Republic of the Philippines

President Ramon Magsaysay State University

Castillejos Campus, Castillejos, Zambales, Philippines
Tel/Fax No.: (047) 811-1683

College Department College of Teacher Education

Course Code ESC 11
Course Title Teaching Science in the Elementary ( Physics, Earth and Space
Science)
Chapter 2 Domains of Learning Science
Place of the Course in the Major Course
Program
Semester and Academic Year 2nd Semester, A.Y. 2020 - 2021

Introduction

The science content of the basic education curriculum prescribed for the elementary level is
drawn from Physical Sciences and Biological Sciences. The lessons are presented to the learners as
the concepts are encountered and experienced in nature. The ideas to be taught are investigated and
discussed in an integrated manner, that is, similar to the natural events and occurrences in their
environment.

Intended Learning Outcomes

At the end of the module the students are expected to:
1. Discuss the domains of learning science
2. Understanding and applying scientific knowledge in local setting as well as global context
whenever possible.
3. To develop skills in discussion, analysis, research, writing, and presentation of ideas
related to domains of learning science.

Discussion

THE SCIENCE CONTENT

1. PEOPLE
a. Parts of the Body
b. Organ System and Functions
c. Needs for health and growth
d. Care and prevention of diseases
2. PLANTS and ANIMALS
a. Parts and Functions
b. Classification, characteristics
c. Photosynthesis and Products
d. Propagation of plants and animals
e. Needs for health and development
 f. Ecosystem, population, communities
g. Cycle in nature
h. Care
3. MATTER
a. Structure, Particle Nature
b. Phases
c. Changes
d. Substances
e. Mixtures and Solutions
f. Materials, Uses and Improvement by Technology
4. ENERGY
a. Forces
b. Laws of motion
c. Simple machines
d. Forms, Sources, and Uses
e. Transformation, Transfer
f. Conservation
5. EARTH
a. Surface Features, Landforms
b. Rocks and Soil Formation
c. Water and Bodies of Water
d. Weather Elements, Climate, Seasons
e. Weather, Disturbance, Safety Measures
f. Conserving Natural Resources
g. Movements of the crust
6. SOLAR SYSTEM AND THE UNIVERSE
a. Sun, size and distance
b. Planets and Characteristics
c. Earth’s rotation and revolution
d. Moon, Eclipses
e. Size of Universe
f. Stars, Classification and Characteristics
g. Galaxies
h. Space Explorations

Pointers in Organizing Content

1. The details of a unit should include the laws, principles and theories that have been
formulated and accepted worldwide. Examples are the laws of motion, origin of the solar
system and structure of the atom.
2. In preparing a lesson plan, integration with other subjects must be included. Examples are
effects of the sun’s heat on them and the environment, transformation of energy and the
benefits to the community, and appreciation of scenic landforms.
3. Books, references, reports and records from science agencies such as Institute of
Volcanology, Department of Energy and other offices involved in scientific investigations
could be included in the syllabus.
4. Findings and products of investigations of known world and local scientists can likewise be
cited.
5. Determine the scope and coverage of the unit, chapter or a complete syllabus depending on
the grade level, objectives to be achieved and time allotment for the unit.
 6. For appropriate sequencing of the topic, consider the following:
a. Background knowledge needed,
b. A start with simple definitions, and
c. On to a logical development of the topics, and
d. Concluding statements
The Science Curriculum

The Science and Health curriculum for Grades III to VI are prescribed by the Department of
Education and are implemented in Elementary schools nationwide. The science content for Grades I
and II are integrated in English.

The goal of science curriculum is “to demonstrate an understanding of how science,

technology and health relate to the comprehension of the environment and application of skills,
attitudes and values in solving varied life situations.”

It consists of five division: People, Animals, Plants, Matter, Energy, Earth and Sun for Grade
III, and for Grade VI, the second division is Animals, Plants and Environment and an addition of
materials, Grades IV to Grade VI end up with the Solar System.

Under each division the learning competencies for each topic are listed for every grade level.
The competencies as to knowledge, skills and values to be achieved are spelled out using the
behavioral terms.

The sequence of the topics follows the level of understanding achieved at one point and
continue to a higher and more complex level.

