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ESC 8 - Teaching Science in the

Elementary Grades
(Chemistry & Biology)

This is a property of
PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
NOT FOR SALE
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Teaching Science in the Elementary Grades

(Chemistry & Biology)

Chapter 1

Introduction
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Introduction
The K to 12 science curriculum is learner-centered and inquiry-based, emphasizing
the use of constructivist pedagogy in teaching. It promotes a strong link between science and
technology, including indigenous technology, thus preserving our country’s cultural heritage.
Concepts and skills are presented with increasing levels of complexity from one grade level
to another in spiral progression (K to 12 Curriculum Guide Science, 2016).
To understand it further, discussion of the science education framework, the science
curriculum guide and the contents of elementary science in a spiral progression will be
thoroughly done in this chapter.

Specific Objectives

At the end of the lesson, the students should be able to:

1. discuss the components of the science curriculum framework for basic education;
2. identify the grade-level standards-based on K to 12 Basic Education Curriculum;
3. demonstrate understanding of spiraling basic science concepts in Biology and
chemistry;
4. identify the contents of science in Grade 3 to 6 in spiral progression; and
5. explain that the contents or subject matter of science progresses in completely from
grade level to another.

Duration

Chapter 1: Introduction 6 hours

Lesson 1 The Science Framework in K to 12 Curriculum
Lesson 2 The Science Curriculum Guide
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LESSON 1
The Science Framework in the K to 12
The K to 12 science curriculum will provide learners with a repertoire of competencies
important in the world of work and in a knowledge-based society. It envisions the development
of scientifically, technologically, and environmentally literate and productive members of
society who are critical problem solvers, responsible stewards of nature, innovative and
creative citizens, informed decision makers, and effective communicators.

The aim of the science education is to develop scientific literacy among the Filipino
learners that will equip them to be dynamic and engaged citizens in the society. Figure 1 shows
the framework of science education from the Department of education.

Figure 1 Framework of Science Education

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Based on the framework, the following are the components of Science Education:
A. Scientific and Technological Literacy
It is the ultimate goal of science education. In order to achieve this goal, the following
components should be considered in the teaching and learning process:
1. 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 the daily lives.
2. Developing and Demonstrating Scientific Attitudes and Values
Scientific attitude can be defined as a way of viewing things, curiosity to know
how and why things happen with an open mind on govern facts. It is a way of thinking,
feeling, acting and a disposition towards science. Attitude can be positive or negative.
Science attitude is oftentimes attributed to characteristics of scientists, but learners can
also develop scientific attitudes. Here are some of the scientific attitudes:
1. Curiosity - A scientist is curious about the world. This scientist continues to
search for answers to explain what was observed to predict possible results. This
attitude enables a scientist to try to discover more about the things around him.
2. Humility - A scientist admits failures and recognizes that there are better ideas.
Humility in accepting the views and opinions of others. Humility in admitting
error in their experiments or conclusions.
3. Open-mindedness - A scientist listens and respects ideas of others. This should
be able to modify plans if necessary or discard a belief that has not enough
scientific basis. It should be because Science keeps on improving or changing
as more information gathered.
4. Intellectual honesty - A scientist that can recognize the contributions made by
others in the final formulations of a product or a process. This attitude is very
important especially in this present world where information is easy to get.
5. Perseverance - A scientist works hard and is persistent. This scientist must
continue experiments that may (take years to accomplish) not be successful right
away.
6. Skepticism - A scientist does not jump to conclusions.
7. Creative and Critical thinker - A scientist bases suggestions and conclusions
on evidences.
8. Rational - A rational scientist can able to think logically and reason clearly.
This scientist analyzes conditions and objects in order to see their relationships.
He/she is systematic to avoid confusion. Because he/she is rational, he/she is
not superstitious.
9. Objectivity - A scientist is willing to suspend judgment until he is sure of his
results. This scientist does not allow his feelings and biases to influence his
work.
10. Innovative - A scientist tries new approaches to arrive at solutions.
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3. Performing Scientific Inquiry Skills

