COURSE OUTLINE

Course Number: Major 2

Descriptive Title: Teaching Science in Elementary Grades
(Chemistry and Biology)
Credit Units: 3 units (3 hours per week session, 54 hours per semester)
Course Description:
The course includes understanding of the spiraling basic science concepts
and application of science in Chemistry and \biology, and the use of teaching strategies in
elementary science, development of instructional materials and assessment. Content
topics in Chemistry include Properties and Structure of Matter and Changes that Matter
undergo. In Biology, content topics include Parts and Functions of Plants and Animals,
heredity: inheritance and Variation, Biodiversity and Evolution and Ecosystems.
 
Course Learning Outcomes:
At the end of the course, the students should be able to:
1. describe the science framework in K to 12 Curriculum.
2. explain the spiraling progression and mastered the basic science concepts
in Chemistry and Biology for elementary level.
3. gained pedagogical knowledge and utilized variety of effective strategies
for teaching and learning science.
4. developed skills in making of appropriate instructional support materials.
5. utilized technology to promote creativity and innovations in elementary
science.
6. assessed learning through the use of used appropriate tools/techniques.
7. practiced scientific inquiry, positive attitudes and values in teaching
science in elementary grades.

Course Requirements
Mid-Term/Final Examination, Written Work, Quizzes, Laboratory Report
Grading System
Laboratory Report 20%
Written work/Quizzes 30%
Mid-Term/Final Examination 50%
  100%
Final Grade = Midterm Grade + Tentative Final Grade 
2
  Reference
Bilbao, P. et.al. (2019), Teaching Science in Elementary Grades, Quezon
City: Lorimar Publishing Co., Inc.

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TEACHING SCIENCE IN THE ELEMENTARY GRADES
 LESSON The Science
1 Framework in the
K to 12
Desired Learning Outcomes
1. Described the science framework in the K to 12.
2. Discussed the framework relative to each grade level.

ENGAGE
What do you expect to teach in science? What first come to your mind when you are to teach
Science? In the K to 12 enhanced curricula, what is the national framework for Science in all levels?
Have you ever come across an acronym in science which is STL? It means Science and
Technology Literacy. It includes the ability to apply scientific and technological concepts, use the
process skills and embrace science attitudes and values in life.
This lesson will engage you to all these as the Science Framework from Kindergarten to
grade 6 and beyond.

EXPLORE
The Science Framework in the K to 12
Science as a whole, as provided by the national framework of the DepEd responds to the 21st
Century Literacy which is the Science and Technological literacy. It involves three important
components.
1. Understanding and applying scientific knowledge
2. Developing and Demonstrating Scientific Attitude and Values
3. Performing Scientific Inquiry Skills

Based on these phases, all science learners who aim to be scientifically and technologically literate
should be:
 Critical and Creative Problem Solver
 Responsive steward of nature
 Innovative and Inventive thinker
 Informed decision maker, and
 Effective communicator
Based on the framework, the foundations of scientific and technological literacy are characterized
by the following models, approaches and practices which are fully anchored on several learning
theories:
1. Multidisciplinary-Interdisciplinary Approach – Interrelationships and interaction of different
disciplines like science and mathematics, science and social studies, science and history
and many more.
2. Science-Technology Society (STS) approach – one way to appreciate science is to link it with
technology and how it influences people, and their ways of life.
3. Problem/Issue Based learning – Making Use of identified problems issues surrounding the
environment will put more meaning in learning science.
4. Inquiry-based approach – the basic principle of inquiry=based approach the learners’ take
ownership of a problem or a need and the desire to solve it.
5. Constructivism – Constructivist teaching is based on the belief that learning occurs as
learners are actively involved in the process of meaning and knowledge construction.

