VERSION 1: PROPOSED SAMPLE WEEKLY ACTIVITIES FOR PISA ALIGNED WITH SCIENCE LEARNING COMPETENCIES IN

THE 2ND QUARTER

Baseline: FRAMEWORK for PISA 2025 Science Assessment

Context: Personal, Local and Global

Competencies: Explain phenomena scientifically; Construct and evaluate designs for scientific enquiry and interpret scientific data
and evidence critically; Research, evaluate and use scientific information for decision making and action

Knowledge: Content, Procedural and Epistemic

Science Identity: Science Capital and Epistemic Beliefs; Attitudes and Dispositions, Environmental Awareness, Concern and
Agency

Grade 10 Science (2nd Quarter)

PISA
MELC Curriculum Suggested PISA Task/Activities Timeline
COMPETENCIES
• Compare the relative
wavelengths of different LC NOT ALIGNED WITH THE PRE-TEST TOPIC
Week 1 and 2
forms of electromagnetic (see learning session below)
waves
• Cite examples of practical
applications of the
different regions of EM LC NOT ALIGNED WITH THE PRE-TEST TOPIC
Week 3 and 4
waves, such as the use of (see learning session below)
radio waves in
telecommunications
Lesson: SUNSCREEN
Research, evaluate
and use scientific • Explain the effects of EM Integration to English/Social Science
information for radiation on living things Week 5
decision making and and the environment Activity: Design a campaign to raise awareness about
action the harmful effects of excessive exposure to UV radiation
from the sun. Students should explain the wavelength of
 UV light, its energy, and its potential health effects, while
proposing protective actions such as using sunscreen or
wearing UV-blocking clothing.

Context: Local

Type of Knowledge: Procedural (how to conduct

research on health impacts and design public
campaigns).

Science Identity Elements:

• Environmental Awareness, Concern, and
Agency: Students take action to promote health
and safety in their community.
• Attitudes and Dispositions: Developing a sense
of responsibility and care toward the
environment and human health.

• Predict the qualitative

characteristics
(orientation, type, and
LC NOT ALIGNED WITH THE PRE-TEST TOPIC
magnification) of images Week 6 and 7
(see learning session below)
formed by plane and
curved mirrors and
lenses
• Identify ways in which
the properties of mirrors
and lenses determine LC NOT ALIGNED WITH THE PRE-TEST TOPIC
Week 8
their use in optical (see learning session below)
instruments (e.g.,
cameras and binoculars)
• Explain the operation of
LC NOT ALIGNED WITH THE PRE-TEST TOPIC
a simple electric motor Week 9
(see learning session below)
and generator
Grade 10 Learning Session: (1 Hour)

LEARNING SESSION 1 (Week 1) LEARNING SESSION 2 (Week 2)

PISA ITEM: Grand Canyon (Erosion/Earth Science) Bird Migration
MELC/Quarter: Describe the different types of plate boundaries; Explain how species diversity increases the probability
Grade 10 - Q1 of adaptation and survival of organisms in changing
Explain the different processes that occur; Grade 10 environments. Grade 10 – Q3
- Q1 Explain the relationship between population growth
and carrying capacity. Grade 10- Q4
Concept Quickly review the different types of plate boundaries Briefly review the concept that species diversity
Review: (divergent, convergent, transform) and the geological enhances the probability of adaptation and survival.
processes associated with each. Discuss how a diverse range of species can occupy
different ecological niches, leading to more robust
ecosystems that are better able to adapt to
environmental changes. Discuss factors affecting
carrying capacity and how it influences population
dynamics.
Establishing Establish the connection between plate boundaries, Explain that understanding bird migration will help
Purpose: geological processes, and the formation of landscapes illustrate how species diversity and population
like the Grand Canyon. dynamics are connected to adaptation and survival in
changing environments. Bird migration is a prime
example of how species adapt to seasonal changes and
resource availability, and how population growth is
regulated by environmental factors.
PISA Scenario: You are a geologist tasked with explaining Scenario: "A population of migratory birds has been
PRACTICE how the Grand Canyon formed, considering the observed to migrate from their breeding grounds in the
TASK: processes of plate tectonics and erosion. You need to north to their wintering grounds in the south. Recent
describe the role of both types of processes and how environmental changes have altered the availability of
they contribute to the landscape's evolution. resources along their migration route."
Task Steps: Questions:
• Step 1: Explain Phenomena Scientifically 1. How does the diversity of bird species within this
o Question: How do the processes at plate migratory population influence their ability to
boundaries indirectly contribute to the adapt to these environmental changes?
formation of the Grand Canyon? (Hint:
 Consider uplift caused by tectonic 2. How might the carrying capacity of their
activity.) wintering grounds impact the population
o Answer Example: "Tectonic activity along dynamics of these migratory birds?
plate boundaries can cause the uplift of 3. What strategies might these birds use to cope
land, making it more susceptible to with changes in resource availability along their
erosion. In the case of the Grand migration route?
Canyon, the uplift of the Colorado
Plateau due to tectonic forces raised the Reference: Newton, Ian. The Migration Ecology of
land, allowing the Colorado River to Birds. London: Academic Press, 2008.
carve out the canyon through erosion
over millions of years."

