Republic of the Philippines

Commission on Higher Education

Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

LEARNING MODULE
VISION I. COURSE CODE/TITLE: BEM 102 Teaching Science in Primary Grades
A center of human (Biology and Chemistry)
development committed to the II. SUBJECT MATTER:
pursuit of wisdom, truth, justice,
pride, dignity, and local/global Topics Time -Frame
competitiveness via a quality but 1. Introduction to Teaching Science in Primary 6 hour
affordable education for all
Grades: An Overview
qualified clients.
1.1 The Science Framework in K to 12
1.2 Contents of Primary Science in a Spiral
MISSION
Establish and maintain an Progression
academic environment promoting 1.3 The teaching of Science in Primary Grades
the pursuit of excellence and the 2. The Science Teacher 3 hours
total development of its students 2.1 The Science Teacher as an Individual
as human beings, with fear of God 2.2 The Science Teacher as a Professional
and love of country and
fellowmen. 3. The Science Processes 3 hours
3.1 The Emphasis on Skills
GOALS 3.2 The Science Processes
Kolehiyo ng Lungsod ng Lipa 4. Teaching Methodologies in Biology and 9 hours
aims to: Chemistry
1. foster the spiritual, intellectual,
4.1 Individualized Teaching Methodologies
social, moral, and creative life of
its client via affordable but quality 4.2 Methodologies for Small Group
tertiary education; 4.3 Methodologies for a Class
5. Learning Resources 3 hours
2. provide the clients with reach 5.1 Technology-Aided Strategies
and substantial, relevant, wide 5.2 Using Audiovisual Strategies
range of academic disciplines,
expose them to varied curricular
5.3 Exploring Community Resources
and co-curricular experiences 6. Bloom’s Taxonomy of Educational Objectives 1.5 hours
which nurture and enhance their III
personal dedications and
commitments to social, moral,
cultural, and economic
transformations.

3. work with the government and

the community and the pursuit of
achieving national developmental
goals; and

4. develop deserving and qualified

clients with different skills of life
existence and prepare them for
local and global competitiveness.

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Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

III. COURSE OUTCOMES:

Upon completion of this course, the students will be able to:
1. describe the science framework in K to 12 Curriculum.
2. explain the spiraling progression and master the basic science
concepts in Chemistry and Biology for the elementary level.
3. discuss pedagogical knowledge and utilize variety of effective
strategies for teaching and learning.
4. develop skills in making appropriate instructional support materials.
5. utilize technology to promote creativity and innovations in
elementary science.
6. assess learning through the use of used appropriate
tools/techniques.
7. practice scientific inquiry, positive attitudes and values in teaching
science in the elementary grades.

1. INTRODUCTION

Our life is anchored on science. By the time we are born in this world, we interact with science. In
schools, science in the early (K to 12) is incorporated in other subject areas to develop healthy habits, curiosity
about self and environment, use of the basic process skills and develop basic scientific knowledge or concepts.
Using appropriate procedure and tools to gather evidence, observe patterns, determine relationship, draw
conclusion and communication ideas. Further, to develop essential skills for scientific inquiry, the learners will
apply content and skills to maintain good health, ensure protection of the environment and practice safety
measures.

Your role as future science teachers will revolve around these key standards for Science in the
Elementary Grades. You should be prepared to motivate, inspire and guide learners in the wonderful world of
Science.

This is a preliminary module that informs all elementary grades teachers, What to Teach, How to
Teach and Why Teach Science in the elementary level.

1.1 Lesson 1: THE SCIENCE FRAMEWORK IN THE K TO 12

Lesson 1 begins with desired learning outcomes which are expected to be achieved at the end of the
activities. All lessons follow the same format, adapting the 5 Es learning model, framed after the constructivist
learning theory which has been found to be effective in teaching science. The 5 Es are represented as Engage,
Explore Explain Elaborate and Evaluate.