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TEACHING SCIENCE IN THE ELEMENTARY GRADES
 Learners are the makers of meaning and knowledge.
6. Social Cognition Learning Model – Learning can be directed to observing others while
interacting and experiencing.
7. Learning Style Theory – The VARK model identifies Visual, Auditory, Reading/Riting and
Kinesthetic learners who respond to different kinds of learning.

This means that to teach science for learners to learn, a future teacher like you, will use the
above theories, principle and models in teaching.

EXPLAIN
Science and Technological Literacy is the ultimate goal of science learning development
starts early and formally begins in Kindergarten to a completion of a degree and throughout life. A
country whose citizens are science and technologically literate will be emotionally and scientifically
advanced.

To achieve this goal, there are three intervening skills that need to be addressed.
Understanding and Applying Scientific Knowledge. Science literacy starts with acquisition of
knowledge (ideas, concepts, generalizations, theories). However, such knowledge should be
understood and applied. Thus, in teaching science, teachers should remember that although
memorization of facts is important, however, these facts, knowledge, generalization and theories
should be understood and used in daily lives.

Performing Scientific Inquiry Skills. Other than understanding and applying science
knowledge, it is also the foundation of scientific and technological literacy to perform inquiry skills.
Scientific skills can be seen as a set of skills to be learned by the students to include the science
processes of the AAAs, the performance of the scientific investigations and the cognitive outcomes
the students will achieve. What students will be able to do is the performance inquiry and based on
what the students know about inquiry. In short, scientific inquiry is a systematic approach used by
scientists in order to answer mind blogging questions.

Developing and Demonstrating Scientific Attitudes and Values. The development and
demonstration of scientific attitudes and values is a very important component of scientific literacy.

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TEACHING SCIENCE IN THE ELEMENTARY GRADES
 ELABORATE
Further Elaboration of the Framework
A. The components of Scientific knowledge and Technological Literacy
 Understanding and Applying Scientific Knowledge
To understand better scientific knowledge, it is best to understand first what
science is. Science consist of two things: a body of knowledge and the process by
which that knowledge and the process by which that knowledge is produced. More
often, science is defined as a body of knowledge. However science processes is the
other component that describes the way of thinking and knowing about the world.
Scientific knowledge is not absolute or certain. Knowledge including facts, theories,
and laws is all tentative and subject to change? Due to new evidence brought about
by advances in theory and technology. Science knowledge is also socially and
culturally embedded.
 Developing and Demonstrating Scientific Attitude and Values
Scientific attitude is a way of viewing things, a curiosity to know and why things
happen with an open mind on given facts. It is way of thinking, feeling, acting and
disposition towards science. Attitude can be positive or negative. Science attitude is
oftentimes attributed to characteristics of scientist, but learners can also develop
scientific attitudes.
Here are some of the scientific attitudes:
1. Curiosity 6. Skepticism
2. Humility 7. Creative
3. Open-mindedness 8. Rational
4. Intellectual honesty 9. Objectivity
5. Perseverance 10. Innovative
 Performing Scientific Inquiry Skills
A science-oriented mind is a questioning mind. To inquire is to ask a series of
questions and find answers to the questions asked. The series of questioning and
finding answers to the questions refer to science inquiry.

Students’ abilities that are needed to enable them to be science inquirer are
presented for K to 4 and Grade 5 to * learners. These are found in the matrix below:
Kindergarten to Grade 4 Learners Grade 5 to 8 Learners
Ask questions about objects, organism Identify questions that can be answered
and events in the environment. through scientific investigations.
Plan and conduct simple investigation Design and conduct simple science
investigations.
Employ simple equipment and tools to Use appropriate tools and techniques to
gather data and extend the senses gather, analyse and interpret data.
Use data to construct reasonable Develop descriptions, explanations,
explanation. predictions and models using evidence.
Communicate investigations and Think critically and logically to make the
explanations. relationship between evidence and
explanations.