Reference: https://rockseeker.com/geology-of-
the-grand-canyon/

https://en.wikipedia.org/wiki/Geology_of_the_
Grand_Canyon_area

• Step 2: Construct and Evaluate Designs for

Scientific Enquiry
o Question: Imagine you are designing a
model to simulate the process of erosion
at the Grand Canyon. What materials
would you use, and how would you show
the impact of water erosion over time?
o Answer Example: "I would use sand to
represent the ground and water to
simulate the Colorado River. Over time, I
would pour water over the sand to
observe how the river carves out a
canyon, simulating the slow process of
erosion."

Reference: https://rockseeker.com/geology-of-
the-grand-canyon/
 • Step 3: Interpret Scientific Data and
Evidence Critically
o Question: Given that the Grand Canyon
was formed over millions of years, what
evidence can we look at today to
understand the timeline of its formation?
How do the layers of rock tell us about
the history of the area?
o Answer Example: "The layers of
sedimentary rock in the Grand Canyon
reveal a timeline of deposition. By
examining the different layers, geologists
can estimate the ages of the rocks and
how long erosion has been taking place.
Fossils and rock types help us
understand the environmental
conditions when each layer was formed."

Reference: https://rockseeker.com/geology-of-
the-grand-canyon/
Discussion and Facilitate a class discussion where students share Facilitate a class discussion where students share their
Feedback: their responses to the PISA Practice Task. responses to the PISA Practice Task
 VERSION 2: PROPOSED SAMPLE WEEKLY ACTIVITIES FOR PISA INTEGRATION ALIGNED WITH SCIENCE LEARNING
COMPETENCIES IN THE 2ND QUARTER

Baseline: FRAMEWORK for PISA 2025 Science Assessment

Context: Personal, Local and Global

Competencies: Explain phenomena scientifically; Construct and evaluate designs for scientific enquiry and interpret scientific data
and evidence critically; Research, evaluate and use scientific information for decision making and action

Knowledge: Content, Procedural and Epistemic

Science Identity: Science Capital and Epistemic Beliefs; Attitudes and Dispositions, Environmental Awareness, Concern and
Agency

Grade 10 Science (2nd Quarter)

PISA
MELC Curriculum Suggested Activities for Integration Timeline
COMPETENCIES
Mathematical Integration: Quarter 1 – Math 10

• Have students collect data related to these

devices, such as:
o Efficiency of signal transmission for
different wavelengths.
• Compare the relative o Energy consumption or signal strength
Explain phenomena wavelengths of different over time (examine sequences in energy
Week 1 and 2
scientifically forms of electromagnetic reduction or increase).
waves • Sequences: Students can model energy
consumption patterns over time as a sequence
(e.g., geometric sequences representing signal
decay).
• Polynomials: Have students use polynomial
equations to model the relationship between
signal strength and distance, or between energy
 efficiency and the frequency of the
electromagnetic waves.
English Integration: Quarter 1 – English 10

Understanding Literature:
• Students explore texts from British-American
and Philippine literature that reflect themes of
technological or scientific progress, such as
those dealing with communication, innovation,
or the impact of technology on culture.
o For example, students might analyze how
technology in George Orwell's "1984" or
Philippine literature (e.g., "The Woman
Who Had Two Navels" by Nick Joaquin)
portrays the influence of scientific
advancements on society.
Creative Writing Task:
• Reflection on Impact: Students write a short
reflective essay or literary analysis explaining
the significance of electromagnetic waves in
communication technologies in their daily lives,
while comparing it to how technology is
portrayed in British-American or Philippine
literature.
• Students could also write a persuasive piece on
the ethical implications of mobile phones and
Wi-Fi, referencing the literature they studied.