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 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

Lesson Outcomes:

1. Describe the science framework in the K to 12

2. Discuss the framework relative to each grade level

ENGAGE

What do you expect to teach in science? What first come to your mind when you are to teach Science?
In K to 12 enhanced curricula, what is the national framework for Science in all levels?

Have you ever come across an acronym in science which is STL? It means Science and Technology
Literacy. It includes the ability to apply scientific and technological concepts, use the process skills and embrace
science attitudes and values in life.

This lesson will engage you to all these as the Science Framework from kindergarten to Grade 6 and
beyond.

EXPLORE

The Science Framework in the K to 12

Science as whole, as provided by the national framework of the DepED responds to the 21 st Century
Literacy which is the Science and Technology Literacy. It involves three important components.
1. Understanding and Applying Scientific Knowledge
2. Developing and Demonstrating Scientific Attitude and Values
3. Performing Scientific Inquiry Skills.

Bases on these phases, all science learners who aim to be scientifically and technologically literate should
be:
 Critical and Creative Problem Solver
 Responsible steward of nature
 Innovative and Inventive thinker
 Informed decision maker, and
 Effective communicator

As a future teacher, you should bear in mind, that you will be assisting or guiding your learners to acquire
these scientific and technological skills.

How are these skills developed? Based on the framework, the foundations of scientific and technological
literacy are characterized by the following models, approaches and practices which are fully anchored on
several learning theories:
1. Multidisciplinary-Interdisciplinary Approach – Interrelationships and interaction of different disciplines
like science and mathematics, science and social studies, science and history and many more.

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Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

2. Science-Technology Society (STS) Approach – One way to appreciate science is to link it with
technology and how it influences people, and their ways of life.

3. Problem/Issue Based Learning – Making use of the identified problem or issues surrounding the
environment will more meaning in the desire to solve it.

4. Inquiry-based approach – The basic principle of inquiry based approach the learners’ take ownership of
a problem or a need and the desire to solve it.

5. Constructivism – Constructivist teaching is based on the belief that learning occurs as learners are
actively involved in the process of meaning and knowledge construction. Learners are the makers of
meaning and knowledge

6. Social Cognition Learning Model – Learning can be directed to observing others while interacting and
experiencing.

7. Learning Style Theory – The VARK model identifies VISUAL, AUDITORY, READING/RITING and
KINESTHETIC learners who respond to different kinds of learning. There are also many other types of
learning style.

This means that to teach science for learners to learn, a future teacher like you, will use the above theories,
principle and models in teaching.
EXPLAIN

Science and Technological Literacy is the ultimate goal of science learning. Its development starts early
and formally begins in K to a completion of a degree and throughout life. A country whose citizens are science
and technologically literate will be educationally and scientifically advanced.

To achieve this goal, there are three intervening skills that need to be addressed.

Understanding and Applying Scientific Knowledge. Science literacy starts with the acquisition of knowledge
(ideas concepts generalization 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.

Performing Scientific Inquiry Skills. Other than understanding and applying scientific knowledge, it is also the
foundation of scientific and technological literacy to perform inquiry skills. Scientific inquiry skills can be seen
as a set of skills to be learned by the students to include the science processes of the AAAs, the performance of
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 is
a systematic approach used by scientist in order to answer mind boggling questions.

Developing and Demonstrating Scientific Attitudes and Values. The development and demonstration of
scientific attitudes and values is a very important component of scientific literacy. What are scientific attitude
and values? All the explanations will be further elaborated in the next section

BEM 102 - Teaching Science in the Elementary Grades Page 4

 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

ELABORATE
Further elaboration of the framework

A. The Components of Scientific and Technological Literacy

 Understanding and Applying Scientific Knowledge
To understand better scientific knowledge, it is best to understand first what science is.
Science consists of two things: a body of knowledge and the process by which that knowledge
is produced. More often, science is defined only as a body of knowledge. However, science
processes is the other component that describes the way of thinking and knowing about the
world. Scientific knowledge is not absolute or certain. Knowledge, including facts, theories, and
laws is all tentative and subject to change due to new evidence brought about by advances in
theory and technology. Science knowledge is also socially and culturally embedded.

