SCIENCE 1 Teaching Science in the Elementary Grades

SCIENCE 1:
TEACHING SCIENCE
IN THE
ELEMENTARY
GRADES
CHEMISTRY AND BIOLOGY

LESSON 1: THE DEPED SCIENCE
FRAMEWORK & CURRICULUM KEY STAGES
IN K TO 12
Lesson Outcomes
At the end of the lesson, the learner should
have:
1. Described the science conceptual framework
and the curriculum key stages in K-12.
2. Discussed the key stages relative to the
grade levels and the two branches of science.
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A. SCIENCE CURRICULUM FRAMEWORK

THE ULTIMATE GOAL OF THE SCIENCE CURRICULUM IS TO PRODUCE WHO ARE
SCIENTIFICALLY, ENVIRONMENTALLY, TECHNOLOGICALLY and engineering LITERATE YOUNG
ADULTS
Science and Technology Literacy (STL)- includes the ability to apply scientific and technological
concepts, use the process skills and embrace science attitudes and values in life.
3 COMPONENTS TO ACHIEVE THE GOAL:
• 1. Understanding and applying scientific knowledge,
• 2. Performing scientific processes and skills,
• 3. Developing and demonstrating scientific attitudes and values.
• INDICATORS: Learners become-
• Critical and creative problem solver
• Responsible steward of nature
• Innovative and inventive thinker
• Informed decision maker; and
• Effective communicator

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WHAT ARE THE COMPONENTS AT THE CORE OF THE FRAMEWORK?
1. Understanding and Applying Scientific Knowledge
 A science literate learner UNDERSTANDS what science is and APPLIES processes to
know more about science.
 As a body of knowledge, science is divided into different branches-CHEMISTRY,
BIOLOGY, PHYSICS and EARTH AND SPACE.
2. Performing Scientific Inquiry Skills
 In Science, it is not all about knowledge, concepts, ideas, theories, principles that
are memorized and understood.
 The science-oriented mind is a questioning mind. It continues to inquire or
wonder.
 It continues to search for an answer to the question the framework
provides.

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WHAT ARE THE COMPONENTS AT THE CORE OF THE FRAMEWORK?
3. Developing and Demonstrating Scientific Attitudes and Values
 Positive attitudes that a young science learner should develop:
 CURIOSITY - an attitude that implies inquisitiveness. A desire for exploration and
investigation to learn new knowledge.
 OPEN-MINDEDNESS – means the willingness to search for evidence before making
conclusions.
 PERSEVERANCE – A positive attitude characterized by patience in doing something
persistently even how difficult it is to achieve a goal.
 SKEPTICISM – a science literate person always leaves a DOUBT BEFORE TOTALLY
BELIEVING. The search for EVIDENCE prior to BELIEVING is a rule of thumb.
 CREATIVITY AND INNOVATION – maximizes the use of an imaginative mind to
produce something new.
 OBJECTIVITY – an attitude that removes bias. A personal opinion or feelings are not
considered to represent facts or ideas.

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WHAT ARE THE APPROACHES, MODELS AND PRACTICES
RECOMMENDED BY THE FRAMEWORK?
1 . MULTI-DISCIPLINARY – interrelationships and interaction of
different discplines like science and mathematics, science and social
studies, science and history and many more.
2. CONTEXTUALLY-BASED – the science curriculum is approached
within the context of the learning environment. TECHNOLOGY AND
SOCIETY play a great role in designing learning activities.
3. PROBLEM/ISSUES BASED – believes that science learners should
focus not only on the WHAT, but on HOW and WHY they learn.
4. INQUIRY-BASED – based on the idea of seeking information,
knowledge or truth. Asking questions to find answers will lead to a
better understanding of facts, ideas or information.

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TIME-TESTED AND EMERGING SOUND EDUCATIONAL PEDAGOGY ARE
RECOMMENDED:
1. CONSTRUCTIVISM- a learning theory that explains how individuals
construct understanding and knowledge through prior learning and
reflection. ACTIVE LEARNING or USE OF EXPERIENTAL SCIENCE
ACTIVITIES is a nature of constructivism in science.
2. SOCIAL COGNITION- introduced by LEV VYGOTSKY, who asserted that
CULTURE is the foundation of individual development. Culture teaches
learners both WHAT TO THINK and HOW TO THINK on their own or in
groups.
3. LEARNING STYLES – anchored on the premise that learners are created
equally but learn differently. The VARK model indentifies Visual,
Auditory, Reading and Kinesthetic learners who respond to different
kinds of learning.

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TIME-TESTED AND EMERGING SOUND EDUCATIONAL PEDAGOGY ARE
RECOMMENDED:
- LEARNING STYLES – differentiated instruction and
individualized learning.
 Most common categories of learning style:
 Visual
 Auditory
 Kinesthetic (tactile)
4. BRAIN-BASED LEARNING- a student-centered learning that
utilizes the whole brain and recognizes that not all learners
learn the same way. It centers around neuroplasticity or
remapping of the brain connections when learning concepts.