Context: Personal

Type of Knowledge: Content (factual knowledge of

wave properties).

Science Identity Elements:

• Attitudes and Dispositions: Students develop
curiosity about the science behind everyday
devices.
 • Science Capital and Epistemic Beliefs:
Engaging with scientific information through
technology fosters a positive identity toward
science.

Filipino Integration: Quarter 1 – Filipino 10

Pagpapahalagang Pampanitikan at Saling-Akda

(Global Awareness and Literature)
1. Pag-uugnay sa Pampanitikan:
o Ipabasa ang isang saling-akdang
pandaigdig na nagpapakita ng temang
komunikasyon o teknolohiya. Maaaring
ito'y bahagi ng isang global na nobela o
sanaysay.
o Halimbawa:
§ Saling-akda mula sa mga nobelang
may temang teknolohiya, tulad ng
• Cite examples of practical
mga akda nina Ray Bradbury
applications of the
(Fahrenheit 451) o George Orwell
Explain phenomena different regions of EM
(1984), na maaaring isalin at suriin Week 3 and 4
scientifically waves, such as the use of
sa konteksto ng teknolohiya at
radio waves in
komunikasyon.
telecommunications
2. Pagsusuri ng Kultura (Cultural Reflection):
o Pag-usapan ang koneksyon ng teknolohiya
sa mga katutubong akda mula sa Pilipinas.
Ipagkumpara ang mga konsepto ng
komunikasyon noon at ngayon.
o Gumawa ng maikling pagsusuri o
repleksyon sa wikang Filipino na
nagpapakita ng kanilang pag-unawa sa
papel ng teknolohiya sa paghubog ng mga
kontemporaryong kaugalian at
kamalayang global.

Science And Research Subject Integration:

 Research and present how mobile phones use radio
waves for communication. Students can explain how
calls and data are transmitted through different
frequency bands and discuss their personal reliance on
this technology.

Context: Personal

Type of Knowledge: Content (understanding how

radio waves facilitate mobile communication).

Science Identity Elements:

• Science Capital and Epistemic Beliefs:
Students gain a better understanding of the
technology they use daily, fostering a connection
to scientific concepts.
• Attitudes and Dispositions: Developing
curiosity about the invisible processes behind
everyday technology.

Araling Panlipunan Integration: Q1- AP 10

Pagbuo ng Kampanya at Pagsusuri ng Tugon sa

Hamong Pangkapaligiran (Developing a Campaign
and Addressing Environmental Challenges)
1. Campaign Design:
Research, evaluate
o Ang mga mag-aaral ay magdidisenyo ng
and use scientific • Explain the effects of EM
isang awareness campaign na nakatutok
information for radiation on living things Week 5
sa pagpapaliwanag ng epekto ng UV
decision making and and the environment
radiation, at ang kahalagahan ng mga
action
hakbang sa personal na proteksyon (e.g.,
paggamit ng sunscreen, pagsuot ng UV-
blocking clothing) at mga pangkalikasan
na solusyon (e.g., pangangalaga sa ozone
layer).
2. Historical and Social Context:
 o Historical Perspective: Pag-aralan ng
mga mag-aaral kung paano nagsimula ang
mga problema sa pagkasira ng ozone layer,
at kung paano naapektuhan ng mga
pandaigdigang patakaran (e.g., Montreal
Protocol) ang paglutas sa suliraning ito.
o Social Implications: Suriin ang epekto ng
sobrang UV radiation hindi lamang sa
kalusugan ng tao kundi pati na rin sa
kabuhayan (e.g., mga manggagawang
nagtatrabaho sa labas, agrikultura, at
turismo).
3. Solutions to Address the Problem:
o Bukod sa personal na proteksyon,
talakayin ang mga solusyon sa antas ng
lipunan tulad ng pagtigil ng paggamit ng
mga produktong nakasisira sa ozone,
pagpapabuti ng mga polisiya ng gobyerno
para sa environmental protection, at
pangangalaga sa mga likas na yaman.