B. Characteristics of a Scientific and Technologically Literate Persons

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TEACHING SCIENCE IN THE ELEMENTARY GRADES
 If the learners are able to model, theories, and practices that are imbibed based the
framework, how then should every learner be characterized? It is expected that science
teachers should be able to develop learners who have characteristics exemplified below.
 Critical and Creative Problem Solver. Learners have developed skills that enable them
to analyse and find solutions to any perplexing questions of problems. They have
other ways of solving problem.
 Responsible steward of nature. Learners demonstrate concern in keeping the
environment safe for themselves and for everybody. They become citizens who take
responsibility of their action in protecting and preserving the environment.
 Innovative and Inventive thinker. Science as a discipline will enable learners to create
and innovate something simple for humanity. They will become scientists and
investors of the future.
 Informed decision maker. As the science learners are growing up, they should be able
to develop the ability to make decisions. Most especially if they become independent
learners.
 Effective communicator. Science literacy also develops the ability of the learners to
convey correct message to others, whether written or oral, from their fund of
knowledge, results of inquiry, investigations and many more. There is a need for
science learners to share their findings.

EVALUATE
General Direction: Answer all the exercises that follow. Write your answer in another sheet
of paper or bond paper.
Exercise A
Direction 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 a future science teacher, what is the ultimate goal of science in the framework that
each learner should achieve?
a. 21st Century literacy c. Science, Technology and Society
b. Science and Technology literacy d. Develop innovators and inventors
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 characteristics of
a. Pure and applied scientists c. Digital natives
b. Science and Technology Literates D. None of the A, B, C

Exercise B
Direction: Identify the scientific attitude referred to by the following statements.

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TEACHING SCIENCE IN THE ELEMENTARY GRADES
 1. A scientist listens and respects ideas of others.
2. A scientist works hard and is persistent.
3. A scientist admits failures and recognizes that there are better ideas.
4. A scientist has the eagerness to know about the world.
5. A scientist is willing to suspend judgement until he is sure of his results.
6. A scientist tries new approaches to arrive at solutions.
7. A scientist is a critical thinker.
8. A scientist uses reason or logical thinking before giving answers.
9. A scientist acknowledges the work of others.
10. A scientist uses reason or logical thinking before giving answers.
Exercise C
Direction: Answer the following questions comprehensively.
1. As a future educator, cite the application of the following models, approaches and
practices inside the classroom.
a. Multidisciplinary-Interdisciplinary Approach
b. Science-Technology Society (STS) Approach
c. Problem/Issue Based Learning
d. Inquiry-based Approach
e. Constructivism
f. Social Cognition Learning Model
g. Learning Style Theory
2. As a science teacher, it is expected that you should be able to develop learners into a
scientific and technologically literate persons. So, how can you develop a learner
possessing a characteristic of being
a. Critical and Creative Problem Solver?
b. Responsible steward of nature?
c. Innovative and Inventive thinker?
d. Informed decision maker?
e. Effective communicator?
3. Describe the science framework in K to 12 comprehensively.

LESSON Contents of
2 Elementary Science in
Spiral Progression

Desired Learning Outcomes

3. Identified the contents of science in Grade 3 to 6 in a spiral progression.
4. Explained that the contents or subject matter of science progresses in complexity
from grade level to another.
ENGAGE
Is Science easy or difficult to teach? What areas in Science should I study in order to teach
well? Will topics on living things be taught only in grades 4 and 5? What about force and motion?

EXPLORE

Science in a spiral curriculum design is one in which “key concepts are presented repeatedly

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TEACHING SCIENCE IN THE ELEMENTARY GRADES
throughout the curriculum but with deepening layers of complexity”. The learner tries to spiral
upwards learning as the new knowledge is introduced as well as the new process skills are
developed. This will increase the breadth and depth of knowledge achieved. This is the curriculum
design for science in the basic education to start with the Grade 3 to grade 6.