B. KEY STAGES IN SCIENCE CURRICULUM
KEY STAGE 1 Standards-Kindergarten to G4
• Acquires understanding of the properties of objects around them
• Practices basic science process skills necessary for the conduct of
scientific investigations; and
• Exhibits curiosity and appreciation of the natural world.
KEY STAGE 2 Standards-Grade 5-Grade 8
• Acquires knowledge and skills necessary to explain
natural phenomena
• Understands and recalls science concepts and connects
them with the information
• Conducts investigation safely using appropriate
equipment; and
• Communicates scientific observations and ideas
accurately
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B. KEY STAGES IN SCIENCE CURRICULUM
• KEY STAGE 3 Standards-Grade 9-Grade 12
• Applies scientific concepts in designing
scientific investigations and or possible
solutions to real-world problems;
• Evaluates scientific evidence in drawing
interpretations and conclusions;
• Exhibits ethical and analytical thinking in
making decisions in scientific contexts; and
• Demonstrates desirable attitudes and skills
in conducting scientific investigation.
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SHORT QUIZ
I. Answer the following questions:
1. What are the most important knowledge, skills and values that I learned based on Lesson
1?
2. As a future teacher, what will I do with what I know?
II. Choose the correct answer from the options given.
1. In the basic components of the framework, all imply that science involves
action or doing. Which is not emphasized in the learning of science?
A. Memorizing facts, concepts, principles and theories.
B. Understanding and Applying Scientific Knowledge
C. Developing and Demonstrating Scientific Attitude and Values
D. Performing Scientific Inquiry Skills.
2. As future science teacher, what is the ultimate goal of science in the framework that
each learner should achieve?
A. 21st
Century Literacy
B. Science and Technology Literacy
C. Science, Technology and Society
D. Develop innovators and inventors

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3. Science as a subject in the elementary grades should stand alone. This
statement is:
A. Supportive of the approaches in science teaching
B. Contrary to science as multi-disciplinary and integrated
C. Advocated in the theories that support science learning
D. Acceptable based on the science framework
4. There is no single way of learning science, hence there is no single method
that would fit every learner. This belief supports the theory of :
A. Constructivism C. Learning Styles
B. Social Cognition D. Hands-On, Minds On
5. Creative, critical thinker, innovative, informed decision maker. These are the
characteristics of:
A. Pure and applied scientists C. Digital natives
B. Science and Technology Literates D. None of the A, B, C

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LESSON 2: CONTENTS OF
ELEMENTARY SCIENCE FOR
PHYSICS AND EARTH & SPACE
LESSON OUTCOMES:
• At the end of the lesson, the learner
should have:
• 1. Identified the major contents to be
taught in Physics; and,
• 2. Identified the major contents to be
taught in Earth and Space.

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LESSON 2
CONTENT – in SCIENCE provides
KNOWLEDGE that every learner
must HAVE.
Based on the DEPED Curriculum,
the content of SCIENCE in BASIC
EDUCATION covers 4 major
branches: CHEMISTRY, BIOLOGY,
PHYSICS, and EARTH AND SPACE.
Click icon to add picture

