EDSC-1 Syllabus

Department of Teacher Education
EDSC 1 – Course Syllabus
COURSE INFORMATION
1. Course Number : EDSC 1
2. Course Name : Teaching Science in the Elementary Grades-Biology & Chemistry
3. Course Description : The course includes understanding of spiraling basic science concepts and application of science
inquiry in Chemistry & Biology and the use of teaching strategies in elementary science, development of instructional materials
assessment. Content topics in Chemistry include properties & structure of matter and the changes that matter undergo. In Biology
content topics include parts & functions of animals and plants, Heredity: inheritance and variation, biodiversity and evolution and
Ecosystems.
4. Pre-requisite : None
5. Co-requisite : None
6. Credit : 3.0 units
7. Class schedule : 6 hours per week
3. Program Educational Objectives (PEO) of Teacher Education:
Five years after graduation, the BSED/BEED graduates of the Department of Teacher Education shall:
1. Demonstrate professional expertise and professionalism in dealing with students with
different learning needs from various socio-cultural and political backgrounds.
2. Show deep knowledge of content, pedagogy, educational technology, curriculum and
assessment design, instructional materials development, approaches and teacher ethical
consideration.
3. Engage in continuing professional education and trainings.
4. Student Outcomes (SO) of BEED/BSED and their links to PEO

PEO
Upon graduation, the BEED/BSED students are expected to:
A B C
SO 1*
Effectively communicate in English and Filipino both orally and in writing.
SO 2
Work effectively and collaboratively with a substantial degree of independence in
multi-disciplinary and multi-cultural teams.
SO 3*
Articulate the relationship of education to larger historical, social, cultural and
political processes.
SO 4*
Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
SO 5
Develop innovative curricula, instructional plans, teaching approaches and resources
for diverse learners.
SO 6
Apply skills in the development and utilization of ICT to promote quality, relevant,
and sustainable educational practices.
SO 7
Demonstrate a variety of thinking skills in planning, monitoring, assessing and
reporting learning processes and outcomes.
SO 8
Practice professional and ethical teaching standards sensitive to the local, national
and global realities.
EDSC 1: Teaching Science in the Date Prepared: Revision No. 00 Effectivity: June 2019 Page 1 of 12
Elementary Grades-Biology & May 2019
Chemistry
SO 9
Pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities.
Note: * SO being addressed in this course
5. Course Outcomes (CO) of and their links to SO

Upon completion of the course, the BEED students Student Outcomes
are expected to: 1 2 3 4 5 6 7 8 9
CO 1. Explain basic concepts in biology and
chemistry through theory- and research-driven P I I
approach.
CO 2. Demonstrate understanding in
pedagogical practices through varied teaching P I P
strategies using different lesson plan models.
CO 3. Apply knowledge theories in explaining,

facilitating & discussing with attention to the P I P
cognitive, psychological, and social context in
which learning happens.
Legend: I = Upon attainment of this CO, students will

have been introduced to the SO.
P = Upon attainment of this CO, students will
have practice themselves to attain the SO.
D = Upon attainment of this CO, students will
have demonstrated partly or fully the SO.
Chemistry
Program Educational Objectives (PEO)

Demonstrate professional expertise and
Vision: By 2022, a globally recognized professionalism in dealing with students
institution providing quality, affordable with different learning needs from various
and open education socio-cultural and political backgrounds.
Mission: Provide a dynamic and Show deep knowledge of content,
supportive academic environment
pedagogy, educational technology,
through the highest standard of
instruction, research and extension in a curriculum and assessment design,
non-sectarian institution committed to instructional materials development,
democratizing access to education. approaches and teacher ethical
Values: Excellence, Innovation, Honesty consideration.
and Integrity, Teamwork Engage in continuing professional
Core Competency: Open, Quality,
education and trainings.
Affordable Education.
Student Outcomes (SO)

Effectively communicate in English and Filipino both orally and in
writing.
Work effectively and collaboratively with a substantial degree of CO 1. Explain basic concepts in biology
independence in multi-disciplinary and multi-cultural teams. and chemistry through theory- and
Articulate the relationship of education to larger historical, social, research-driven approach.
cultural and political processes.
Facilitate learning using a wide range of teaching methodologies
CO 2. Demonstrate understanding in
and delivery modes appropriate to specific learners and their pedagogical practices through varied
environments. teaching strategies using different lesson
Develop innovative curricula, instructional plans, teaching plan models.
approaches and resources for diverse learners. CO 3. Apply knowledge theories in
Apply skills in the development and utilization of ICT to promote explaining, facilitating & discussing with
quality, relevant, and sustainable educational practices. attention to the cognitive, psychological,
Demonstrate a variety of thinking skills in planning, monitoring,
and social context in which learning
assessing and reporting learning processes and outcomes.
happens.
Practice professional and ethical teaching standards sensitive to the
local, national and global realities.
Pursue lifelong learning for personal and professional growth
through varied experiential and field-based opportunities.
Chemistry
6. CO and Assessment Task Alignment
Assessment Task
CO Theory-based Practice-based Assessment Coverage