GRADE 6

GRADE 5

GRADE 4
GRADE 3

The content of Science in the K to 12 Curriculum is made up of the four major fields
or disciplines.
A. Chemistry (Matter: Diversity of Materials, Properties and Structures, Changes and
Interactions)
B. Biology (living Things and Their Environment)
C. Physics (Force, Motion and Energy); and
D. Earth and Space (Surroundings and Land, water and Air, weather, Climate and Solar System
The subject area contents are not labelled by major science discipline, instead these are
given titles that are understandable by the learners from Grade 3 to Grade 6 and even up to Grade 10.

The four quadrants represent the total coverage of Science in the elementary level. As noted,
there is a continuous flow of topics in every quadrant. This implies the integration, and being
interdisciplinary and multi-disciplinary of Science.

EXPLAIN
For every grade level, there are four science areas to be covered. Each area is taken up in
every quarter since there are four quarters in every school year level.

Grade 3 Grade 4 Grade 5 Grade 6

Quarter 1 Matter Matter Matter Matter
Quarter 2 Living Things Living Things Living Things Living Things
Quarter 3 Force, Motion and Force, Motion and Force, Motion and Force, Motion and

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TEACHING SCIENCE IN THE ELEMENTARY GRADES
 Energy Energy Energy Energy
Quarter 4 Earth and Space Earth and Space Earth and Space Earth and Space

Although science as a subject starts in Grade 3, yet the components of science such as
content and processes, inquiry and science attitudes are also taken up starting Kindergarten, Grade
1 and Grade 2. These are incorporated in specific areas of learning as Social studies, Mother Tongue
Multi-Lingual Education (MTBLE) or in Communication Arts. This is one of the characteristics of the
K to 12 Curricula in the Philippines basic education where formal Science subject begins in Grade 3.

Thus, starting in Grade three up to Grade 6 in the elementary level, future teachers should
learn how to teach the science as a subject and not merely to embed science in other subjects.

The Science Curriculum Guide of the Department of Education begins with the Topic on
Chemistry: Matter. How is the big concept of Matter presented in the curriculum in its spiral
progression?

Let us have a closer look at each Major are and how increases in complexity as learning
moves from a level to a higher level.

Major Area: Chemistry

Description in the Elementary Curriculum: Matter

The chart below shows the different topics that are taken in progression in Chemistry from
one lower grade level to another higher-grade level. All the topics are anchored on one bigger topic
as Properties and Structure.
Grade 3 Properties and Structure of matter
 Characteristics of solids, liquids and gases
Matter  Changes in Solids, Liquids and Gases
Grade 4 Properties and Structure of Matter
 Properties used to group and store materials (ability to absorb water;
float or sink; decaying or non-decaying) Regrouping materials: recycle,
Matter reduce, reuse, recover, repair.
Changes that material undergo
 Changes that are useful
 Changes that are harmful
Grade 5 Properties and Structure of Matter
 Properties used to minimize waste.
 Importance of reading product label
Matter Changes that matter undergoes
 Evidence of change.
 Appropriate ways of storing materials.
Grade 6 Properties and Structure of Matter
 Mixture and their Characteristics (heterogeneous mixtures: solutions, and
suspensions, colloids)
Matter  Separating Mixtures

Major Area: Living Things and Their Environment

The next major topic is Biology which is described as Living Things and Their Environment.
Let us see the different topics and how these progress in the different grade levels.