 Developing and Demonstrating Scientific Attitudes and Values.

What is scientific attitude? It can be defined as a way of viewing things, a 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. A scientist must be curious about the world. (Curiosity)

2. A scientist admits failures and recognizes that there are better ideas. (Humility)
3. A scientist listens and respects ideas of others. (Open-mindedness)
4. A scientist is intellectually honest. (Intellectual honesty)
5. A scientist works hard and is persistent. (Perseverance)
6. A scientist does not jump to conclusions. (Skepticism)
7. A scientist is creative and critical thinker. (Creative and Innovative)
8. A scientist uses reason or logical thinking before giving answers. (Rational)
9. A scientist is willing to suspend judgment until he is sure of his results. (Objectivity)
10. A scientist tries to new approaches to arrive at solutions. (Innovative)

 Performing Scientific Inquiry Skills .

A science oriented mind is a questioning mind. To inquire is to ask a series of questions

and find answers to the questions asked. The series of questioning and finding answers to the
questions refer to science inquiry.

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, organism and events in Identify questions that can be answered through

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Commission on Higher Education
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Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

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the environment. scientific investigations.

Plan and conduct a simple investigation. Design and conduct simple scientific investigations.
Employ simple equipment and tools to gather data Use appropriate tools and techniques to gather,
and extend the senses. analyse and interpret data.
Use data to construct reasonable explanation Develop descriptions, explanations, predictions and
models using evidence
Communicate investigations and explanation Think critically and logically to 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 grade. 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 Society (STS) Approach is an interdisciplinary field that examines how

science and technology shape societies, cultures and environments and the how social, cultural and
environmental factors that shape the development of science and technology.

3. Problem/Issue Based Learning. Problem-based learning (PBL) is a method of and 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 occurs through small group work and allows students to
utilize their prior knowledge in the topic area and identify the gaps in very knowledge as they attempt
to solve the problem. PBL is a student-centred approach to learning that encourages students to be
self-directed, interdependent and independent as they attempt to solve the same 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 experiment experimenting and real world problem solving to

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Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

create more knowledge. Discussing about what the students are doing themselves, will allow then 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 and 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 problems solvers.

7. Learning Style Theory. “All learners are created equally but learn differently.” This is the
premise of the learning style theory. That each individual has a preference in how they learn. Individual
learning style depends on cognitive, emotional, environmental factors in one’s previous knowledge.
Individualized teaching and learning or differentiated instructions and likewise anchored on learning
styles of learners. The most accepted understanding 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
your 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 refer to touch, move or manipulate. They learn best through
hands on activities,practicum and other similar activities

C. Characteristics of a Scientific and Technological Literate Persons

If the learners are able to model, theories, and practices that imbibed based 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. Read for further explanations.

 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 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.

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Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

 Informed decision maker. As 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 the fund of knowledge results of
inquiry investigations and many more there is a need for science teacher appreciate their
findings.

Monitoring and 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 endeavour including science teaching and learning.

EVALUATE

I bet you are clarified about the Science Framework for K to 12. As a framework, it sets the parameters
upon which a solid ground for science in the elementary level is anchored. Now let us check what you have
learned.
A. Let’s find out!
Answer the following questions based on lesson 1.
1. What are the most important knowledge, skills, and valued that I learned?
2. What else do I need to learn to understand the Science Framework for K to 12?
3. As a future teacher, what will I do with what I know?