Science 10 Integration: Q2 – Science 10

Design a campaign to raise awareness about the

harmful effects of excessive exposure to UV radiation
from the sun. Students should explain the wavelength
of UV light, its energy, and its potential health effects,
while proposing protective actions such as using
sunscreen or wearing UV-blocking clothing.

Context: Local

Type of Knowledge: Procedural (how to conduct

research on health impacts and design public
campaigns).

Science Identity Elements:

 • Environmental Awareness, Concern, and
Agency: Students take action to promote health
and safety in their community.
• Attitudes and Dispositions: Developing a sense
of responsibility and care toward the
environment and human health.

Research how mirrors and lenses are used in global

technologies such as telescopes or microscopes to
explore space and microorganisms. Students can
investigate how the magnification and orientation of
images are essential in scientific discovery. They could
predict image characteristics in these devices and
discuss the global impact of these technologies in fields
like astronomy or medicine.

Context: Global
• Predict the qualitative
Type of Knowledge: Epistemic (understanding how
Research, evaluate characteristics
scientific tools based on mirrors and lenses contribute
and use scientific (orientation, type, and
to global knowledge and innovation).
information for magnification) of images Week 6 and 7
decision making and formed by plane and
Science Identity Elements:
action curved mirrors and
• Science Capital and Epistemic Beliefs:
lenses
Students connect scientific concepts with global
advancements, recognizing the importance of
optical science in expanding human
understanding.
• Environmental Awareness, Concern, and
Agency: By exploring how telescopes and
microscopes impact environmental research and
medical advances, students gain an
appreciation for how science informs global
health and environmental decisions.
 Students explore how mirrors and lenses are used in
local technologies such as cameras or optical
instruments in schools or community organizations. They
predict how the design of these devices influences the
images formed, then test their predictions by observing
objects through these devices.

Context: Local
Construct and • Identify ways in which
evaluate designs for the properties of mirrors Type of Knowledge: Procedural (engaging in hands-
scientific enquiry and and lenses determine on exploration and testing predictions about mirrors
Week 8
interpret scientific their use in optical and lenses in local applications).
data and evidence instruments (e.g.,
critically cameras and binoculars) Science Identity Elements:
• Attitudes and Dispositions: Developing critical
thinking skills by testing predictions and
reflecting on the accuracy of their findings.
• Environmental Awareness, Concern, and
Agency: Students become aware of how optical
technologies can impact local communities,
such as improving visual access through devices
like cameras or projectors.
Research the global importance of electric generators in
renewable energy systems, such as wind turbines and
hydroelectric dams. Students can explore how
generators are crucial for producing electricity in a
sustainable way and predict how increasing the use of
Research, evaluate such technologies can help address global energy
and use scientific • Explain the operation of demands. They can also examine the environmental and
information for a simple electric motor economic impacts of these technologies. Week 9
decision making and and generator
action Context: Global

Type of Knowledge: Epistemic (understanding how

generators play a key role in the global shift toward
renewable energy and how science is used to tackle
global challenges).
 Science Identity Elements:
• Science Capital and Epistemic Beliefs:
Students connect scientific knowledge with
global energy solutions, recognizing the role of
science in addressing global challenges like
climate change.
• Environmental Awareness, Concern, and
Agency: Students develop a sense of
responsibility for the environment by learning
about how renewable energy technologies,
powered by generators, can help reduce the
global carbon footprint.

PISA TASK (Week 1 and 2)

Task Overview:
Electromagnetic waves are used in various devices that we rely on daily, such as mobile phones, Wi-Fi routers, and remote
controls. In this task, you will research how different wavelengths of electromagnetic waves are used in these devices, explain their
function, and evaluate their efficiency and impact on daily life.

Scenario:
You are tasked with investigating how electromagnetic waves are used in communication devices and household technologies.
Different types of electromagnetic waves (radio waves, microwaves, infrared) play a role in how we connect to the internet,
communicate via mobile phones, and operate household appliances.

