EED 107

TEACHING SCIENCE
IN
ELEMENTARY GRADES
Presented by ALYSSA G. FRANCISCO
SCIENCE FRAMEWORK
FOR K TO 12
CURRICULUM
THE CONCEPTUAL
FRAMEWORK OF
SCIENCE EDUCATION
THE SCIENCE FRAMEWORK IN THE K TO 12
1. Understanding and
M
Applying Scientific
o
Knowledge.
n
i
2. Developing and
t
Demonstrating Scientific
o
Attitudes and Values.
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i
3. Demonstrating Inquiry n
Skills. g
Based on the given phrases, all science learners who aim
to be scientifically and technologically literate should be:

Effective Communicator

Informed Decision Maker

Responsible Steward of Nature

Innovative and Inventive Thinker

Critical and Creative Problem Solver

FOUNDATIONS OF SCIENTIFIC AND
TECHNOLOGICAL LITERACY
A. COMPO NENTS OF SCIENTIFIC AND TECHNOLOGICAL LITERACY

1. UNDERSTANDING AND APPLYING SCIENTIFIC KNOWLEDGE.

2. DEVELOPING AND DEMONSTRATING SCIENTIFIC ATTITUDE..

CURIOUS ABOUT THE WORLD

ADMITS FAILURE AND RECOGNIZES THAT THERE ARE BETTER IDEAS (HUMILITY)
LISTENS AND RESPECTS IDEAS OF OTHERS (OPEN-MINDEDNESS)
INTELLECTUALLY HONEST
PERSEVERANCE
CREATIVE AND INNOVATIVE
SKEPTICISM
RATIONAL
OBJECTIVITY
TRIES NEW APPROACHES TO ARRIVE AT SOLUTIONS INNOVATIVE

3. PERFORMING INQUIRY SKILLS day

 Characteristics of a Scientific and Technologically
Literate Persons
Critical and Creative Problem Solver
LEARNERS HAVE DEVELOPED SKILLS THAT ENABLE THEM TO ANALYZE 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 TAKE 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.
 Characteristics of a Scientific and Technologically
Literate Persons

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 FUND OF KNOWLEDGE,
RESULTS OF INQUIRY. INVESTIGATIONS AND MANY MORE. THERE IS A NEED FOR SCIENCE
LEARNERS TO SHARE THEIR FINDINGS.
 FOUNDATIONS OF SCIENTIFIC AND TECHNOLOGICAL LITERACY
B. LEARNING THEORIES:

MULTIDISCIPLINARY-INTERDISCIPLINARY APPROACH
INTERRELATIONSHIPS AND INTERACTION OF DIFFERENT DISCIPLINES LIKE SCIENCE AND
MATHEMATICS, SCIENCE AND SOCIAL STUDIES, SCIENCE AND HISTORY AND MANY MORE.

SCIENCE-TECHNOLOGY SOCIETY (STS) APPROACH

ONE WAY TO APPRECIATE SCIENCE IS TO LINK IT WITH TECHNOLOGY AND HOW IT
INFLUENCE PEOPLE, AND THEIR WAYS OF LIFE.

PROBLEM/ISSUE BASED LEARNING

MAKING USE OF THE IDENTIFIED PROBLEM OR ISSUES SURROUNDING THE ENVIRONMENT
MAKE WILL MORE MEANING IN LEARNING SCIENCE.
 FOUNDATIONS OF SCIENTIFIC AND TECHNOLOGICAL LITERACY
B. LEARNING THEORIES:

INQUIRY-BASED APPROACH
THE BASIC PRINCIPLE OF INQUIRY-BASED APPROACH FOR THE LEARNERS TAKE
OWNERSHIP OF A PROBLEM OR A NEED AND THE DESIRE TO SOLVE IT.

CONSTRUCTIVISM
CONSTRUCTIVIST TEACHING IS BASED ON THE BELIEF THAT LEARNING OCCURS AS
LEARNERS ARE ACTIVELY INVOLVED IN THE PROCESS OF MEANING AND KNOWLEDGE.

SOCIAL COGNITION LEARNING MODEL

LEARNING CAN BE DIRECTED TO OBSERVING OTHERS WHILE INTERACTING AND
EXPERIENCING.
 FOUNDATIONS OF SCIENTIFIC AND TECHNOLOGICAL LITERACY
B. LEARNING THEORIES:

LEARNING STYLE THEORY

THE VARK MODEL IDENTIFIES VISUAL, AUDITORY, READING/WRITING AND KINESTHETIC
LEARNERS WHO RESPOND TO DIFFERENT KINDS OF LEARNING. THERE ARE ALSO MANY
OTHER TYPES OF LEARNING STYLE.