B. Self-Check. Choose the correct answer from the options given.

1. In the basic components of the framework, all imply that science involves action for doing.
Which is not emphasized in the learning of science?
A. Memorizing facts, concepts, principles and theories.
B. Understanding and Applying Scientific Knowledge
C. Developing and Demonstrating Scientific Attitudes and Values
D. Performing Scientific Inquiry Skills

2. As a future science teacher, what is the ultimate goal of science in the framework that each
learner should achieve?
A. 21st Century Literacy
B. Science and Technology Literacy
C. Science, Technology and Society
D. Develop Innovators and Inventors

3. Science as a subject in the elementary grades should stand alone. This statement is
A. Supportive of the approaches in science teaching
B. Contrary to science as multi-disciplinary in integrated
C. Advocated in the theories that support science learning
D. Acceptable based on the science framework

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Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

4. There is no single way of learning science. Hence there is no single method that would fit
every learner. This belief supports the theory of
A. Constructivism
B. Social Cognition
C. Learning Styles
D. Hands-on, Minds On

5. Creative, critical thinker, innovative, informed decision maker. These are the characteristics
of
A. Pure and applied a scientist
B. Science and Technology Literate
C. Digital natives
D. None of the A, B, C,

1.2 Lesson 2: CONTENTS OF ELEMENTARY SCIENCE IN A SPIRAL PROGRESSION

Lesson Outcomes:
1. Identify the contents of science in Grade 3 to 6 in a spiral progression
2. Explain that the contents or subject matter of science progresses in complexity from grade level to
another

ENGAGE

Is Science easy or difficult to teach? What areas in Science should I study in order to teach well? Will
the topics on living things be taught only in Grades 4 and 5? What about Force and Motion?

EXPLORE

Science in a spiral curriculum design is one in which “key concepts are presented repeatedly
throughout the curriculum but wave deepening layers of complexity.” The learner tries to spiral upwards
learning as the new knowledge is introduced as well as the new processing skills are developed. This 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 disciplines.

A. Chemistry (Matter: Diversity of Materials, Properties and Structures, changes and

Interactions
B. Biology (Living Things and Their Environment)
C. Physics (Force, Motion and Energy); and
D. Earth and Space (Surroundings and Land, Water and Air, Weather, Climate and Solar
System)

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Commission on Higher Education
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Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

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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 Grade 6 and even up to Grade 10.

Diversity of Materials Properties

Properties and Structure Structures and Functions
Changes Processed
Interactions interactions
Living Things
Matter
and Their
Environmen
t

Earth and Force and

Space Motion
Surroundings: Land, Movement
Water, Air Effects of Force
Solar System Force of Energy
Transformation

The four quadrants represent the total coverage of Science in the elementary level. As noted, there is a
continuous flow of topics in every quadrant. This implies integration, interdisciplinary and multidisciplinarity of
Science.

EXPLAIN
For every grade level, there are four science areas to be covered. Each area is taken up in every quarter
since there are four quadrants in every school year level.
Grade 3 Grade 4 Grade 5 Grade 6
Quarter 1 Matter Matter Matter Matter
Quarter 2 Living Things Living Things Living Things Living Things
Quarter 3 Force, Motion, Force, Motion, Force, Motion, Force, Motion,
Energy Energy Energy Energy
Quarter 4 Earth and Space Earth and Space Earth and Space Earth and Space

Although science as a subject starts in Grade 3, yet the components of science such as content and
processes, inquiry and science attitudes are also taken up starting in Kindergarten, Grade 1 and Grade 2. These
are incorporated in specific areas of learning as Social Studies, Mother Tongue Multi-Lingual Education
(MTBMLE) or in Communication Arts. This is one of the characteristics of the K to 12 Curricula in the Philippines
basic education where formal Science subject begins in Grade 3.

Thus starting in Grade three up to Grade 6 in the elementary level, future teachers should learn how to
teach the science as subject and not merely to embed science in other subjects.

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Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

Let us look at the two major topics in science which will be discussed in Book 1. The remaining two
topics Physics and Earth Science will be included in Book 2.

The Science Curriculum Guide of the Department of Education begins with the topic on Chemistry:
Matter. How is the big concept of Matter presented in the curriculum in its spiral progression. Find out in this
section.

