Prepared By:

MA. SALVE A. CAMARISTA. M.A. Bio. Sci.

NAME: JASON P. CAMPOS

COURSE & SECTION: BEED 2-B

INSTRUCTOR: MR. CLINT ELEAZER SALAZAR

CONTACT NO. : 09631491063

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail:
[email protected]
 MODULE 1
UNIT 1: THE ELEMENTARY SCIENCE CURRICULUM

Intended Learning Outcome: At the end of this module, the student must have;

1. Defined science by using a word cloud and its facets by giving insights.
2. Characterized scientists
3. Applied the steps in scientific method in solving recent problems encountered
by using the diagram presentation.
4. Explored why some students love science and others do not.
4. Posted on the Google classroom the picture or drawing that shows features
and elements of an engaging science classroom.

INTRODUCTION:

Science is important because it has helped improve the living conditions of

man. The advances in technology and science are transforming the world at an
incredible and unimaginable pace. Science has shaped the world. We cannot escape
nor measure the significance of science. Every day we are surrounded by scientific
knowledge and technology. In this 21st century, being “science literate” is not just an
advantage but an absolute necessity.
Science is our way of understanding the world. It is an exciting and at the same
time, a useful endeavor that benefits our community and society at large. During the
past decades, another important goal of science has emerged, that is to find a way to
responsibly and ethically use natural resources to ensure their continuity and that of
humanity itself, an endeavor and advocacy that is referred to as “sustainability”.
The word science is derived from the Latin word “scientia” meaning knowledge.
Science is commonly referred to as a systematic and organized body of knowledge in
any area of inquiry that is acquired using the scientific method. Science has many
facets and definitions.

ACTIVITY:
Defining Science
Instruction: Do you remember how your previous teachers, readings, and classes
define science? Create a word cloud to illustrate/ show the definitions or keywords. Be
guided by the sample word cloud of knowledge below.
Science is the intellectual, and practical
activity encomparing the vystematic
study of the structure, and behavior of
the physical and natural world through
overvation. Land EXPERIMENT.

ANAYSIS A: The Facets of Science

Instruction: Science means several things to various individuals and institutions. You
can see the various facets of science in the first column below. On the opposite
column, write your insights and reflection about each facets of science.

Facets of Science Insights and Reflection

We all know that science repers to a

Science as a broad body of systematic and organized body of
knowledge knowledge in any area of inquiry that it
acquired using the scientific method.
Science consists of a body of knowledge
and the process by which that knowledge is
developed. The core of the process of
science is generating testable explanations,
and the methods and approaches to
generating knowledge are shared publicly
so that they can be evaluated by the
community of scientist.
The science process skills help students to
Science as a skill understand phenomena, answer questions
develop theories and discover information.
They model emphasizes the integration of
Learning about process and content in
effective instructions.
•Science influence society through its
Science as a social activity knowledge and world view. Scientific
Knowledge and the procedures used by the
scientists influence the way many
individuals in society think about
themselves, others, and the environment.
Therefore, science as a social activity it has
 interaction that brings members a
community together.
-Science talk about experiment which is a
Science as problem-solving problem that must be solved. So, we
Should Form a hypothesis it is possible
solution to the problem formed after
gathering information about the Problem.
Science as a problem-solving that need to
have investigation, assessment to cope up
science result.
•Science as A career it an ever expanding
Science as a career field with a network of possibilities for
future growth and development. As we can
see nowadays if You have enough
knowledge to experiment and discover a
new thing that literally will help the people
you have the chance to be a billionaire any
moment. Therefore, science e as a career it
will align yourself with a career Field with
opportunity and discovery.
Through science, human seek to
Science as a global human Improve their understanding and
endeavor
explanations of the natural world. Science
influences society by posing. and
responding to social and ethical questions,
and scientific research is Itself influenced
by the needs and priorities of society.
Science as a process of investigation into
Science as a process the natural world and the knowledge
generated through that process. Scientists
use multiple research methods to study the
natural world. Data collected through
scientific research must be analyzed and
Interpreted to be used as evidence.