Scientific inquiry skills can be seen as a set of skills to be learned by the students in the
science processes, the performance of the scientific investigations and the cognitive outcomes
the students will achieve. What students will be able to do is the performance of inquiry and
based on what the students know about inquiry. In short, scientific inquiry refers to the
diverse ways in which scientists study the natural world and propose explanations based on the
evidence derived from their work.
Students’ abilities that are needed to enable them to be science inquirer are presented
for K to 4 and G 5 to 8 learners. These are found in the matrix below.
Kindergarten to Grade 4 Learners Grade 5 to Grade 8 Learners
Ask questions about objects, Identify questions that can be
organism and events in the answered through scientific
environment. investigations.
Plan and conduct a simple Design and conduct simple
investigation. scientific investigations.
Employ simple equipment and tools Use appropriate tools and
to gather data and extend the senses. techniques to gather, analyse and
interpret data.
Use the data to construct reasonable Develop descriptions, explanations,
explanation. predictions and models using
evidence.
Communicate the investigations and Think critically and logically to
explanations. make the relationship between
evidence and explanations.

B. Approaches, Models and Practices Used in the Framework

Based on the framework, there are dominant approaches, models and practices that can
be utilized in teaching and learning science in the elementary grades. Being a future science
teacher, you must be able to understand the processes or the pedagogy of each.
1. Multidisciplinary – Interdisciplinary Approach is the use of two or more subject areas
in one lesson or activity. For example, Science and History can go together when the
topic is about discoveries and inventions.
2. Science, Technology and Society (STS) Approach is an interdisciplinary field that
examines how science and technology shape societies, cultures and environments and
how social, cultural and environmental factors shape the development of science and
technology.
3. Problem/Issue Based Learning. Problem – based Learning (PBL) is a method of
teaching which allows students to focus on how and what they will learn. An unfamiliar
problem, situation or task is presented to the students and students are encouraged to
determine for themselves how they will go about solving the problem. This usually
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occurs through small group work and allows students to utilize their prior knowledge
in the topic area and identify the gaps in their knowledge as they attempt to solve the
problem. PBL is a student – centered approach to learning that encourages students to
be self-directed, interdependent and independent as the attempt to solve the set problem.
4. Inquiry – based approach is anchored on the idea of seeking for truth, information or
knowledge. Memorizing facts and information is not as useful as asking questions that
will lead to the understanding of such data and information. It is not looking for the
right answer but seeking the appropriate solution. No one can learn everything, but
everyone can learn the skills of an inquiring attitude. Skills and ability and habits of the
mind to continue learning through inquiry-based approach teaching-learning.
5. Constructivism is a theory that explains about how people learn by constructing their
own understanding and knowledge of the world through prior experiences and
reflecting on those experiences. When something new is learned, this has to be
compared with the previous experiences, perhaps discarding the old if the new
information is relevant. Thus, in constructivism, there is a continuous asking of
questions, exploration and assessment. In the teaching-learning, it means encouraging
to use active learning as experimenting and real-world problem solving to create more
knowledge. Discussing about what the students are doing themselves will allow them
to realize that their understanding may also be changing, thus constructing their own
knowledge.
6. Social Cognition Learning Model has been introduced by Lev Vygotsky where he
asserts that culture is the primary factor of individual development. First, through
culture, children acquire much of the content of their thinking which is their knowledge.
Second, the surrounding culture provides the learners the means or process of thinking.
In short, in social cognition learning model, culture teaches the learners both what to
think and how to think. Thus, since children learn much through interactions, lessons
should be designed to emphasize interaction between learners and learning task.
Further, appropriate adult help or scaffolding is needed for independent problem
solvers.
7. Learning Style Theory. “All learners are created equally but learn differently.” This is
the premise of the learning style theory. Each individual has a preference in how they
learn. Individual learning style depends on cognitive, emotional, environmental factors
and one’s previous knowledge. Individualized teaching and learning or differentiated
instructions are likewise anchored on learning styles of learners. The most accepted
understandings of the learning style fall into three categories: Visual, Auditory (Oral-
Aural) and Tactile or Kinesthetic.
 Visual learners prefer to use images, maps and graphic organizers to access and
understand new information.
 Auditory (Oral-Aural) learners best understand new concepts through speaking and
listening. Mnemonic devices, use of repetition, music, discussion, lectures are some
of the strategies learners prefer.
 Kinesthetic (Tactile) learners prefer to touch, move or manipulate. They learn best
through hands-on activities, practicum and other similar activities.
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C. Characteristics of a Scientific and Technologically Literate Persons