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TEACHING SCIENCE IN THE ELEMENTARY GRADES
Grade 3 Characteristics of Living Things
Parts and functions of Living Things
Living Things  Humans
and Their  Animals
Environment  Plants
Traits Passed on From Parents
 Humans
 Animals
 Plants
Interactions of Living Things with the Environment
 Basic needs
 Feeding relationships
Parts and Functions
Grade 4  Humans
- Major organs of the body
- Caring for the major organs
- Diseases that affect the major organs
 Animal
- Terrestrial animals
- Aquatic animals
Living Things  Plants
and Their - Terrestrial plants
Environment - Aquatic plants
Life Cycles
 Humans, Animals and Plants
Interactions
 Beneficial interactions
 Harmful interactions
Parts and functions
Grade 5  Humans
- Stages of growth
- Parts of the reproductive system
- Development of secondary sex characteristics
- Menstrual cycle
 Animals
Living Things - Parts of the reproductive system of representative group of animals
and Their and their functions
Environment - Differences in the modes of reproduction: external fertilizations,
internal fertilization
 Birds(ducks)
 Fishes (Tilapia)
 Toads/Frogs
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
 Plants
- Flowering plants (rice, corn, pechay, mongo)
- Non-flowering plants (cone bearing, ferns, liverworts
- Protecting habitats of plants
Interactions among living Things

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TEACHING SCIENCE IN THE ELEMENTARY GRADES
 Parts and Functions
Grade 6  Human Body System
- Musculoskeletal
- Digestive
- Respiratory
- Circulatory
Living Things - Nervous
and Their  Animals
Environment - Characteristics of vertebrates and invertebrates
- Economic importance of vertebrates and invertebrates in the community
- Race animals in the community
- Protecting and caring for animals
 Plants
- Parts of spore-bearing plants
- Life cycles of ferns and mosses
- Vegetative plant propagation
 Interactions
- Physical condition of tropical rainforest, coral reefs, and mangrove swamps
- Plants and animals living in these ecosystems
- Feeding relationships in these ecosystems
- Protecting and conserving tropical forest ecosystems

ELABORATE
After having seen the coverage of the two science components, what have you
observed in the content outline of each topic: Matter and Living Thins and Their Environment? Let us
understand the framework by answering the following questions that refer to the two areas of
discipline and how they move along in progression from lower to higher grade level.
Let us make a comparison of the similarities of the two. Agree or disagree to the
observations and explain or elaborate further. Answer this in another sheet of paper
Statements about (1) Matter and (2) Living Things and Agree Disagree Explanation
Their Environment
1. In both topics, the concepts in Grade 3 are simpler
than grade 4
2. There is a consistent title of the major topic from
Grade 3 to grade 6
3. The area of Living Things and Their Environment
focused on three kinds of living things: Humans,
Animals and Plants
4. The Chemistry components of Elementary science
revolve around Matter that progressively advance in
complexity from Grade 3 to grade 6.
5. In the elementary science framework, Chemistry
which is considered by many as difficult subject is
taught in Grade 3.
6. Elementary science should lead learners to
scientific literacy

EVALUATE
General Direction: Answer all the exercises that follow. Write your answer in another sheet
of paper or bond paper.
Exercise A

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TEACHING SCIENCE IN THE ELEMENTARY GRADES
 Direction Choose the correct answer from the options given.
1. Science in the level in the K to 12 curriculum include
a. Chemistry and Biology
b. Chemistry, Biology and Physics
c. Chemistry, Biology, Physics and Earth Science
d. None of the A, B, C, D
2. As the contents of science progress in a spiral, the difficulty of topics
a. decreases b. increases c. maintains static
3. In order to teach science effectively in the elementary level, a teacher should do
one of the following:
a. Must have a comprehensive knowledge of only one discipline of science in
the curriculum.
b. Must have a comprehensive knowledge of at least two discipline of science in
the curriculum.
c. Must have a comprehensive knowledge of the four disciplines of science in
the curriculum.
d. Must have a comprehensive knowledge of all branches of science.
4. Spiral progression in science means that grade 3 pupils learn simpler contents
than grade 4.
a. This statement is true. c. This statement is partly true.
b. This statement is false. D. This statement is doubtful.
5. Which statement is TRUE about teaching science in the elementary grade level for
K to 12?
a. All elementary grades teachers should be equipped with contents and
process of science.
b. Only those who will teach science should learn the different branches of
science in college.
c. Learning what to teach and not how to teach science is a universal principle.
d. None of the above

B.
1. What do you understand of a spiral progression curriculum in science for
elementary grades? Cite specific examples.