Schedule
1. Explain basic concepts in biology and Multiple choice

chemistry through theory- and research- questions,
driven approach. identification NONE First Exam
(100% of the Second Exam Week 1-9

exam)
Third Exam
2. Demonstrate understanding in Multiple choice

pedagogical practices through varied questions,
teaching strategies using different lesson identification Brief Lesson Plan First Exam
plan models.
exam)
Third Exam
3. Apply knowledge theories in Multiple choice

explaining, facilitating & discussing with questions,
attention to the cognitive, psychological, identification Teaching Demo First Exam
and social context in which learning
happens.
exam)
Third Exam
*Final assessment will be a comprehensive examination (from first topic to the last) in a Multiple Choice
Questions
7. Assessment Task Details (Theory-based)

Assessment Coverage Assessment Task Details
Schedule
Chemistry
 VMG of UM Panabo College Multiple Choice You are expected to demonstrate deep knowledge in
Rules and Regulations of School Questions and interpreting, explaining, & defining the conceptual
First Exam I. Defining K-12 Conceptual framework, content standards and performance
Framework of Science Education Identification
standards in teaching elementary science. This includes
a. Core Learning Standard
(100 % of the the research articles on theories related in teaching
b. Grade Level & Key Stage Standards
c. Understanding Elementary elementary science specifically biology and chemistry.
exam)
Curriculum Guide in Science You are also expected to demonstrate mastery on the
content of elementary chemistry.
II. Chemistry in Elementary
a. Matter
1. Characteristics of Phases of Matter
2. Importance of Interpreting
product labels
3. Changes that materials undergo
4. Mixtures & Their Characteristics
5. Separating Mixtures
III. Biology in Elementary Multiple Choice You are expected to demonstrate deep knowledge in
Living Things Questions and content of elementary biology particularly in the five
Second Exam 1. Humans Identification domains: Humans, Animals, Plants, Heredity and
 Sense Organs
Ecosystems. You are also expected to elucidate the
 Major Organs in the (70% of the exam) relevance of these domains to students’ needs and
Body
 Disease that affects interests.
major organs
 Body Systems
2. Animals
 Parts
 Functions
 Importance to Humans
 Habitats & Mode of
Reproduction
 Vertebrates &
Invertebrates
3. Plants
 Parts & Functions
 Flowering & Non-
flowering
4. Heredity: Inheritance &

Variation
 Life cycles of Humans,
Plants & Animals
5. Ecosystems
 Interactions Among
Living Things
Chemistry
 Tropical rainforests
 Coral reefs
 Mangrove
 Swamps
 Estuaries
 Intertidal Zones
IV. Science as a Subject Multiple Choice You are expected to demonstrate deep knowledge on
1. The content of science as a Questions and the approaches, methods, strategies and factors that
Third Exam subject.
2. The Science Processes Identification affect the progress of development of the learners and
3. Teaching Approaches & Strategies shall include appropriate pedagogical principles
in Science (70 % of the exam) applicable for each developmental level. You are also
4. Instructional Resources &
expected to develop materials that will maximize
Materials for Science Teaching
5. Assessment & Evaluation in learning proficiency among students.
Science
V. Lesson Planning Multiple Choice This assessment task is designed for you to
Questions demonstrate a comprehensive understanding on the
Final Exam 1.Models of Lesson Planning in principles, theories and key concepts on how teachers
Science facilitate learning. You are also expected to produce a
lesson plan using different models.
2. Developing a Science Lesson
8. Assessment Task Details (Practice-based)

Assessment Coverage Assessment Details
Schedule Task
First Exam  VMG of UM Panabo College Rules

and Regulations of School
I. Defining K-12 Conceptual
Framework of Science Education
a. Core Learning Standard None
b. Grade Level & Key Stage Standards NONE
c. Understanding Elementary
Curriculum Guide in Science
II. Chemistry in Elementary

a. Matter
1. Characteristics of Phases of Matter
2. Importance of Interpreting
product labels
Chemistry
3. Changes that materials undergo

4. Mixtures & Their Characteristics
5. Separating Mixtures
Second Exam III. Biology in Elementary
Living Things
1. Humans
• Sense Organs
• Major Organs in the Body
• Disease that affects major
organs
• Body Systems
NONE NONE
2. Animals
• Parts
• Functions
• Importance to Humans
• Habitats & Mode of
Reproduction
• Vertebrates & Invertebrates
3. Plants
• Parts & Functions
• Flowering & Non-flowering
4. Heredity: Inheritance & Variation