Let us have a closer look at each Major area and how each increases in complexity as learning moves
from a level to a higher level.

Major Area: Chemistry

Description in the Elementary Curriculum: Matter
The chart below shows the different topics that are taken in progression in Chemistry from one lower
grade level to another higher grade level. All the topics are anchored on one bigger topic as Properties and
Structure.

Grade 3 Properties and Structure of Matter

Matter  Characteristics of solids, liquids and gases
 Changes in Solids, Liquids and Gases
Grade 4 Properties and Structure of Matter
Matter  Properties used to group and store materials (ability to absorb water; float or
sink; decaying or non-decaying) Regrouping materials: recycle, reduce, reuse,
recover, repair.
Changes that materials undergo.
 Changes that are useful.
 Changes that are harmful.
Grade 5 Properties and Structure of Matter
Matter  Properties to minimize waste.
 Importance of reading product label.
Changes that matter undergoes.
 Evidence of change.
 Appropriate ways of storing materials
Grade 6 Properties and Structure of Matter
Matter  Mixture and their Characteristics
- Heterogenous mixtures: solutions, and suspensions
- Colloids
Separating Mixture

Major Area: Living Things and Their Environment

The next major topic is Biology which is described as Living Things and Their Environment. Let us see
the different topics and how these progress in the different grade levels.

Grade 3 Characteristics of Living Things

Parts and Functions of Living Things
Living Things and  Humans
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their Environment  Animals

 Plants
Traits Passed on From Parents
 Humans
 Animals
 Plants
Interactions of Living Things with the Environment
 Basic needs
 Feeding relationships
Grade 4 Parts and Functions
 Humans
Living Things and - Major organs of the body
their Environment - Caring for the major organs
 Animal
- Terrestrial animals
- Aquatic animals
 Plants
- Terrestrial plants
- Aquatic plants
Life Cycles
 Humans. Animals and Plants
Interactions
 Beneficial interactions
 Harmful interactions

Grade 5 Parts and Functions

 Humans
Living Things and - Stages of growth
their Environment - Parts of the reproductive system
- Development of secondary sex characteristics
- Menstrual cycle
 Animals
- Parts of the reproductive system of representative groups of animals and
their functions
- Differences in the modes of reproduction: external fertilization, internal
fertilization
 Birds (ducks)
 Fishes (tilapia)
 Toads (Frogs)
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
 Plants
- Flowering plants (rice/corn. pechay, mongo)
- Non-flowering plants (conebearing, ferns, liverworts)
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- Protecting habitats of plants

Interactions among Living Things
Grade 6 Parts and Functions
 Human Body System
Living Things and - Musculoskeletal
their Environment - Digestive system
- Respiratory system
- Circulatory system
- Nervous system
 Animals
- Characteristics of vertebrates and invertebrates
- Economic importance of vertebrates and invertebrates in the community
- Rare animals in the community
- Protecting and caring for animals
 Plants
- Plants of spore-bearing plants
- Life cycles of ferns and mosses
- Vegetative plant propagation
 Interactions
- Physical condition of tropical rainforest, coral reefs and mangrove swamps
- Plants and animals living in these ecosystems
- Feeding relationships in these ecosystems
- Protecting and conserving tropical forest ecosystems
Separating mixture

ELABORATE
After having seen the coverage of the two science components, what have you observed in the content
outline for each topic: Matter and Living Things and Their Environment? Let us understand the framework by
answering the following questions that refer to the two areas of discipline and how they move along in
progression from lower to higher grade level.