If the learners are able to understand the models, theories and practices that are imbibed
based on 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 problems.
 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 inventors
of the future.
 Informed Decision Maker. As the science learners are growing up, they should be able
to develop the ability to make informed 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 own knowledge,
results of inquiry, investigations and many more. There is a need for science learners
to share their findings.

Teaching science is important because of several reasons. First, the nation is dependent
on the technical and scientific abilities of its citizens for its economic growth and national
activities. Moreover, science is a significant part of human culture and represents one of the
highlights of human capacity. Also, it provides a laboratory of common experience for
development of language, logic and problem-solving skills. Finally, for some students, it will
become a lifelong vocation or career.
References/Additional Resources/Readings

Alata, E. & Alata, E. (2020). A Course Module for Teaching Strategies for Elementary Science
(Physics, Earth and Space Science) Rex Book Store, Inc.
Bilbao, P. et al. (2019). Teaching Science in the Elementary Grades Volume 1: Chemistry and
Biology Lorimar Publishing Company.
Corpuz, Brenda and Salandanan, Gloria G. (2015). Principles of Teaching 2. Quezon City:
Lorimar Publishing Company.
K to 12 Science Curriculum Guide
Science Framework for Philippine Basic Education

Online Resources

https://prezi.com/nki7ppk1gozo/10-scientific-attitudes/
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LESSON 2
The Science Curriculum Guide
The K to 12 science curriculum provides learners with a list of competencies important
in the world of work and in a knowledge-based society. Science teachers use it as basis for
daily lesson planning.
A. Definition of Terms (Source: Policy Guidelines on the K to 12 Programs)
For better understanding, the following terms are operationally defined:
 Competency- This refers to specific skills performed with varying degrees of
independence. It has different degrees of difficulty and performance levels. It also
refers to the ability to perform activities according to the standards expected by
drawing from one’s knowledge, skills and attitudes.
 Content- This is the scope and sequence of topics and skills covered in each strand/
domain/theme/ component.
 Key stage- This refers to stages in the K to 12 Program reflecting distinct
developmental milestone. Assessment of learning is critical at the end of each stage.
These are the Key stage 1 (Kindergarten to grade 3); Key stage 2 (Grade 4 to 6) etc.
 Key stage standard- This shows the degree or quality or proficiency that the
learner is able to demonstrate in each key stage after learning a particular learning
area in relation to the core learning area standard.
 Skill- It is the coordinated performance of related tasks with a certain degree of
facility.
 Standard- In its broadest sense, it is something against which other things can be
compared to for the purpose of determining accuracy, estimating quantity or
judging quality. It is a stated expectation of what one should know and be able to
do.

The following tables show the components of the science curriculum:

Table 1 shows the key stage standards and the grade- level standards for science
learning areas identified by the Department of Education.
K–3 4–6 7–10 11-12
At the end of Grade At the end of Grade At the end of Grade At the end of Grade
3, the learners 6, the learners 10, the learners 12, the learners
should have should have should have should have gained
acquired healthful developed the developed scientific, skills in obtaining
habits and have essential skills of technological, and scientific and
developed curiosity scientific inquiry – environmental technological
about self and their designing simple literacy and can information from
environment using investigations, using make that would varied sources about
basic process skills appropriate lead to rational global issues that
of observing, procedure, materials choices on issues have impact on the
communicating, and tools to gather confronting them. country. They should
comparing, evidence, observing Having been have acquired
classifying, patterns, exposed to scientific scientific attitudes
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measuring, inferring determining investigations that will allow them

