Group 1 Lesson3 Activities

Name: Javier, Chanel Alexia R.
Section: BEED – 2A
Lesson 3: Elementary Science Curriculum Physics, Earth, and Space

Science
ACTIVITY A.1 ACTIVATE

Read carefully the introduction and conceptual framework of the basic education
science curriculum guide and answer the question below:
1. What is the overall goal of basic education science?
The overall goal of science is to teach students to use and interpret science
to explain the world around them, evaluate and understand scientific theories
and evidence and investigate and generate scientific explanations.
2. What is the content of science curriculum?
Four strands make up the curriculum content: Materials, Living Things, Energy
and Forces, and Environmental Awareness and Care. The concepts and ideas
that children will investigate as they work scientifically and engage in designing
and manufacturing are outlined in these strands, which are further separated into
strand units.
3. How is the content of the science curriculum organized?
Grade levels, scientific disciplines, conceptual progression, theme modules, and

skill development are used to arrange the science curriculum. As pupils grow, it
builds upon core principles in a hierarchical fashion. There is coverage of
disciplines including Earth science, chemistry, biology, and physics, all of which
have a logical progression of concepts. It is possible to demonstrate linkages
between several scientific fields by integrating thematic units. The development
of scientific abilities like observation and critical thinking is emphasized
throughout.
ACTIVITY B.1 ANALYZE
The curriculum guide explicitly discusses important concepts, such as domains of
learning science, theoretical foundations, teaching approaches, and curriculum
features. Fill out the table below by selecting the set of items that should be
under each column. Copy the elements in the corresponding column.
Domains of Theoretical Approaches to Curricular

Learning Foundations Teaching Science Features
Science
Set D: Set B: Set B: Set D:
Understanding Multi/interdisciplinary Multi/interdisciplinary Understanding
and applying approach, Science- approach, Science- and applying
scientific technology-society technology-society scientific
knowledge, approach, contextual approach, knowledge,
Performing learning. contextual learning. Performing
scientific scientific
processes and Set C: processes and
skills, Constructivism, skills,
Developing and Social cognition Developing and
demonstrating learning model, demonstrating
scientific Learning style scientific
attitudes and theory, Brain-based attitudes and
values learning. values
Set A:
Learner-centered,
Inquiry-based, Spiral
progression of
concepts and skills,
Intertwined science
content and science
processes, Problem-
based.
Set A: Learner-centered, Inquiry-based, Spiral progression of concepts and

skills, Intertwined science content and science processes, Problem-based.
Set B: Multi/interdisciplinary approach, Science-technology-society approach,
contextual learning.
Set C: Constructivism, Social cognition learning model, Learning style theory,
Brain-based learning.
Set D: Understanding and applying scientific knowledge, Performing scientific
processes and skills, Developing and demonstrating scientific attitudes and
values.
ACTIVITY B.2
This time, focus on the curricular features of basic education science. Write the
features below and cull textual pieces of evidence from Curriculum Guide (CG) to
support your answer.
Curriculum Features Sample/Textual Pieces of Evidence from CG

To demonstrate understanding of
1. Understanding and applying basic science concepts and
scientific knowledge applications of science-inquiry skills.
To demonstrate understanding of
basic science concepts and
2. Performing scientific
applications of science-inquiry skills.
processes and skills
To demonstrate understanding of basic science
concepts and applications of science-inquiry
skills.
3. Developing and
demonstrating scientific Organizing the curriculum around situations and
attitudes and values. problems that challenges the learners’ curiosity
motivates them to learn and appreciate science
To solve problems critically, innovate beneficial

products, protect the environment and conserve
resources, enhance the integrity and wellness of
people, make informed decisions, and engage
in discussions of relevant issues that involve
science, technology, and environment.
The department of Science and Technology developed the Science Framework

for Basic Education. Included in this document are guiding principles for the
formulation of the science framework. Read the principles carefully. Highlight the
key concepts.
ACTIVITY C.1 ABSTRACT

The Guiding Principles of Science Curriculum Framework.
1. Science is for everyone.

2. Science is both content and process.
3. School science should emphasize depth rather than breadth, coherence rather
than fragmentation, and use of evidence in constructing explanation.
4. School science should be relevant and useful.
5. School Science should nurture interest in learning.
6. School science should demonstrate a commitment to the development of a
culture of science.
7. School Science should promote the strong link between science and
technology, including indigenous technology.
8. School science should recognize that science and technology reflect,
influence, and shape our culture.
From these principles, the two frameworks below were formulated/derived. Can
you explain the connection/how they came up with these frameworks?
ACTIVITY C.2
Compare the two frameworks. What patterns, common concepts, themes, target
outcomes do you see?
What do these themes and patterns mean to you?

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ACTIVITY D.1 APPLY
How does a 21st century science classroom look like? List down below the
features of the science curriculum you wish to see and explore in the classroom.
What do you think the teacher and students are like inside the classroom to
manifest such features? Write in the corresponding column below.
Science Curriculum Samples from Actual Practice/Observations

Features
1. Inquiry based Teachers always asked the students what they
know or their ideas about the topic, one
example of this is the KWL questions.
2. Learner-centered Teachers give students opportunities to lead

learning activities, participate more actively in
discussions, design their own learning projects,
explores the topics that interest them, and
generally contribute to the design of their own
course.
3. Research-based The students learns to be resourceful when a

teacher gives a certain to discuss in front of
their classmates like reporting.
4. Collaborative Learning Students work together in a form of groupings

to complete an activity/project given by the
teacher one example of this is a think-pair-
share.

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Name: Javier, Chanel Alexia R.

Lesson 3: Elementary Science Curriculum Physics, Earth, and Space

ACTIVITY A.1 ACTIVATE

1. What is the overall goal of basic education science?

2. What is the content of science curriculum?

3. How is the content of the science curriculum organized?

Grade levels, scientific disciplines, conceptual progression, theme modules, and

Domains of Theoretical Approaches to Curricular

Set A: Learner-centered, Inquiry-based, Spiral progression of concepts and

Curriculum Features Sample/Textual Pieces of Evidence from CG

To solve problems critically, innovate beneficial

The department of Science and Technology developed the Science Framework

ACTIVITY C.1 ABSTRACT

1. Science is for everyone.

What do these themes and patterns mean to you?

ACTIVITY D.1 APPLY

Science Curriculum Samples from Actual Practice/Observations

2. Learner-centered Teachers give students opportunities to lead

3. Research-based The students learns to be resourceful when a

4. Collaborative Learning Students work together in a form of groupings

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