The science curriculum provides the scope and coverage of concepts appropriate for each
level.
The time allotted is 40 minutes for Grade III and 60 minutes each for Grades IV to VI.

Goals of Teaching Science

 Develop scientific attitudes and values
 Acquire skill in employing the scientific method
 Gain functional knowledge and information
 Arouse and sustain interest in future science-based pursuits
 Develop desirable social attitudes

Translating Goals into Objectives

Preparing Instructional Objectives
Learning objectives must be stated using behavioral action words such as the following:
Describe Compute Identify Illustrate Prove
Analyzed Distinguish Estimate Interpret Plot a Graph
Justify Predict Integrate Generalized Synthesize
Construct Specify Relate Infer Etc.
Objectives on Science Instruction

On Knowledge Students should be able to gain knowledge that they can apply in:
a) explaining the occurrence of events in their surroundings,
b) answering questions that they are confronted with, and in
c) satisfying the curiosities of children.

On Skill in Employing the Science Processes

They must be able to classify, identify, predict and interpret things as they investigate and
search for information. Proficiency in employing the science processes enable them to collect
accurate data which can serve as evidence before drawing a conclusion.

On values and attitudes

Some values worth developing are open-mindedness, creativity and objectivity. Attitudes of
caring, helpfulness and tolerance are likewise inculcated as they work together in science classes.

In the end, science instruction must be able to arouse and sustain a variety of interest that may
lead to: a) healthful and enjoyable hobbies, b) pursuit of science based daily activities, and c) future
plan to pursue science professions.

One of the long-range goals of science teaching is to develop the students’ competence in
searching for knowledge and information through the use of a number of basic as well as integrated
science process. The students must necessarily gain the fundamentals skills that enable them to
undertake action. Such action must be appropriate, relevant and authentic, be it in accepting or
rejecting an information or in solving problem situation they are in at the moments.

THE SCIENCE PROCESS

The basic science process that are highly considered in preparing learning activities are the
following:

For the lower grades in the elementary level (Grade I to Grade III)

a. Observing

Observing is the process wherein we react by using our five senses – sight, hearing,
smelling, tasting and touch. Science teaching must provide experiences through the
intelligent use of one or all of the senses as they search for information about nature, objects
and happenings in their surroundings.
All statements that give information learned through the use if the five senses are
called observations. It is important that the characteristics being stated is really observable.
Very often we rush to identify, judge or guess and as result we formulate inferences
instead.
How to Develop the Skill

1. In planning learning activities, make sure that student is required to use several, if not all, the
five senses. Very often the sense of sight is overused and the conclusion is based only on the
characteristics seen.
2. Include observation of things that are moving or objects that are likely to produce changes
such as wax that melts or liquid that flows. They are keen and accurate in gathering the
information needed.
3. Use materials and objects with different characteristics in order to give them more chances to
experience using their senses.
4. For more accurate observation, allow them to use numerical descriptions such as there are six
pairs of legs rather than stating, there are many legs.
5. Plan lessons where they have to observe things and events outside the classroom for a richer
experience.
6. Stick tot statements about what they observe, that is, only what they see, hear, smell, touch
and taste and not what they guess it is. Example: The postman is knocking at my door.” Is
this an observation or an inference?

The following are some statements. Check if they are observations (O) or inferences (I).

1. The lady is very rich

2. She is a good singer
3. The yellow mango is sweeter than the green
4. Her hand is very cold
5. The solution is acidic
6. It is a sad story
7. The dress is expensive
8. I like the color of the flower
9. The town is far
10. The bottle contains mineral water

Advantages in Developing Skill

1. Adept at employing this skill, students become incisive and keen in gathering information
through the use of the senses.
2. The observations they gather will be real, first-hand and authentic and not guesses and hit-or-
miss descriptions.
3. They are more competent in answering inquiries or solving problem situations rather than
depend on hearsays and untested solutions.
4. Constant use of the senses makes it easy to get their attention and sustain concentration on the
lesson.
5. Definitely with this skill, they develop a scientific mind.
Example Activities for Observation

1. Observe shape, size, color, changes and movement.

2. Listen to sound intensify, pitch, music, and speech.
3. Touch surfaces, different temperatures, and pressure.
4. Smell substances, fruits and smelly objects.
5. Taste food, fruit and sweet and salty preparations.

b. Comparing

Comparing is the ability to recognize the similarities and differences of things being
observed. After developing the skill in observing through an intelligent use of their senses,
children notice the detailed characteristics that differentiate one thing from another they are of
the same kind. Throughout the day they differentiate natural occurrences such as a sunny or
cloudy day, slow-moving or fast-moving vehicle and many contrasting activities happening.