LESSON The Teaching

3 of Science in the
Elementary Grades
Desired Learning Outcomes
1. Demonstrate the different skills in the process approach (AAAs) from basic to
integrated.
2. Identify the strategies and teaching methods appropriate in elementary science.
3. Use other strategies and methods in teaching science
ENGAGE
Teaching science is one of the most interesting tasks of an elementary teacher. With the
science contents that you know, how will you teach these children in the elementary level? Science

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TEACHING SCIENCE IN THE ELEMENTARY GRADES
learning should be fun and challenging. These are strategies and methods that are appropriate for
the subject matter you will teach. You will make the children have their minds on and hands on
together.

EXPLORE
Teaching of Science in the Elementary Grades

A. The Science Process Skills

There are two important elements that are needed in learning science. The content or
body of knowledge (facts, concepts, theories) and the processes of science which are
the ways of thinking and doing that scientist used to arrive at the body of knowledge.

Any science learner, even in the elementary level should develop the process skills
too. The science processes were first introduced by the American Association of
Advancement of Science (AAAS). With the speed of global development, the need to
enhance the original processes came into force. Thus, in addition the Basic Science
Processes and Integrated Science Processes, another layer above the two processes
described as higher order thinking skills.

Science Processes and Higher Order Thinking Skills

Basic Science Process Skills

The simpler basic process skills provide the foundation for science learning.

As future teachers, you have to see to it that these processes are enhanced as they progress
in the grade levels. They are repeatedly used as a way of thinking and doing. Mastery of these skills
will make science learning more meaningful and enjoyable.

1. Observing - using the senses to gather information about an object or event. Example:
Describing a pencil as yellow.

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TEACHING SCIENCE IN THE ELEMENTARY GRADES
 2. Classifying - grouping or ordering objects or events into categories based on properties
or criteria. Example: Placing all rocks having certain grain size or hardness into one group.
3. Communicating - using words or graphic symbols to describe an action, object or event.
Example: Describing the change in height of a plant over time in writing or through a
graph.
4. Measuring - using both standard and nonstandard measures or estimates to describe the
dimensions of an object or event. Example: Using a meter stick to measure the length of
a table in centimeters.
5. Predicting - stating the outcome of a future event based on a pattern of evidence.
Example: Predicting the height of a plant in two weeks time based on a graph of its
growth during the previous four weeks.
6. Inferring - making an "educated guess" about an object or event based on previously
gathered data or information. Example: Saying that the person who used a pencil made a
lot of mistakes because the eraser was well worn.

Integrated Science Process

Take note that the Basic Science Processes are fundamental. These basic science skills
need to be mastered ahead of the integrated science processes.
1. Formulating hypothesis - stating the expected outcome of an experiment.
Example: The greater the amount of organic matter added to the soil, the greater
the bean growth.
2. Controlling variables - being able to identify variables that can affect an
experimental outcome, keeping most constant while manipulating only the
independent variable. Example: Realizing through past experiences that amount
of light and water need to be controlled when testing to see how the addition of
organic matter affects the growth of beans.
3. Defining operationally - stating how to measure a variable in an experiment.
Example: Stating that bean growth will be measured in centimeters per week.
4. Experimenting - being able to conduct an experiment, including asking an
appropriate question, stating a hypothesis, identifying and controlling variables,
operationally defining those variables, designing a "fair" experiment, conducting
the experiment, and interpreting the results of the experiment. Example: The
entire process of conducting the experiment on the affect of organic matter on
the growth of bean plants.
5. Interpreting data - organizing data and drawing conclusions from it. Example:
Recording data from the experiment on bean growth in a data table and forming a
conclusion which relates trends in the data to variables.
6. Formulating models - creating a mental or physical model of a process or event.
Examples: The model of how the processes of evaporation and condensation
interrelate in the water cycle.