Let us make a comparison of the similarities of the two. Agree or disagree to the observations and
explain or elaborate further.
Statements about (1) Matter and (2) Living Agree Disagree Explanation
Things in their Environment
1. In both topics, the concepts in Grade 3
are simpler than Grade 4.
2. There is a consistent title of the major
topic from Grade 3 to Grade 6.
3. The area on Living Things and Their
Environment focused on three kinds of
living: Humans, Animals and Plants.
4.The Chemistry component of Elementary
Science revolves around Matter that
progressively advances in complexity from
BEM 102 - Teaching Science in the Elementary Grades Page 13
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Grade 3 to Grade 6.
5.In the elementary science framework,
Chemistry which is considered by many as
difficult subject is taught in Grade 3.
6.Elementary Science should lead learners to
scientific literacy.

In summary, what do you understand of a spiral progression curriculum for the elementary grades?

EVALUATE

Test your understanding about the Science Framework from Grade 3 to Grade 6 specific to Chemistry (Matter)
and Biology (Living Things and Their Environment)

1. Science in the elementary level in the K to 12 curriculum includes

A. Chemistry and Biology
B. Chemistry, Biology and Physics
C. Chemistry, Biology, Physics and Earth Science
D. None of the A,B, C, D.

2. As the contents of science progresses in a spiral, the difficulty of topics

A. decreases C. is maintained
B. increases D. is static

3. In order to teach science effectively in the elementary level, a teacher should do one of the following:
A. Must have a comprehensive knowledge of only one discipline of science in the curriculum.
B. Must have a comprehensive knowledge of at least two discipline of science in the curriculum.
C. Must have a comprehensive knowledge of the four disciplines of science in the curriculum.
D. Must have a comprehensive knowledge of all branches of science.

4. Spiral progression in science means that grade three pupils learn simpler contents than grade four.
A. This statement is true.
B. This statement is false.
C. This statement is partly true.
D. This statement is doubtful.

5. Which statement is TRUE about teaching science in the elementary grade level for K to 12?
A. All elementary grade teachers should be equipped with contents and process of science.
B. Only those who will teach science should learn the different branches of science in college.
C. Learning what to teach and not how to teach science is a universal principle.
D. None of the above.

1.3 Lesson 3: The Teaching of Science in the Elementary Grades

BEM 102 - Teaching Science in the Elementary Grades Page 14

 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

Learning Outcomes:
1. Demonstrate the different skills in the process approach from basic to integrated
2. Identify the strategies and teaching methods appropriate in elementary science
3. Use other strategies and methods in teaching science

ENGAGE
Teaching science is one of the most interesting tasks of an elementary teacher. With the science
contents that you know, how will you teach these to the children in the elementary level? Science learning
should be fun and challenging. There are strategies and methods that are appropriate for the subject matter
you will teach. You will make the children have their minds on and hands on together.
Do you think you can make your learner be excited to learn science? Let’s explore first.

EXPLORE

Teaching of Science in the Elementary Grades

A. The Science Process Skills
There are two important elements that are needed in learning science. The content or body of
knowledge (facts, concepts, theories) and the processes of science which are the ways of thinking and
doing that scientist used to arrive at the body of knowledge.
Any science learner, even in the elementary level should develop the process skills too. The
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
force. 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.

Higher Order Thinking Skills

Critical thinking
Creative thinking
Integrated Process Skills Problem Solving
Formulating Hypothesis (in Real life context)
Controlling variables
Basic Process Skills Defining operationally
Observing Experimenting
Classifying Interpreting data
Communicating Formulating Models
Measuring
Infering
Predicting

Science Processes And Higher Order Thinking Skills

BEM 102 - Teaching Science in the Elementary Grades Page 15
 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

Basic Science Process Skills

The simpler basic process skills provide the foundation for science learning.
As future science teacher, you have to see to it 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 these skills will make
science learning more meaningful and enjoyable.
1. Observing – it is using the senses (seeing, touching, tasting, smelling, hearing) to gather
information about the object or event. Example: Seeing the leaves as green.

2. Classifying – grouping objects into categories based on the properties or criteria. To classify is
based on what has been observed. Example: Placing objects as to Plants or Animals.

