This study aims to compare the science curriculum in Japan and the Philippines. Results show that the lesson plan is a requirement in both countries. But Japanese has no fixed standard and in the Philippines, it is found in the Teachers' Guide and ready-made lesson plan. Each science teacher in Japan and the Philippines created instructional materials to make science teaching fun and interesting. The time allotment for both countries is different. In Japan, around 45 to 50 minutes for 2 to 3 days a week in all grade levels. While in the Philippines, 1 to 4 times a week in elementary and junior high school, and 80 minutes for the whole year in senior high school. Also, science classes in Japan have only around 35 students, but more than 40 students in the Philippines. During the experiment, each group in Japan is composed of 4 members, while around 8 to 10 in the Philippines. The scarcity of science facilities and equipment is one common perennial problem in the Philippines. But in Japan, state-of-the-art materials are used during laboratory activities and many Japanese science teachers are still creating innovations. Japan has no specific guidelines for the grading system. But Filipino students are graded base on the standard. All science teachers in Japan and the Philippines take licensure examination before allowing them to teach at any grade level. Both countries have positive and negative points in the implementation of the science pedagogy. Learning from each other's best practices will help the science curriculum.

Purpose: The research aims to create visual aids from recycled materials in the context of marine resources in science pedagogy in the K 12 Basic Education Program in the Philippines. Methods: The researchers identified various local resources in the area and created visual aids. The purposively selected 21 science experts in Northern Iloilo evaluated the finished product using a checklist. They were interviewed and their feedback was analyzed. Determination of the lessons to which the visual aids can be integrated was done. The percentage in the checklist was determined, and visual aids were ranked based on the output. Findings/application: The most abundant marine resources in the area are mangrove, fishes, corals, and sea grasses because it is located within the vicinity of the Visayan Sea. The finished output were called`Mangrovy Kind of Love',`Fish Bowl',`Corals: Bleaching No More', and`Grasses on the Sea'. The four outputs were original but experts in marine resources were consulted to determine the exact parts and basic features of every organism. Also, the local, English and scientific names were included in the outputs. Based on the evaluations, the outputs have great potential as instructional materials in teaching science but need some improvement. The four identified local marine resources are part of the basic science curriculum. But, these creative outputs can be used specifically in grades 4, 5, 6, and 8. The experts also requested that the researchers will create instructional materials to see how these innovations will be incorporated into the science pedagogy. The comments and suggestions were incorporated to make the final outputs more interesting to the learners. 3.1 Thus, integrating arts in the STEM curriculum can help the current situation of the Philippine education system. Teachers must be imaginative to invent attention-grabbing materials to lift students' interest in science.