and predicting. This relationships, related to real life, to innovate and/or
curiosity will help drawing conclusions they should create products
learners value based on evidence, recognize that the useful to the
science as an and communicating central feature of an community or
important tool in ideas in varied waysinvestigation is that country. They should
helping them to make meaning of if one variable is be able to process
continue to explore the observations changed (while information to get
their natural and and/or changes that controlling all relevant data for a
physical occur in the others), the effect of problem at hand. In
environment. This environment. The the change on addition, learners
should also include content and skills another variable can should have made
developing scientific learned will be be measured. The plans related to their
knowledge or applied to maintain context of the interests and
concepts. good health, ensure investigation can be expertise, with
the protection and problems at the consideration for the
improvement of the local or national needs of their
environment, and level to allow them community and the
practice safety to communicate with country — to pursue
measures. learners in other either employment,
parts of the entrepreneurship, or
Philippines or even higher education
from other countries
using appropriate
technology. The
learners should
demonstrate an
understanding of
science concepts
and apply science
inquiry skills in
addressing real-
world problems
through scientific
investigations.
Table 1: Key Stage Standard for Science Learning Area
1. What is the Core Learning area standard of science for the entire K to 12 program?
2. What are the Key Stage Standards based on K to 12 Basic Education Curriculum for
grades 4-6? How about for kindergarten to 3? Below, explains the Core Learning Area
Standard of Science for the K to 12 programs.

Table 2 shows the grade Level standards from kindergarten to grade 6.

GRADE/LEVEL Grade-Level Standards
Kindergarten The learners will demonstrate an emerging understanding of the
parts of their body and their general functions; plants, animals and
varied materials in their environment and their observable
characteristics; general weather conditions and how these influence
what they wear; and other things in their environment.
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Understanding of their bodies and what is around them is acquired