BRAIN - BASED LEARNING

THE BRAIN-BASED LEARNING IS A COMPREHENSIVE APPROACH TO INSTRUCTION BASED
ON HOW CURRENT RESEARCH IN NEUROSCIENCE OUR BRAIN LEARNS NATURALLY.
MONITORING ASSESSMENT

ALL THROUGHOUT THE PROCESS OF SCIENCE

TEACHING AND LEARNING, AND BASED ON THE
FRAMEWORK, THERE IS A CONTINUOUS
MONITORING AND ASSESSMENT OF LEARNING.
THESE ARE VERY IMPORTANT ELEMENTS THAT
NEED TO BE ADDRESSED IN ALL EDUCATIONAL
ENDEAVOR INCLUDING SCIENCE TEACHING AND
LEARNING.
CONTENTS OF ELEMENTARY
SCIENCE IN THE SPIRAL
PROGRESSION APPROACH.
Science in a spiral
curriculum design is one in
which "key concepts are
presented repeatedly
throughout the curriculum
but with deepening layers
of complexity." Learners try
to spiral upwards learning
as the new knowledge is
introduced as well as the
new process skills is
developed. It will increase
the breadth and the depth
of knowledge achieved.
This is the curriculum
design for science in the
basic education to start with
the Grade 3 to Grade 6.
THE CONTENT OF SCIENCE IN THE K TO 12 CURRICULUM IS MADE
UP OF THE FOUR MAJOR FIELDS OR DISCIPLINE:

A. CHEMISTRY (MATTER:
DIVERSITY OF MATERIALS, B. BIOLOGY
PROPERTIES AND (LIVING THINGS AND
STRUCTURES, CHANGES THEIR
AND INTERACTIONS) ENVIRONMENT)

D. EARTH AND SPACE

C. PHYSICS
(SURROUNDINGS AND
(FORCE: MOTION
LAND, WATER AND AIR,
AND ENERGY)
WEATHER, CLIMATE AND
SOLAR SYSTEM)
The subject area contents are not labelled by the major science discipline,
instead these are given titles that are understandable by the learners from
Grade 3 to 6 and even up to Grade 10.

The four quadrants represent the total coverage of science in the elementary level. There is a
continuous flow of topics in every quadrant. This shows integration, interdisciplinarity and
multidisciplinary of science.
 PROCESSES AND
STRATEGIES IN
TEACHING SCIENCE IN
THE ELEMENTARY LEVEL
Science is deeply ingrained in our daily lives, and schools offer a Science
curriculum for early education, incorporating K to 12 basic education and
other subjects to develop health habits, curiosity, process skills, and
scientific knowledge. The curriculum includes salient scientific inquiry
from Grade 3 to Grade 10 and includes design, observation, relationship
determination, conclusion drawing, and communication of ideas.
Furthermore, learners will apply content and skills to maintain good
health, ensure protection of the environment and practice safety
measures as they develop essentials skills for Scientific inquiry.

The role of Science teachers revolve around the key standards for Science
in the Elementary Grades. Teachers must be prepared to motivate,
inspire, and guide learners in the wonderful world of science.
 A. THE SCIENCE PROCESS SKILLS

CONTENT or BODY OF
KNOWLEDGE PROCESSES OF SCIENCE
(facts, concepts, theories)

ANY SCIENCE LEARNER, EVEN IN THE ELEMENTARY LEVEL SHOULD DEVELOP THE PROCESSES SKILLS
TOO. SCIENCE PROCESSES WERE FIRST INTRODUCED BY THE AMERICAN ASSOCIATION FOR THE
ADVANCEMENT OF SCIENCE (AAAS). WITH THE SPEED OF GLOBAL DEVELOPMENT, THE NEED TO
ENHANCE THE ORIGINAL PROCESSES CAME INTO HAND. THUS, IN ADDITION TO THE BASIC
SCIENCE PROCESSES AND THE INTEGRATED SCIENCE PROCESSES, ANOTHER LAYER ABOVE THE TWO
ARE PROCESSES DESCRIBED AS HIGHER ORDER THINKING SKILLS.
 Critical thinking
Creative thinking
Problem Solving
Formulating (In real life context)
Observing Hypothesis
Classifying Controlling Variables
Communicating Defining Operationally
Measuring Experimenting
Inferring
 Basic Science Process Skills
The basic process skills provide science learning its foundation. As a future science teacher, one must
make sure 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 such skills will make science learning more meaningful
and enjoyable.