3. Communicating – using words or graphic symbols to describe an action, object or event. This
process is dependent on what was observe, or classified. Communicating can be done in either oral
or written form. It is describing what has been observed in either qualitative or quantitative ways.
Example: (1) Describing the change in height of the plant over time as tall or short as A is short and
B is tall. (2) Plant A is 2 feet tall while Plant B is 3 feet tall.

4. Measuring – using both non-standard or standard-measures or estimates to describe the

dimensions of an object or event. In measurement, there are always two objects being compared.
The one being measured and the measuring device, either non-standard or standard. Examples: (1)
Using a “dangaw” (non-standard to measure the side of the table. (2) Using a meter stick
(standard) to measure the length of a piece of a cloth.

5. Predicting - to state the outcomes of a future event based on a pattern of evidence. First an
observation shall be made, before one can predict. Example: (1) Predicting that the height of the
plant in two weeks time based on the graph of its growth during the previous four weeks. (2)
Predict that rise will come at a certain time of the morning after a series of observation of the time
interval or pattern has been recorded.

6. Inferring - making an educated guess about an object or event based on previously gathered data
or information. Inference is also based on observation. Example: (1) Observing that many trees
have fallen, one can infer that a strong wind must have knocked these trees down. (2) Observing
that there are many people lining up to buy food for lunch in a food stall, one can infer that maybe
the food tastes good.

Integrated Science Process

Take note that the 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 outcome of an experiment. It is an intelligent guess

of what will happen in an experiment. To state a hypothesis, it usually begins with the IF and
continues with THEN. Example: (1) If the soil is fertilized, then mongo seeds will grow with green
leaves greener. (2) If the water is salty, then the paper boat will not float.

BEM 102 - Teaching Science in the Elementary Grades Page 16

 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

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. Hence, all the
conditions shall be controlled or made the same, except the one being tested. Examples: (1) To test
whether the organic matter or soil will affect the growth of plants, then two other variables should
be made the same or controlled. These are amount of water and the amount of sunlight. While the
two are controlled, the kind of soil shall be made different. This variable is called manipulated or
experimental variable. (2) If you want to find out if the weight of a steel ball affects its speed when
rolled on a plane surface, the variable that will be controlled will be the distance, the kind of
surface and the force of the push to move the steel ball. The manipulated variable will be the
difference in the weight of the two balls.

3. Defining operationally – making a 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 a previous experiment. Sometimes it
describes what an object can do or what could be done to the object. Example: An operational
definition of a pencil is something that can write. So anything that can write, will be operationally
defined as a pencil. (2.) Solids can be defined operationally as anything that has mass, form and can
be held by the hand.

4. Experimenting – Having learned the basic science skills, how to formulate hypothesis and control
variables, the experimental/manipulated variable will be tested. The variables are operationally
defined and an experimental design is made. It is in experimenting where the hypothesis is proven
to be true or not, thus a conclusion is arrived at.

5. Interpreting data – A data is information derived from the results of the experiment. Most often it
is in terms of quantities or numbers. To give meaning to the data, a correct interpretation shall be
made. Data may be in nominal, ordinal, or ratio. It can be converted to sum, percentages, 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. For example, a model of the
processes of evaporation and condensation are interrelated in the water cycle. Formulating models
will develop creativity and innovation. It will enhance higher order thinking skills too.

Inquiry – Based Science

There are many strategies in the use of inquiry-based science. Below are some examples.
Inquiry-based science involves learners to do science when given the opportunities to explore possible
solutions, make explanations for the phenomena under study, elaborate explanations on the concepts
and processes and make assessment of how these are understood based on available evidences.
Here are some strategies that are influenced by inquiry-based science.
 5 E s Model in Science Teaching

BEM 102 - Teaching Science in the Elementary Grades Page 17

 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

 E- engage- the hook. Motivation, trigger questions

 E- explore- science activities of learners as guided by teacher
 Explain- learners provide explanation of what they have done
 Elaborate- Further explanation is made
 Evaluate- Feedback or assessment plus reflection
 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 Science Teaching
 ASK questions
 Conduct ACTIVITY
 ANALYZE the Data
 APPLY the science concepts in similar/related situations
 Use of Discrepant Event (POE-E)
 Prediction – What do you think will happen?
 Observe – What did you observe?
 Explore – Find solution to the problem
 Explain – Describe what you think happened in words and pictures

EXPLAIN

Which of the approaches mentioned above are you familiar with? Which one would you like to try?