Inquiry-Based Science

There are many strategies in the use of inquiry-based science. Below are some
examples. Inquiry-based science involves learners to do science when given the
opportunities to explore possible solutions, make explanations for the phenomena under
study, elaborate explanation on the concepts and processes and make assessment of how
these are understood based on the available evidences.

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TEACHING SCIENCE IN THE ELEMENTARY GRADES
 Here are some strategies that are influenced by inquiry-based science.
 5 E s Model in Science Teaching
 Engage – the hook. Motivation, trigger questions
 Explore – science activities of learners as guided by teacher
 Explain – Learners provide explanation of what they have done
 Elaborate – Further explanation is made
 Evaluate - Feedback or assessment plus reflection
 Evaluate – Feedback or assessment plus reflection

 Q-M-S Strategy
 Q – question of problem
 M – means or how the plan will be carried out
 S – solution

 3E-P – Exciting Examples of Everyday Phenomena

 4As in Science Teaching

 ASK question
 Conduct ACTIVITY
 ANALYZE the data
 APPLY the science concepts in similar/related situations

 Use of Discrepant Event (POE-E)

 Prediction – What do you think will happen
 Observe – What did you observe
 Explore – Find solution to the problem
 Explain – Describe what do you think happened in words and pictures

EXPLAIN
Which of the approaches mentioned above are you familiar with? Which one would you like
to try?
Science teaching can be approached in many ways. In fact, everything we do every day has
science in it. Hence, it would be very easy to make learners love science because it is part of their
lives. From the time one wakes up to the time one goes back to sleep, science is influencing 24/7 of
our daily life. Science, technology and society are all connected to each other.

To teach effectively science in elementary grades, it begins with the fundamental process of
observing. Making observation as a habit provides more meaning to what one sees, hear, feel, touch,
taste and smell. As science progresses with time, the processes of science become more
complicated such that learning and loving science require higher order thinking skills.

Teaching science should be fun filled! The different approaches presented are an array of
strategies which can you try out as you learn how to teach children to love and learn.

The choice of the approaches would greatly depend on the type of the learners (learner
centered) the subject matter or content (what to teach) the resources available and your skill in
facilitating the lesson.

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TEACHING SCIENCE IN THE ELEMENTARY GRADES
 ELABORATE

You will see varied approaches utilized in these succeeding parts of this material. Lesson
examples are presented in various ways, so that when you go through each one of theme, you will
reflect on the process of science teaching and how these materials are related to inquiry – based
science.

More elaboration will be found in the specific lessons in Chemistry and Biology which are
included in this instructional material.

EVALUATE
General Direction: Answer all the exercises that follow. Write your answer in another sheet
of paper or bond paper.
A.
Direction: Let us check what you have learned from this lesson. Answer each item
with either YES or NO. If your answer is YES, explain why yes. If No, justify your answer.

1. In teaching science, it is appropriate to make leaners master and practice the basic
science processes first? Why
2. Does teaching the basic science processes require sophisticated laboratory
equipment? Why?
3. Are all science activities called experimenting? Why?
4. Will teaching science in the elementary grades provide a good foundation for learning
science in the higher-grade levels? Why?
5. Is there only one method in teaching science? Why?
6. Is higher order thinking skills developed if one teaches the integrated science
process skills?
7. Does inquiry-based science approved include always, asking questions? Why?
8. Does science learning in the lower grade also lead to discovery? Why?
9. Will learning the content and processes of science make you prepared teachers in the
future? Why?
10. Do you like to teach learners in elementary science? Why?

B.
2. From the given strategies that are influenced by inquiry-based science, choose
one strategy and design a learning activity that is suited to what you have chosen.

YOU’RE DONE WITH MODULE NO. 1

CONGRATULATIONS!!!

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TEACHING SCIENCE IN THE ELEMENTARY GRADES