1. Observing
- it uses senses (sight, smell, hear, touch, and taste) to
accumulate information about objects of events.

2. Classifying
- grouping objects into categories based on the properties
or criteria. It must be based on what has been observed.
 Basic Science Process Skills

3. Communicating
- used of words or graphic symbols to describe an action, object, or
event. This process is dependent on what was observe, or classified.
It can be done in either oral or written form. It is describing what
has been observed in either qualitative or quantitative.

4. Measuring
- use of both standard or non-standard measures or estimates to
describe the dimensions of an object of event. In measuring, there
are always two objects being compared the one being measured
and the measuring device (either non-standard or standard).
 Basic Science Process Skills

5. Predicting
- stating the outcomes of a future event based on a
pattern of evidence. Yet, observation need to do first
before one can predict.

6. Inferring
- making an educated guess about an object or event
based on previously gathered data or information.
Inference is also based on observation.
 Integrated Science Process
Note that 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 outcomes of an experiment. It is an educated guess of
what will happen in an experiment. In stating hypothesis, it usually starts
with the 'if' and continues with 'then'. Example: If the soil is fertilized, then
mongo seeds will grow with leaves greener.

2. Controlling Variables
- being able to identify variables that can affect an experimental outcome,
keeping most constant while manipulating only the independent variable.
Variables are conditions, factors or elements that are varied that may
influence or affect the experiment. Thus, all the conditions shall be controlled
or made the same, except the one being tested.
 Integrated Science Process
Note that Basic Science Processes are fundamental. These basic science skills need to be mastered
ahead of the integrated science processes.

3. Defining Operationally
- making definition that is specifically applicable to the activity or how it shall be
done. It is a description of what will happen or how it will affect the operation. It is
not a definition that is stated in dictionaries or as a result of the previous
experiments. Oftentimes, it describes what an object can do or what could be done
to the object.

4. Experimenting
- as you learn the basic science skills, formulating hypothesis and control variables
is done by experimental/manipulated variables will be tested. Variables are
operationally defined and an experimental design in made. It is through
experimenting where hypothesis is proven to be true or not then a conclusion will
follow.
 Integrated Science Process
Note that Basic Science Processes are fundamental. These basic science skills need to be mastered
ahead of the integrated science processes.

5. Interpreting data
- data is an information derived from results of experiment. Most often it is in terms
of quantities or numbers. To give meaning to the data, a correct interpretation shall
be made. Accurate record of data is very important before an interpretation is
made. Data may be nominal, ordinal or ratio. It can be converted to sum,
percentage, means, and many more. On the other hand, a quantitative data can be
described qualitatively as high, low, or more or less, effective or not effective.

6. Formulating models
- with the use of different processes of science, a model can be made. Models are
either mental or physical model of processes or events.
 Inquiry-Based Science
There are many strategies in the use of inquiry-based science. 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 evidences. Here are some strategies that are influenced by
inquiry-based science.

5E'S MODEL IN SCIENCE TEACHING

➤ E-ENGAGE THE HOOK, MOTIVATION, TRIGGER QUESTIONS
➤ E-EXPLORE SCIENCE ACTIVITIES OF LEARNERS AS GUIDED BY TEACHER
➤ E-EXPLAIN - LEARNERS PROVIDE EXPLANATION OF WHAT THEY HAVE DONE
➤ E-ELABORATE FURTHER EXPLANATION IS MADE
➤ E-EVALUATE - FEEDBACK OR EEDBACK OR ASSESSMENT ASSESSMENT PLUS
REFLECTION
 Inquiry-Based Science
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 TEACHING SCIENCE

➤ ASK QUESTION
➤ CONDUCT ACTIVITY
➤ ANALYZE THE DATA
➤ APPLY THE SCIENCE CONCEPTS IN SIMILAR/RELATED SITUATIONS
 Inquiry-Based Science

USE OF DISCREPANT EVENT (POE-E)

PREDICTION - WHAT DO YOU THINK WILL HAPPEN?

OBSERVE - WHAT DO YOU OBSERVE?
EXPLORE - FIND SOLUTION TO THE PROBLEM
EXPLAIN - DESCRIBE WHAT YOU THINK HAPPENED IN WORDS AND PICTURES
 Thank You
SO MUCH!
Presented by
ALYSSA G. FRANCISCO