Science teaching can be approached in many ways. In fact everything we do every day has science in it.
Hence, it would be very easy to make learners love science because it is part of their lives. From the time one
wakes up to the time one goes back to sleep, science is influencing 24/7 of our daily life. Science, technology
and society are all connected to each other.

To teach effectively science in the elementary grades, it begins with the fundamental process of
Observing. Making observation as a habit provides more meaning to what one see, hear, feel, touch, taste and
smell. As science progresses with time, the processes of science become more complicated such that learning
and loving science require higher order thinking skills.

Teaching science should be fun filled! The different approaches presented are an array of strategies
which you can try out as you learn how to teach children to love and learn.

The choice of the approaches would greatly depend on the type of the learners (learner centered) the
subject matter or content (what to teach) the resources available, and your skill in facilitating the lessons.

ELABORATE

BEM 102 - Teaching Science in the Elementary Grades Page 18

 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

You will see varied approaches utilizes in this succeeding parts of this material. Lesson examples are
presented in various ways, so that when you go through each one of them, you will reflect on the processes of
science teaching and how these are related to inquiry-based science.

More elaboration will be found in the specific lessons in Chemistry and Biology which are included in
this instructional material.

EVALUATE

Let us check what you have learned from this lesson. Answer each item with either YES or NO. Mark X
on the space provided that corresponds to your chosen answer. If your answer is YES, explain. If NO, justify
your answer. Write on the space provided after the table.

Start here:
1. In teaching science, is it appropriate to make learners master and practice the basic science processes
first? Yes _____. No _____ Why? _________________________________________________________

2. Does teaching the basic science processes require sophisticated laboratory equipment? Yes _________.
No _____. Why? ______________________________________________________________________.

3. Are all science activities called experimenting? Yes _____. No _____.

Why?
_______________________________________________________________________________.

4. Will teaching science in the elementary grades provide a good foundation for learning science in the
higher grade levels? Yes _____. No _____. Why? ____________________________________________.

5. Is there only one method of teaching? Yes _____. No _____. Why? _____________________________.

6. Are higher order thinking skills developed if one teaches the integrated science skills? Yes _____.
No _____. Why? ______________________________________________________________________.

7. Does inquiry-based science approach always include asking questions? Yes _____. No _____.
Why? ______________________________________________________________________________.

8. Does science learning in the lower grade also lead to discovery? Yes _____. No _____
Why? ______________________________________________________________________________.

9. Will learning the content and the processes of science make you prepared teachers in the future?
Yes _____. No _____. Why? ____________________________________________________________.

10. Do you like to teach learners elementary science? Yes _____. No _____
Why? ______________________________________________________________________________.

BEM 102 - Teaching Science in the Elementary Grades Page 19

 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

IV. OUTPUT(RESULT): Submit your output in soft copy (PDF FILE) @ [email protected], messenger/
group chat.

V. REFERENCE/S:

Bilbao Purita P, EdD et al, Teaching Science in the Elementary Grades, Volume 1: Chemistry
and Biology, Lorimar Publishing, INC. 2019

Prepared by:

NENA B. ESCAMILLAS
Instructor 1

Checked and Approved by:

DR. BIBIANA JOCELYN D. CUASAY

Module Editing Chair

Noted by:

DR. AQUILINO D. ARELLANO

Vice President for Academic Affairs
DEAN, CTE Department

BEM 102 - Teaching Science in the Elementary Grades Page 20