Why is comparing considered a science process? The comparison is objective, only what is
seen or heard and not what they think it is.

Advantages in Developing the Skill

1. Proficiency in discovering similarities and differences of things being observed will enable
students to analyze the information gathered by observing accurately and honestly.
2. Care in comparing guarantees precision and authenticity which are much needed in observing
an experiment set-up.
3. The ability to compare enables students to evaluate evidence whether to accept or reject them
before formulating a conclusion.
4. Decisions are based on their discriminating ability. With the skill, they become wise
decision-maker.
5. An objective comparison facilitates accurate interpretation of data.

How to Develop the Skill

1. In choosing materials to be compared, include those with very similar characteristics so that
their observations will be done to the minutes detail. Later, you may include materials with
varied features so as to sharpen their ability to do the same.
2. You must refrain from pointing to the property to be examined. By now they are
intellectually alert in observing different characteristics.
3. Contrasts can be expressed in both quantitative and qualitative
4. recorded in the form of tabulations, graphs, or colored illustrations for easy interpretation.

Example Activities for Comparing

1. Compare the texture of two surfaces.

2. Compare the taste of 2 fruits of the same kind.
3. How does an identical twin differ from one another?
 4. Compare the quality of the voice of 2 singers.
5. Compare the smell of 2 brands of perfumes.

c. Classifying

Classifying is a process of grouping or sorting out a number of objects according to observable

characteristics they possess. These characteristics serve as the criteria in classifying them. Student,
whether they are aware of it or not, live in an environment that is classified. Their class include only
those with a certain range of grades. The books are arranged in the shelf according to the title
description.

Advantages in Developing the Skill

1. The skill in classifying can lead to an orderly arrangement of things in a room. Things used
similarly are put together, making it easy to look for them when needed.
2. A neat and properly arranged room speaks of a systematic and disciplined group of students
and an efficient and careful planner.
3. An orderly learning environment is pleasant, safe and a joy to stay in. Confusion is avoided
because everything is meticulously arranged in their proper places.
4. Systematic habits of work and study are developed and are carried to adulthood.
5. An orderly recording of observations during an investigation makes it easy to analyze and
interpret the data collected. The trend established can lead to the formulation of accurate
conclusion.
6. A neat and organized display of children’s works such as projects is a good way to motivate
them to do the same at home with their learning materials.

How to Develop the Skill

1. Start by requiring the students to classify their things at home. Give their reason for
classifying and the criteria they are using.
2. A student can classify a number of objects if he/she discovers the characteristics, property or
quality of the objects on which the classification can be based.
3. Expose them to a learning area in the school that is well-classified like the library, museum or
the canteen.
4. Go out of the classroom and observe how things are classified in nature. Look for things that
are growing or living in groups.
5. Use only one characteristic at a time in classifying things in order to avoid confusion and to
make identification of the things becomes easier and more accurate.

Example Activities for Classifying

Classify the following:

1. Grasses in the lawn

2. Dresses in your cabinet
 3. Flowering of plants in the garden
4. Shoes for everyday wear
5. Dinner plates

d. Measuring

Measuring is the process of comparing an unknown to a standard. To indicate length, width and
area, a standard called a unit which is a meter or centimeter, milliliter or liter, meter or kilometer, and
degree or Fahrenheit. For example, a chair that is measured according to the size of the children who
will use them.

Advantages in Developing Skill

1. The skill in measuring ensures accurate results in an experiment.

2. Quantifying observations facilitates analysis and interpretation of data.
3. Students develop the values of preciseness, care and authenticity in performing learning
activities and in many tasks, they do at home.
4. Wastage of time, effort and expensive materials are avoided if students stick to accurate
measurements.
5. Worthwhile habits of work and study are developed if students are skilled in measuring.
6. Students can quantify their performance in learning activities and be satisfied with the grades
they receive. If dissatisfied it will motivate them to study and work harder.