through exploration, questioning, and careful observation as they
infer patterns, similarities, and differences that will allow them to
make sound conclusions.
Grade 1 At the end of Grade 1, learners will use their senses to locate and
describe the external parts of their body; to identify, external parts of
animals and plants; to tell the shape, color, texture, taste, and size of
things around them; to describe similarities and differences given
two objects; to differentiate sounds produced by animals, vehicles
cars, and musical instruments; to illustrate how things move; to,
describe the weather and what to do in different situations; to use
appropriate terms or vocabulary to describe these features; to
collect, sort, count, draw, take things apart, or make something out
of the things; to practice healthy habits (e.g., washing hands
properly, choosing nutritious food) and safety measures (e.g.,
helping to clean or pack away toys, asking questions and giving
simple answers/ descriptions to probing questions).
Grade 2 At the end of Grade 2, learners will use their senses to explore and
describe the functions of their senses, compare two or more objects
and using two or more properties , sort things in different ways and
give a reason for doing so, describe the kind of weather or certain
events in the home or school and express how these are affecting
them, do simple measurements of length, tell why some things around
them are important , decide if what they do is safe or dangerous;
give suggestions on how to prevent accidents at home, practice
electricity, water, and paper conservation, help take care of pets or
of plants , and tell short stories about what they do, what they have
seen, or what they feel.
Grade 3 At the end of Grade 3, learners can describe the functions of the
different parts of the body and things that make up their
surroundings --- rocks and soil, plants and animals, the Sun, Moon
and stars. They can also classify these things as solid, liquid or gas.
They can describe how objects move and what makes them move.
They can also identify sources and describe uses of light, heat,
sound, and electricity. Learners can describe changes in the
conditions of their surroundings. These would lead learners to
become more curious about their surroundings, appreciate nature,
and practice health and safety measures.
Grade 4 At the end of Grade 4, learners can investigate changes in some
observable properties of materials when mixed with other materials
or when force is applied on them. They can identify materials that do
not decay and use this knowledge to help minimize waste at home,
school, and in the community. Learners can describe the functions of
the different internal parts of the body in order to practice ways to
maintain good health. They can classify plants and animals
according to where they live and observe interactions among living
things and their environment. They can infer that plants and animals
have traits that help them survive in their environment. Learners can
investigate the effects of push or pull on the size, shape, and
movement of an object. Learners can investigate which type of soil is
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best for certain plants and infer the importance of water in daily
activities. They learned about what makes up weather and apply
their knowledge of weather conditions in making decisions for the
day. They can infer the importance of the Sun to life on Earth.
Grade 5 At the end of Grade 5, learners can decide whether materials are
safe and useful by investigating about some of their properties. They
can infer that new materials may form when there are changes in
properties due to certain conditions. Learners have developed
healthful and hygienic practices related to the reproductive system
after describing changes that accompany puberty. They can compare
different modes of reproduction among plant and animal groups and
conduct an investigation on pollination. They have become aware of
the importance of estuaries and intertidal zones and help in their
preservation. Learners can describe the movement of objects in
terms of distance and time travelled. Learners recognize that
different materials react differently with heat, light, and sound. They
can relate these abilities of materials to their specific uses. Learners
can describe the changes that earth materials undergo. They can
make emergency plans with their families in preparation for
typhoons. They can observe patterns in the natural events by
observing the appearance of the Moon.
Grade 6 At the end of Grade 6, learners recognize that when mixed together,
materials may not form new ones thus these materials may be
recovered using different separation techniques. They can prepare
useful mixtures such as food, drinks and herbal medicines. Learners
understand how the different organ systems of the human body work
together. They can classify plants based on reproductive structures,
and animals based on the presence or lack of backbone. They can
design and conduct an investigation on plant propagation. They can
describe larger ecosystems such as rainforests, coral reefs, and
mangrove swamps. Learners can infer that friction and gravity affect
how people and objects move. They have found out that heat, light,
sound, electricity, and motion studied earlier are forms of energy
and these undergo transformation. Learners can describe what
happens during earthquakes and volcanic eruptions and demonstrate
what to do when they occur. They can infer that the weather follows
a pattern in the course of a year. They have learned about the solar
system, with emphasis on the motions of the Earth as prerequisite to
the study of seasons in another grade level.
Table 2: Grade- Level Standards (Kindergarten –Grade 6)
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Table 3 shows the Sequence of Domains/ Strands per quarter.

G3 G4 G5 G6 G7 G8 G9 G10
1st Matter Matter Matter Matter Matter Force, Living Earth &
Motion,& Things Space
Energy and Their
Environm
ent
2nd Living Living Living Living Living Earth & Matter Force,
Things Things Things Things Things Space Motion,&
and Their and Their and Their and Their and Their Energy
Environm Environm Environm Environm Environm
ent ent ent ent ent
3rd Force, Force, Force, Force, Force, Matter Earth & Living
Motion,& Motion,& Motion,& Motion,& Motion,& Space Things
Energy Energy Energy Energy Energy and Their
Environm
ent
4th Earth & Earth & Earth & Earth & Earth & Living Force, Matter
Space Space Space Space Space Things Motion,&
and Their Energy
Environm
ent
Table 3 Sequence of Domains/ Strands per quarter

References/Additional Resources/Readings

Alata, E. & Alata, E. (2020). A Course Module for Teaching Strategies for Elementary Science
(Physics, Earth and Space Science) Rex Book Store, Inc.
Bilbao, P. et al. (2019). Teaching Science in the Elementary Grades Volume 1: Chemistry and
Biology Lorimar Publishing Company.
Corpuz, Brenda and Salandanan, Gloria G. (2015). Principles of Teaching 2. Quezon City:
Lorimar Publishing Company.
K to 12 Science Curriculum Guide
Science Framework for Philippine Basic Education

Online Resources

https://prezi.com/nki7ppk1gozo/10-scientific-attitudes/