• Life cycles of Humans,
Plants & Animals
5. Ecosystems
• Interactions Among Living
Things
• Tropical rainforests
• Coral reefs
• Mangrove
• Swamps
• Estuaries
• Intertidal Zones
Third Exam IV. Science as a Subject Brief Lesson The purpose of this task is for you to apply your
1. The content of science as a Plan (30% of knowledge in teaching elementary science
subject. the exam) particularly Biology & Chemistry.
2. The Science Processes •You are required to make a brief lesson plan in a
3. Teaching Approaches & Strategies group of 8 integrating your knowledge in
in Science different approaches, strategies & methods.
4. Instructional Resources & The lesson plan will be designed to cater to the
Materials for Science Teaching heterogeneous class you are handling.
5. Assessment & Evaluation in • You will be given 2 days to complete the task
Science and present your work in front of the class.
• You are required to provide a copy of your brief
lesson plan to the teacher during the
Chemistry
presentation.
• Each group will only be given 10 minutes to
present and answer questions from the teacher
and the class.
• You will be graded according to the following
criteria (see rubric attached):
1. Coherence on the parts & content of the
lesson plan. (25 points)
2. Application of appropriate strategies in
procedure (15 points)
3. Developing the materials and assessment (10
points)
Fourth Exam V. Lesson Planning Teaching Demo  The purpose of this task is for you to
1.Models of Lesson Planning in Science demonstrate your understanding of the
2. Developing a Science Lesson (30% of the different pedagogical principles
exam) applicable in teaching science
 You are going to portray the role of a
teacher in an actual classroom setting.
 In a group of 8, your task is to use the
different pedagogical principles and
strategies in teaching the learners.
 You will be graded according to the
following criteria (see rubric attached):
 Understanding of learning theories (40
points)
 Organization of presentation (40 points)
 Academic literacy (20 points)
9. COURSE OUTLINE AND TIME FRAME

TIME FRAME TOPICS FOR FIRST EXAMINATION TLA Required Readings
Week 1  VMG of UM Panabo College Rules and  Discussion https://
Regulations of School www.sensepublishers.com/
 Brainstorming
I. Defining K-12 Conceptual Framework of
Science Education media/2609-a-guide-to-
 DIVERSITY
a. Core Learning Standard (fostering respect, understanding teaching-elementary-
and Week 2 b. Grade Level & Key Stage Standards & tolerance, relationship building science.pdf
in priority)
c. Understanding Elementary Curriculum Guide
in Science  ENVOY
 (ACTIVE LEARNING)
II. Chemistry in Elementary http://academic.pgcc.edu/
 Expository strategy
a. Matter  (HOST) ~bgage/CSSI2010/Chemistry
1. Characteristics of Phases of Matter  Rotating groups %20Resource%20Book2009.pdf
2. Importance of Interpreting product labels and/or papers
3. Changes that materials undergo  (STUDENT CENTERED)
4. Mixtures & Their Characteristics Graphic Organizer
5. Separating Mixtures (student centered)
Chemistry
Week 3 III. Introduction to Biology in Elementary Concept strategy https://

Living Things ACTIVE LEARNING pdfs.semanticscholar.org/
Structured-group
discussion strategy 2832/7bb3d31c04ee7cba3b0ee
aa8c49b7c57bb0e.pdf
TOPICS FOR SECOND EXAMINATION

Week 4 to III. Biology in Elementary  ENVOY
 ACTIVE LEARNING
Living Things
Week 5 1. Humans
 Structured group http://edujournal.in/truemans-
discussion strategy
• Sense Organs  HOTS elementary-biology-for-class-
• Major Organs in the Body  Rotating groups
and/or papers 12th-download-free-pdf/
• Disease that affects major organs  STUDENT
•Body Systems CENTERED
2. Animals  Curriculum Cycle
• Parts
• Functions
• Importance to Humans
• Habitats & Mode of Reproduction
• Vertebrates & Invertebrates
3. Plants
• Parts & Functions
• Flowering & Non-flowering
4. Heredity: Inheritance & Variation

• Life cycles of Humans, Plants &
Animals
5. Ecosystems
• Interactions Among Living Things
• Tropical rainforests
• Coral reefs
• Mangrove
• Swamps
• Estuaries
• Intertidal Zones
TOPICS FOR THIRD EXAMINATION