How to Develop the Skill

1. Consistently require students to quantify their answers about measurable materials to be used
until the habit is formed.
2. Hurried measurements often result to inaccurate data. Provide sufficient time in measuring
especially in an experiment.
3. The measuring unit must be appropriate.
4. Provide sufficient practice in using common measuring instruments such as weighing scale
and graduated cylinder.
5. Always emphasize the importance of accurate measurements in order to avoid wastage of
materials.

Example Activities for Measuring

1. Find the area of the science room.

2. How long does it take you to walk to school?
3. What is the distance between 2 lamp post?
4. How far is your town to the market?
5. What is your height?
For the lower grades in the elementary level (Grade I to Grade III) and on to secondary level,
the integrated processes are:

a. Inferring

Infer means to state an idea which is based on observation. An inference is an interpretation or a

tentative conclusion based on observations. Sometimes an inference may take the form of a
judgement or evaluation. Example: The lady is wearing a very expensive dress. He is a Bright boy.
These inferences were based on several observations about the dress or on the number of correct
responses of the boy.

Advantages in Developing the Skill

1. The skill can lead them into investigations following the scientific method.
2. Inferring can enhance their reasoning ability.
3. They will be motivated to gather more observations in order to form correct inferences.

How to Develop the Skill

1. Provide more practice on inferring to sharpen their reasoning ability.

2. When asking for inferences, caution them in forming ideas only after gathering enough
observations that were thoroughly analyzed.
3. Problem solving that calls for tentative conclusions can develop the skill in the long run.

Example Activities for Inferring

1. Infer that Pacquiao will win against Morales. Why do you say so?
2. She will give us a test on the 30th. Give some observations in the past.

b. Predicting

Predicting is the process of making a forecast based on observed events. We predict the weather
for the next twenty-four (24) hours and this is based on temperature, wind, clouds and other elements
of weather. We make predictions based on past and present observations.

Advantages in Developing the Skill

1. With the well-developed, students become more careful in making forecasts, otherwise they
will turn out to be guesses.
2. Skill in predicting speaks of s scientific mind.
3. For as long as the forecast is based on reliable data, this is a guarantee that students will
always be confident in following the scientific method.
4. Constant practice in predicting makes students stick to accurate measurements, data and other
information.
Example Activities for Predicting

1. Predict about your winning in the lotto?

2. Will it rain this afternoon?
3. Who will be our next governor?
4. At about what time will the typhoon hit Manila?
5. Will the price of gasoline go up? Why?

c. Controlling Variables
Variable is the factor or condition the effect of which is being tested. The variables in an
experiment are classified into:

 Manipulated – the factor being changed or varied

 Constant – the variable kept unchanged
 Responding – the resulting variable or condition.

Example: The children like to find out the effect of light on a week-old seedling. A can with
10 seedlings was placed outside, another in a dark room, for a week. The presence of light is the
manipulated variable, the amount of water and the kind of soil were kept the same for both, as the
constant variable. The seedlings outside grew green leaves and are healthy while those inside grew
pale and weak, is the resulting variable.

Advantages in Developing the Skill

1. The students become skilled in searching for reliable evidence before formulating a
conclusion.
2. The training on how to design on experiments is developed.
3. Such a controlled set-up enables students to follow the scientific method.

How to Develop the Skill

1. Before proceeding, identify clearly the variable to be changed.

2. Be strict with the keeping the rest of the conditions the same.
3. Provide practice in this kind of activity. They will be trained in searching for cause-and-
effects in some conditions in the environment.
4. How to arrive at correct conclusions must be objective.

Example Activities for Controlling Variables

1. Needs of germinating seeds

2. Kind of soil that favors growth of plants
3. Amount of food intake of your pet

d. Interpreting Data
 Data collected from a variable in an experiment should be analyzed thoroughly in order to arrive
at a clear and reliable conclusion. The relationship between the cause-and-effect condition in a
controlled set-up becomes easy to interpret if the data is recorder in tabulation or a graph.