Step 1: Explain Phenomena Scientifically

Question 1: Explain how each of the following electromagnetic waves is used in the devices listed:
• Radio waves: How are they used in mobile phones and Wi-Fi routers to transmit data and calls?
• Microwaves: How are they used in Wi-Fi networks and microwave ovens?
• Infrared waves: How are they used in TV remote controls or infrared cameras?
Answer Example: "Radio waves are used in mobile phones and Wi-Fi routers to transmit information over long distances. Mobile
phones use specific frequencies of radio waves to communicate with cell towers, enabling voice and data transmission."

Step 2: Construct and Evaluate Designs for Scientific Inquiry

Question 2: Design an experiment or method to measure the efficiency of one of the following devices: a mobile phone, a Wi-Fi
router, or a remote control. Consider factors such as signal strength, speed of data transmission, or energy consumption.
• Outline your experiment: What will you measure, and how will you collect data? What tools or methods will you use to
assess efficiency?
Answer Example: "To measure the efficiency of a Wi-Fi router, I would design an experiment to track signal strength at different
distances from the router. Using a signal strength meter, I would record data at 5-meter intervals to evaluate how signal strength
decreases with distance."

Step 3: Interpret Scientific Data and Evidence Critically

Question 3: Based on your research or data collected from your experiment, interpret the impact of using electromagnetic waves in
daily life. Consider both the benefits and potential drawbacks (e.g., efficiency, health concerns, or environmental impact).
• Evaluate the results: Are there any trade-offs when using these devices? What recommendations would you make to improve
the efficiency or safety of these technologies?
Answer Example: "While Wi-Fi provides fast and convenient internet access, its signal weakens over long distances, requiring more
energy to boost signals. Additionally, some studies suggest that prolonged exposure to Wi-Fi radiation may have health effects,
although evidence is still inconclusive. To improve efficiency, users could place routers centrally or invest in energy-efficient
models."
VERSION 3: PROPOSED SAMPLE WEEKLY ACTIVITIES FOR PISA PER LEVEL IN SCIENCE

Week Activities
1 Orientation, setting expectations, and Pre-test
2 Start of the learning sessions
3 Learning session/s with focus on Level 1b competencies
At Level 1b, in everyday personal, or local contexts, students can recognize a claim or explanation of a macroscopic phenomenon communicated
in simple scientific language by recalling everyday scientific information or observations. Students can identify more than one relevant source
of information needed to inform action on a given scientific issue from several. Drawing on low level procedural knowledge, they can identify
from two experimental designs which would be the better to answer a given question. They can select from several interpretations of a simple
data set/graphical display with a low level of cognitive demand which is the better.

Title: "Understanding UV Radiation in Daily Life"

Time Frame: 30 minutes
Objective: Students will recognize claims or explanations about UV radiation and its effects communicated in simple terms,
use every day scientific information, and select relevant sources to inform personal protective actions.

Activity Breakdown:
1. Recognizing Scientific Claims (Macroscopic Phenomenon):
o Present students with a simple claim like: "UV radiation can cause sunburns and skin cancer."
o Students recall everyday observations, such as feeling a sunburn after a day at the beach, and connect this to the
scientific explanation of UV radiation's harmful effects on the skin.

References: "UV radiation can cause sunburns and skin cancer" (Source: World Health Organization (WHO), UV Radiation
and Health)
World Health Organization (WHO), "UV Radiation and Health." Fact Sheet.

2. Identifying Relevant Sources of Information:

o Provide a list of potential sources such as a health brochure, a sunscreen label, and a scientific article on UV
radiation.
o Ask students to select the sources they believe would be most useful to inform their understanding of UV
protection and explain their choice.

Reference: A health brochure on skin cancer from The Skin Cancer Foundation
A sunscreen label from a reputable brand like Neutrogena® (Source: Neutrogena® Sunscreen Protection
Guide)
A scientific article from the Environmental Protection Agency (EPA) on UV radiation (EPA, UV Radiation:
Effects and Protection).
 3. Comparing Experimental Designs:
o Present two simple experimental setups, for example:
§ Experiment A: Test sunscreen effectiveness by comparing skin samples exposed to UV light with and
without sunscreen.
§ Experiment B: Measure temperature change in different colored fabrics under sunlight.
o Ask students to identify which experiment better answers the question: "How well does sunscreen protect against
UV radiation?"