Week 6,7,8,9 IV. Science as a Subject  Concept strategy https://www.education.ie/en/
1. The content of science as a subject.  (DIVERSITY) Publications/Inspection-
2. The Science Processes  (HOTS)
 Demonstration Strategy Reports-Publications/
3. Teaching Approaches & Strategies in Evaluation-Reports-
 ENVOY
Science
 Demonstration strategy Guidelines/Science-in-the-
4. Instructional Resources & Materials for (DIVERSITY)
Science Teaching Primary-School.pdf
5. Assessment & Evaluation in Science
Chemistry
 Broadcast strategy
 ACTIVE LEARNING
 DIVERSITY
 Demonstration strategy
 CTIVE LEARNING
 Small-group
cooperative learning
strategy
ACTIVE LEARNING
 Diversity
• fostering respect,
understanding and tolerance
• Starburst
 HOTS
• challenges are posed for
students
 Round Robin
 KWL
Chain of Events
TEXTBOOK:
Mason, Kenneth A. ; Losos, Jonathan B. ; Duncan, Tod. (2020).Biology. New York : McGraw-Hill
Education
REFERENCES:
Corpuz, B., and Salandanan, G. (2015). Principles of Teaching 2 (with TLE). Quezon City. Lorimar
Publishing, Inc.
Tayaban (2015). Chemistry : Introductory interactive approach. Malabon City : Jimczyville

Publications
Moss, A. (2019). Curriculum development in elementary education. United Kingdom : Ed-Tech Press
K-12 Curriculum Guide in Science

https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-
equipment_revised.pdf
https://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-
Guidelines/Science-in-the-Primary-School.pdf
https://www.sensepublishers.com/media/2609-a-guide-to-teaching-elementary-science.pdf
Chemistry
15. COURSE EVALUATION
Assessment Methods
Weights
EXAMINATIONS
A. Exam 1 – 3 30%
B. Final Exam
- MCQ and Performance-based 30%
CLASS PARTICIPATIONS
C. Quizzes 10%
D. Research 15%
E. Oral recitation 10%
F. Assignments 5%
Total 100%
16. POLICIES AND GUIDELINES:

a. Attendance is counted from the first regular class meeting.
b. A validated student identification card must always be worn by all students while attending classes.
c. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with accordingly. Honesty is called for at
all times.
d. Valid examination permits are necessary in taking the examinations as scheduled. CELLULAR PHONES or any
ELECTRONIC GADGETS are NOT allowed during EXAMINATIONS.
e. Base-15 grading policy should be observed. Students who obtained failing scores in major exams are
recommended to attend the tutorial class.
Prepared by: References reviewed by:
JEANILYN E. TACADENA, Ph.D MERIAM PACIFICA DIGNOS, RL

Faculty Head-Librarian
Reviewed by: Recommending Approval:
Chemistry
JEANILYN E. TACADENA, Ph.D LIEZEL V. CHAN, Ph.D.

Program Head- BEEd Dean of College
Approved by:
PEDRITO M. CASTILLO II, Ed.D

AVP, Learning Innovation and Design
Chemistry

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Department of Teacher Education

EDSC 1 – Course Syllabus

4. Student Outcomes (SO) of BEED/BSED and their links to PEO

5. Course Outcomes (CO) of and their links to SO

CO 3. Apply knowledge theories in explaining,

Legend: I = Upon attainment of this CO, students will

Program Educational Objectives (PEO)

Student Outcomes (SO)

6. CO and Assessment Task Alignment

CO Theory-based Practice-based Assessment Coverage

1. Explain basic concepts in biology and Multiple choice

(100% of the Second Exam Week 1-9

2. Demonstrate understanding in Multiple choice

3. Apply knowledge theories in Multiple choice

7. Assessment Task Details (Theory-based)

4. Heredity: Inheritance &

8. Assessment Task Details (Practice-based)

First Exam  VMG of UM Panabo College Rules

II. Chemistry in Elementary

3. Changes that materials undergo

4. Heredity: Inheritance & Variation

9. COURSE OUTLINE AND TIME FRAME

Week 3 III. Introduction to Biology in Elementary Concept strategy https://

TOPICS FOR SECOND EXAMINATION

4. Heredity: Inheritance & Variation

TOPICS FOR THIRD EXAMINATION

Tayaban (2015). Chemistry : Introductory interactive approach. Malabon City : Jimczyville

K-12 Curriculum Guide in Science

15. COURSE EVALUATION

E. Oral recitation 10%

16. POLICIES AND GUIDELINES:

Prepared by: References reviewed by:

JEANILYN E. TACADENA, Ph.D MERIAM PACIFICA DIGNOS, RL

Reviewed by: Recommending Approval:

JEANILYN E. TACADENA, Ph.D LIEZEL V. CHAN, Ph.D.

PEDRITO M. CASTILLO II, Ed.D

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