Advantages in Developing the Skill

1. The students become skilled in determining relationship between variables, a proficiency

much-needed in interpreting results.
2. The exercise will sharpen their ability in observing and recording data in an orderly manner.
It follows the step of scientific method.
3. Proficiency in interpreting observations will be developed.

How to Develop the Skill

1. Train them in presenting data through various illustrations. This practice will enhance their
creativity in presenting data.
2. Let them interpret different kinds of relationships in order to make them differentiate between
relevant and irrelevant data.
3. An objective and unbiased interpretation form part of their study and work habits.

Example Activities for Interpreting Data

1. Interpret the tabulation showing the distance of the planets and the period of revolution of
each.
2. Present the carbon, oxygen, and nitrogen cycles.

e. Experimenting
The skill in experimenting is the final test that requires competence in science
processes especially controlling variables, interpreting data and formulating hypothesis.
(Scientific method).

Advantages in Developing the Skill

1. A scientific mind that has cultivated a scientific methodology is definitely one of the best
goals of science teaching.
2. The skill in experimenting has a lasting effect on how they approach any learning activity,
individually or in cooperation with co-experimenters.
3. It becomes easy for students to try to seek solutions or answer to everyday problems and
questions. They learn to manage their own lives problem-wise.

How to Develop the Skill

1. Making every learning activity problem-based and solution-oriented is ideal in a science

course.
2. The scientific methodology becomes perfected if students experience success and are
recognized. Consistent guidance is following the procedures is recommended.
 3. Involve the students in planning and implementing the designed set-up.
4. Revision in some steps in procedure may be allowed in order to enhance their creativity.

Example Activities in Experimenting

1. The occurrence of reflection of light

2. Testing the intensify of sound
3. Illustrating the meaning of acceleration.

Activity 1. LESSON PLAN

Name: ____________________________________________ Date Submitted: _______________
Course/Section._____________________________________ Score: ________________
Instruction: Create your own Detailed Lesson Plan that can show the integration of physical
concepts together with Teaching Science in the Elementary ( Physics, Earth and Space Science).
The Instructor will give your own topic.

Detailed Lesson Plan in Elementary Science

Topic:
Reflection

Answer the following questions:

1. Is it appropriate to include theories and laws in teaching science concepts in the elementary
level?

2. Do you agree with the current practice that no science is offered in Grade I and II? .
Suggested Readings

Bilbao, P., Jusayan, S., Morano, L., & Tingson, L. (2017). Teaching science in the elementary grades
volume 1: chemistry and biology. Quezon City: Lorimar Publishing INC.
Herr, N. (n.d.). The sourcebook for teaching science: strategies, activities, and instructional
resources. Jossey-Bass Teacher.

Resources and Additional Resources

Corpuz, B., Salandanan, G., & Rigor, D. (2006). Principles of teaching 2. LORIMAR Publishing
INC. Quezon city, Philippines.

ER Service (n.d). The process of science . https://courses.lumenlearning.com/suny-mcc-

biology1/chapter/the-process-of-science/.

Harty, H., Samuel, J., & Andersen, H. (1991). Understanding the nature of science and attitudes
toward science and science teaching of preservice elementary teachers in three preparation
sequences. Journal of Elementary Science Education volume 3(1991), 13–22.
Hodson, D. (2009). Teaching and learning about science: Language, theories, methods, history,
traditions and values. Sense Publishers: Rotterdam.

Jason, M (2017). Importance of scientific method on our everyday life. Steemit Blog.
https://steemit.com/science/@markjason/importance-of-scientific-method-on-our-everyday-
life.

LUMEN (n.d). The nature of science. https://courses.lumenlearning.com/sanjac-

earthscience/chapter/the-nature-of-science/.
Putaiao, P.(n.d.). Describing the nature of Science. Science Learning Hub.
https://www.sciencelearn.org.nz/resources/412-describing-the-nature-of-science.

Science Buddies (n.d). What is the scientific method. https://www.sciencebuddies.org/science-fair-

projects/science-fair/steps-of-the-scientific-method.

The Editors of Encyclopaedia Britannica (2020). Scientific method. Britannica.

https://www.britannica.com/science/scientific-method.

Prepared by:

CARLOS PONCE C. VENTURA. LPT, MaED

Instructor 1