References: Journal of the American Academy of Dermatology (JAAD)

Science Daily, UV Protection from Clothing

4. Interpreting Data (Simple Graphical Display):

o Show students a simple graph comparing the UV protection factor (UPF) of different clothing materials (e.g., cotton,
polyester, UV-blocking fabric).
o Students will interpret which material provides the best protection and explain their reasoning using basic
observations like fabric thickness or texture.

Cognitive Skills Focus:

• Recall of everyday scientific observations: Relating personal experiences like sunburn to UV radiation.
• Source selection: Identifying which information is relevant for making informed decisions about UV protection.
• Low-level procedural knowledge: Choosing between experimental designs and understanding simple variables like
sunscreen application or fabric choice.
• Data interpretation: Reading and explaining simple graphs to determine the best protective actions against UV
exposure.

4 Learning session/s with focus on Level 1a competencies

At level 1a, in familiar personal, local or global contexts, students can identify a claim or explanation of a simple phenomenon
drawing on scientific information or evidence of low cognitive demand. Students can identify one relevant source of information
from several, that is needed to inform action on a given scientific problem and identify the main finding or argument. Students
can choose the most appropriate experimental design involving control of one variable from several by drawing on a low-level
procedural knowledge.
5 Learning session/s with focus on Level 2 competencies
At level 2, students can identify an appropriate scientific explanation from a non-scientific explanation for everyday/common
scientific phenomena in familiar personal, local or global contexts, by drawing on appropriate content knowledge of low to
medium cognitive demand. They can offer a simple explanation of an everyday or familiar scientific phenomenon such as why
you might need a balanced diet that draws on basic school science concepts. They are able to evaluate designs for simple
enquiries drawing on elements of procedural knowledge and identify appropriate interpretations of data sets with simple
relationships and identify outliers and possible reasons for their occurrence. Using their epistemic knowledge, they can identify
appropriate explanations for variations in measurement. Given a need for information for decision-making or action, students
 can identify relevant sources of information from several of low to medium cognitive demand, that is needed to inform action
on a given scientific problem and summarise its main argument. Using a single criterion e.g. relevant expertise, scientific
consensus, they can identify whether the source is trustworthy.
6 Learning session/s with focus on Level 3 competencies
At level 3, students can construct or evaluate scientific explanations and models of phenomena with relevant cueing or support,
by drawing on scientific principles and representations of medium cognitive demand. Given a simple model, they are able to
identify either a strength or a limitation of the model. They can provide a justification for a simple experimental design involving
control of variables or sampling of a population using elements of procedural and epistemic knowledge. Given an interpretation
of a set of data, they are able to identify a flaw in the interpretation using procedural or epistemic knowledge. Alternatively,
offered a set of simple data presented in a tabular or graphical representation, they are able to provide a valid interpretation.
Given a need for information for decision making or action from sources of medium cognitive demand, students can identify
which sources are relevant and summarise their arguments. They can use one or more criteria to judge whether a source is
trustworthy and provide a justification for their choice.
7 Learning session/s with focus on Level 4 competencies
At level 4, students can construct and evaluate scientific explanations of phenomena by drawing on a range of scientific
principles and various representations of medium to high cognitive demand. Given a model, they are able to identify either a
strength or a limitation. Drawing on procedural and epistemic knowledge they can propose experimental or investigative designs
involving two or more independent variables in a limited context. They are able to justify a design for an enquiry using procedural
or epistemic knowledge. They can interpret straightforward data representations and evaluate the validity of scientific claims
based on such data. Given a need for information to inform decision making or action, students can draw on multiple sources
of medium cognitive demand, containing both textual and graphical information, to identify which is most trustworthy using a
basic fact-checking procedure or another science-based criterion. They are able to provide a justification for their choice. In
addition, given several possible errors in a source or its interpretation, they are able to select an appropriate weakness and
explain the flaw.
8 Post-test and debriefing