
organization,
processing, analysis,
and interpretation
 formulation of
conclusion

D. The Research Problem

1. research problem
categories (Life

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K to 12 Special Science Program Research Curriculum Guide August 2017
Science, Physical
Science, and Robotics)
2. identifying a research
problem
 sources of research
problem
 guidelines in the
selection of
research
topic/problem
 formulating
research Title

3. formulating research
problem
 characteristics of
research problem
 main problems
and
sub- problems of
the research
E. Formulating the
Hypotheses
4. definition
5. types of
hypothesis
 null
hypo
thesi
s
 alternative
hypothesis
 cause and
effect
4. writing the
hypotheses
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Grade 8-2nd QUARTER
Page | 12
A. Review of Related The learner demonstrates
K to 12 Special Science Program Research Curriculum Guide August 2017
The learner should be able to The learners should be able to:
Literature understanding of the write and present a critique paper 1. gather relevant related literature SSP_RS8-RRLII-g-h10
1. purpose of guidelines and techniques on a science report of his interest 2.use proper citation (in-text citation) SSP_RS8-RRL-II-i-j-11
related literature in writing the Review of from a reputable science journal using standard format
2. guidelines in Related Literature (RRL),
and the bibliography of a
published within the last five (5)
years.
3.organize sources using appropriate
bibliographic format
SSP_RS8-WB-II-j-k-12
writing review of related
scientific investigation using 4. critique a journal paper SSP_RS8-JR-II-k-l-13
literature
the required standard style
3. effective (APA, MLA, Chicago) which
library and internet are essential in the
research organization of relevant
4. scientific information needed in
writing the research
writing: paraphrasing,
proposal .
quoting and summarizing
5. research
ethics (intellectual
property rights,
plagiarism, etc.)

B. Writing
Bibliography/References
section
1. three common reference/
standard styles in citing related
literature
 APA
 MLA
 Chicago Manual of
Style

C. Journal
Review/Critiquing of
Researches
1. contents
 introduction
 contribution to
knowledge, theory, or
 practice in the field
 research design and
methodology
 findings-how it is
presented and
interpreted
 conclusion Page | 13
K to 2.
12 writing quality,Program
Special Science clarity, Research Curriculum Guide August 2017
style and organization of the
information presented
CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES CODE

Grade 8-3rd Quarter

A. Research Design The learner demonstrates The learner should be able to The learners should be able to:
1. definition understanding on the make a draft research design in 1.apply the principles of research SSP-RS8-RD-III-m-n-14
2. significance principles and types of his/her data logbook including design
3. content research design, sampling protocols, methods and 2. make a valid experimental SSP-RS8-RD-III-n-15
4. principles types and methods and procedures. design SSP-RS8-SA-III-o-16
appropriate laboratory 3.describe the types and methods of
5. types
techniques and methods sampling SSP-RS8-RM-III-o-q17
 Complete necessary in conducting a 4.identify standard methods and
Randomized Design science investigation. techniques used in performing
 Randomized experiments SSP-RS8-RM-III-q-18
Complete Block 5.demonstrate proper use of specific,
Design standard laboratory procedure SSP-RS8-RM-III-r-19
 Correlational 6.apply proper handling and setting
of laboratory equipment
B. Sampling
1. sample vs
population
2. types of sampling

C.Research Methods
(basic laboratory
techniques and methods)
1. biological
 Microscopy
 Tissue culture
 Aseptic
Technique
 Dissection
 Agarose
Electrophoresis
 Polymerase Chain
Reaction (PCR)
2. chemical
 spectrophotometry
 extraction
 titration
 Qualitative test for
secondary Page | 14
K to 12 Special Science Program Research Curriculum Guide August 2017
metabolites
3. physical
 weighing
 grinding
 drying
 centrifugation
 distillation
 filtration
 chromatography
 pH measurement
4. setting and handling
of samples/
equipment
5. assays
6. others

CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES CODE

STANDARDS STANDARDS
Grade 8-4th Quarter
A.Collection and The learner demonstrates The learner should be able to: The learners should be able to:
Presentation of Data understanding of the ways a.design a data collection system 1.apply the different methods of SSP-RS8-CPD-IV-s-20
1.methods of of collecting, organizing, in his/her data logbook data collection and presentation
collecting data presenting data in b.write and present a 2.differentiate descriptive from SSP-RS8-BST-IV-s-21
2. classifying preparation for the research comprehensive research proposal inferential statistics
data proposal writing, and use of 3.determine the appropriate SSP-RS8-BST-III-t-22
3.ways of data statistical tools in the statistical tool for organizing and
presentation conduct of scientific describing the numerical data
 textual research. gathered
 tabular 4.draft a research proposal in their SSP-RS8-SW-IV-t-x-
 graphical field of interest (life science, physical 23
science and applied science)
B.Basic Statistical Test
(Analysis of Data)
1.introduction to
statistics
2. types of .
statistics
2.1 descriptive Page | 15
K to 12 Special Science Program Research Curriculum Guide August 2017
statistics
 measures of
central
tendency
 measures of
variation
2.2 inferential
statistics
C. Scientific Writing of
a Draft Research Proposal
1. Introduction
 Background of the
Study
 Statement of the
Problem
 Significance of
the
Study
 Scope and
Limitations of the
Study

2. Review of Related
Literature
3. Methodology
4.Literature
Cited/Bibliography

D. Summer Research
Immersion (First Phase:
Planning and Exposure)-
April-May OPTIONAL
5. approved letter of
intent
6.memorandum of
agreement
(Principal/Department
Head/Research
Adviser and the partner
research
institution) Page | 16
K to 12 Special Science Program Research Curriculum Guide August 2017
3. meeting and
consultation with the
researc
h consultants

GRADE 9 – RESEARCH III

CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES CODE
STANDARDS STANDARDS
Grade 9- Ist Quarter
A.Revisiting and Refining of The learner The learner should be able to The learners should be able to:
the draft Research Proposal demonstrates practice different laboratory 1.refine the research proposal by SSP-RS9-RRP-Ia-1
understanding of : methods/procedures, safety incorporating the suggestions /
B. Research Immersion a. the research precautions, and rules for recommendations given by experts
actual experimentation/ methods applicable to proper disposal methods 2.conduct an actual experiment SSP-RS9-CAE1-Ib-f-2
testing (phase 2) his/her science (depending upon the nature 3.follow IMRAD writing format SSP-RS9-IM-Ig-h-3
Note: The experiment investigatory project, of the problem).  write an enhanced research
design may involve work outside which are important title
the school (e.g. research in performing the  present a written statement
institutions) different laboratory of
techniques and the problem
C. The Research Paper procedures  indicate the scope and
Parts of a Research Paper in b .the different parts delimitation of the study
IMRAD Format of the research paper,  select relevant
 Title Page which are essential in literatures
 Table of Contents, writing the scientific  cite related literature using
 Introduction paper using the standard style (APA, 6th
 Materials and Methods IMRAD Format . edition)
 Results  choose the appropriate
 Discussion scientific research design
 Conclusion,  describe the
 Acknowledgement sample/sampling procedure
 References/Bibliography  write the research
methodology
 organize data
collection and
data analysis
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES CODE Page | 17
K to 12 Special Science Program Research Curriculum Guide August 2017
STANDARDS STANDARDS
Grade 9-2nd Quarter
A.Actual Experimentation/ The learner The learner should be able to The learners should be able to:
Testing (Phase III) demonstrates collect and organize data by 1. conduct actual experiment SSP-RS9-CAE2-II-i-m-4
understanding of constructing tables and 2.use appropriate SSP-RS9-COD-II-n-o-5
different graphs in the data logbook. tools/instruments for
tools/instruments in gathering/collecting data SSP-RS9-COD-II-p-6
collecting and 3.organize data in project data
organizing data which notebook/logbook.
B.Collecting and Organizing are the basis for the
Data analysis and
 collection of data interpretation of data.
 classifying data
 data presentation

CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES CODE

STANDARDS STANDARDS
Grade 9-3rd Quarter
A. Analyzing and Interpreting The learner The learner should be able to The learners should be able to:
Research Data demonstrates a.use the appropriate 1.utilize appropriate statistical tools SSP-RS9-AID-III-q-t-7
1.statistical tools used in understanding of the statistical tool in analyzing in inferential statistics
inferential statistics research process of analyzing, and interpreting data 2. interpret data/ statistical results SSP-RS9-AID-III-u-v-8
 test of significance (t-test, interpreting data, and b.apply the steps in hypothesis 3. test hypothesis SSP-RS9-AID-III-v-w-9
z-test, Chi-square, ANOVA, testing of hypothesis testing to interpret data 4. draw conclusion SSP-RS9-AID-III-w-x-10
H-test, etc.) to be able to draw
 measures of correlation valid conclusions in
(Pearson’s r, Spearman) relation to learner’s
 regression scientific research
2. statistical software as an project. .
alternative tool (e.g. Microsoft
Excel, SPSS)
3. hypothesis testing
 types of hypothesis
 steps in testing hypothesis
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES CODE
STANDARDS STANDARDS
Grade 9-4th Quarter
A. Writing and Presenting The learner The learner should be able: The learners should be able to:

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K to 12 Special Science Program Research Curriculum Guide August 2017
Research Report demonstrates a.to write and present a 1.follow the IMRAD format in SSP-RS9-WPR-IV-y-b-11
understanding of the research paper following the writing scientific paper
1.writing the research paper in mechanics of writing standard IMRAD format 2. construct visual display SSP-RS9-WPR-IV-c-12
IMRAD format a research b.to present the research 3.present the research project in SSP-RS9-WPR-IV-d-13
2.presentation of a research report following the project through an exhibit and an exhibit/congress
project IMRAD format in a science congress
 visual display presenting and
 oral presentation/science communicating the
congress results of
scientific research
project.
GRADE 10 – RESEARCH IV
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES CODE
STANDARDS STANDARDS
Grade 10- Ist Quarter
A. Revisiting of the The learner The learner should be able The learners should be able to:
Research Paper demonstrates to prepare a revised 1.utilize the standards (criteria or SSP_RS10-ERS-I-a-1
B. Writing of a understanding of research proposal checklist) in evaluating a research paper
revised Research the standards used incorporating the (peer/group/expert evaluation)
Proposal in project suggestions given by 2.revise/ enhance/expand the research SSP_RS10-WRP-I-b-f-2
evaluation, which peers/school Scientific project by incorporating the suggestions
are needed to Review Committee given by peer/group/experts
enhance and create (SRC)/experts.
new scientific
research paper.
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES CODE
STANDARDS STANDARDS
Grade 10-2nd Quarter
A.Conduct of The The learner should be able The learners should be able to:
Enhanced/Continuing learner demonstrates to produce research 1. conduct an enhanced/continuing SSP_RS10-ECR-II-g-j-3
Research Project mastery project and research research project (maybe done in
 (Research and paper. different research institutions)
Immersion proficiency 2. practice constant SSP-RS10-ECR-II-III-k-n-4
-Phase 3) in conducting a consultation with experts
B.Finalization of Enhanced/ new and a 3.finalize the research paper SSP-RS10-ECR-III-o-r-5
Continuing Research Paper continuing research
project, which are
important in
writing the
scientific research
paper following the Page | 19
K to 12 Special Science Program Research Curriculum Guide August 2017
IMRAD format and
in preparing for the
presentation during
the research exhibit
and
science congress.

.
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES CODE
STANDARDS STANDARDS
Grade 10-4th Quarter
A.Research Festival (school- The learner The learner should be able The learners should be able to:
national level) demonstrates to 1.demonstrate mastery of the research SSP-RS10-RF-IV-s-t-6
1. Research Exhibit understanding of present and defend the topic, and delivery/ presentation of the
2. Science Congress the process of research project research project
B.International Science and presenting the conducted in a science 2.design a creative visual display for SSP-RS10-RF-IV-u-7
Technology Fairs research project congress. exhibit
and preparing for
a creative visual
display for
exhibit.

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K to 12 Special Science Program Research Curriculum Guide August 2017
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K to 12 Special Science Program Research Curriculum Guide August 2017