LESSON 3: TEACHING OF
PHYSICS AND EARTH AND SPACE
IN THE ELEMENTARY GRADES
Lesson Outcomes:
At the end of the lesson, the learner should have:
 1. Practiced the different skills in the process approach
and higher order thinking skills to teach in the
elementary level;
 2. Identified the strategies and teaching methods
appropriate in elementary science level; and
 3. Used varied strategies and methods that support the
science framework.
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BASIC SCIENCE PROCESS SKILLS
1.OBSERVING – a process where one uses the sensory organs in order to gather
information. When interpreted by the brain, the sensation becomes perception.
2.CLASSIFYING – grouping objects into similarities or segregating objects that are not
similar. Classifying is based on observing objects.
3.COMMUNICATING – using words or graphic symbols to describe an idea, objects or
events. Can be oral(verbal) or written form. It can be quantitative or qualitative.
4.MEASURING- using numbers in either standard or non-standard measure. It is a
process of comparing two objects, one being measured and the other is used to
measure. It makes description more precise, quantitative or accurate.
5.PREDICTING- Based on the pattern of events, the future outcome can be stated. A very
precise observation of a repeated pattern or event is necessary to make a good
prediction.
6.INFERRING- making an educated guess about an object or event based on previously
gathered data or information.
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INTEGRATED SCIENCE PROCESSES
1.Formulating Hypothesis- A hypothesis is an intelligent
guess based on prior learning or previous studies of what will
happen in an experiment.
 “If/When” and “Then” is always stated.
 Example: “If the seed is dry, then it will not germinate.”
2. Controlling Variables – variables are conditions or factors
that may affect the results of the experiment or investigation.
 The factors/conditions that are made different are called
EXPERIMENTAL VARIABLES.
 The factors/conditions that are made the same are called
CONTROLLED VARIABLES.
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3. Defining Operationally- This means making a definition
that is applicable to the object, activity or event. It describes
what an obeject can door can be done to the object.
Example: “A pencil is something that can write on a paper” so anything that can write
on a paper is a pencil.
4. Experimenting– tries to test something to find empirical or
proven results. It begins with establishing a hypothesis,
controlling variables, identifying the variables to be tested or
experimented and following a logical procedure to establish a
result.
5. Interpreting Data – In an experiment, data are generated
which are more often in terms of quantities or numbers. These
numbers or quantitative information are converted to ideas or
concepts relative to the hypothesis of the experiment.
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3. Formulating Models- models are either mental or
physical models.
 mental model-is an explanation of how something works
which is an offshoot of an experiment. It is a new concept,
framework or world view that comes to mind.
 physical models- are physical representations of a mental model.
It is a replication of an abstract idea into something that can be
seen, touched or manipulated.
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3. Formulating Models- models are either mental or
physical models.
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HIGHER ORDER THINKING SKILLS
1. CRITICAL THINKING SKILLS-
At the heart of science
inquiry is CRITICAL
THINKING.
 Asking why things happen or
how things happen
 Begins with asking questions,
gathering relevant
information, searching for
solutions and making a
conclusion.
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2. CREATIVE THINKING
SKILLS-
 Creativity is an evolving
concept in science.
 Innovation goes with
creativity. It produces
more inventions.
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3. PROBLEM-SOLVINGS
SKILLS
 It is a higher order
thinking skill that involves
critical thinking, decision-
making, creativity and
information processing.
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INQUIRY-BASED SCIENCE
PEDAGOGIES
These are TEACHER-GUIDED and LEARNER CENTERED method of teaching for
KNOWLEDGED and SKILLS DEVELOPMENT.

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PEDAGOGIES
• These are TEACHER-GUIDED and LEARNER CENTERED method of
teaching for KNOWLEDGED and SKILLS DEVELOPMENT.
• 5ES MODEL IN SCIENCE TEACHING
• ENGAGE – the motivational part of the lesson
• EXPLORE – activities of learners as guided by the teacher
• EXPLAIN – learners provide explanations of what they
have done
• ELABORATE – to clarify further, explanations are given
• EVALUATE – assessment to determine if the learners
have learned

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PEDAGOGIES

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PEDAGOGIES
• 4As (ACTIVATE, ACQUIRE, APPLY, ASSESS)
• ACTIVATE – questions are asked about prior
learning.
• ACQUIRE- a science activity follows to learn new
knowledge
• APPLY – the acquired new knowledge is then used
in a new situation
• ASSESS – assessment is conducted to determine if
learning has occurred.

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PEDAGOGIES
• These are TEACHER-GUIDED and LEARNER CENTERED method of teaching
for KNOWLEDGED and SKILLS DEVELOPMENT.
• 5As (ACTIVITY, ANALYSIS,
ABSTRACTION,APPLICATION, ASSESSMENT)
• ACTIVITY – the lesson is introduced with experiential
learning activities with motivation.
• ANALYSIS – learners analyze and discuss the results of the
experiential learning activity
• ABSTRACTION – from the analysis, the learners will make
their generalization or form concepts as outputs of the
discussion and analysis.
• APPLICATION- the new concepts will be applied to a new
situation
• ASSESSMENT – SHORT QUIZ

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PEDAGOGIES
• These are TEACHER-GUIDED and LEARNER CENTERED method of teaching for
KNOWLEDGED and SKILLS DEVELOPMENT.
• POE-E (PREDICT, OBSERVE, EXPLORE, EXPLAIN)
• PREDICT- the class starts with the question, “what will
happen, if…?” Learners will predict based on previous
KNOWLEDGE.
• OBSERVE- in this step, a demonstration of a science
activity by the teacher or learner follows, while the
whole class observes.
• EXPLORE – after the demo/observation, the learners
explore or find various solutions to the problems
presented in the demo.
• EXPLAIN – finally, each group will present and explain
their solutions thru oral presentation or written report.

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PEDAGOGIES
• POE-E (PREDICT, OBSERVE, EXPLORE, EXPLAIN)

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PEDAGOGIES
• HANDS-ON, MINDS-ON- Active learning by doing
hands-on activities. The learners learn by doing,
using their heads, their hands with their heart,
while minds-on, the learners THINKS about
what they are doing.

SCIENCE 1 Teaching Science in the Elementary Grades

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