ANAYSIS B: The Scientific Method

Scientific method refers to a set of steps for verifying and building scientific
knowledge. Steps include making observations, interpreting results, and generalizing
results. The scientific method allows researchers to independently and impartially test
preexisting knowledge and prior findings and subject them to scrutiny and
enhancements.
 Observation

Conclusion Question

Hypothesis
Analysis

Experiment

Instruction: Recall a problem or challenge that you were able to solve recently.
Identify the steps you did or went through. Write the steps on the corresponding box
in the worksheet.

Name: Jason P. Campos Date: Oct. 20, 2022

Ask a QUESTION: Make a HYPOTHESIS:

Why does my phone won't turn Maybe because the battery is drained
on? already.

Test the HYPOTHESIS:

Supplies: Charger

Procedure: Plug the charger into the outlet and plug the charging port into the
phone.
 Record the RESULTS:

The tested hypothesis works.

Draw a CONCLUSION:

Overall it was proven and tested that the phone works and supported by the
hypothesis.

ABSTRACTION:

A. The Scientific Irony

Instruction: Science is a very exciting subject and process, but why do teachers have
difficulty engaging all the students in learning and doing science? In pair or triad,
reflect on this question. Write the reasons why the students love learning and doing
science in the first column and the reasons for their disinterest in the third column. In
the second column titled BUT, write the manifestations of the students’ disinterest in
the subject.

Students love Science BUT they hate Science class

Science deals with solving Term transcription are complex. Students see some of data
problem.t analysis as challenging and -
Composed of such technical
-Suck at memorizing processes complex ones.
-Science provides logic and and terminology. -They recognize, regard and view
order. this as dull.
-Most of the words are Greek
-Science is exciting subject. and Latin. -Difficult to understand the
words.
•Science is fun. -Chemical formula makes me
confused I suck memorizing stuff -Vague and ambiguous terms of
and terms. ideas philosophies, and concepts.

B. Designing My Future Science Class

Instruction: Your goal as a future science teacher should be to engage your students
to love learning and doing science. What are the features of an ideal science class?
Characterize each of the elements below.

Elements Characteristics/Features
Good skills in communication, listening,
Teacher collaboration, adaptability, emphaty and
patience. Conducts experiments that make sense of
natural events and let the student learn the Science
 ideas underlying them.
-Must have fun activities for the student and Focus
Curriculum on understanding and applying
the teacher. Promote student engagement.
scientific concepts, methods, and procedures In
acquiring scientific attitudes, values, and habits.
Students will learn two types of skills as part of the
Students curriculum, these are constructivist and
collaborative approach through working
scientifically, designing, and manufacturing.
They will develop their science process skills;
they may answer simple or complex question
about certain phenomenon and that they may
apply into real life situations.
Comportable
Classroom Pleasing to the eyes
Clean and organized
Fun Environment
Safe
Colorful
Flexible
Other Support Systems Reliable
Efficient

Note: Post on the Google classroom the picture or drawing that show features and
elements of an engaging science classroom.

APPLICATION: Characterizing an Inspiring Science Teacher

Instruction: Research shows that the teacher is the most important factor in the
effective delivery of classroom instruction. Engaging classes are facilitated by inspiring
science teachers. But what are the important traits of an inspiring science teacher?
Write descriptions and simple illustrations below.
Do you embody these traits? What steps do you undertake to develop them?
-Effective teachers are critical to the development and academic success of students. If you are looking to
become a good teacher, you need to showcase strong skills in communication, teamwork, time
management, problem-solving and organization. Then you should put these skills to work to educate your
students.
What makes an engaging and inspiring science class? An effective science teacher?
Answer in two to three sentences.

-Science is engaging and inspiring when students find the topics relevant to their lives, both now and clearly
in the future. Also, the more that students can discover science ideas for themselves, rather than the
teacher simply telling them, the more students correct misconceptions they held before teaching. To make
such experiences possible requires an experienced teacher with a good background in science.

UNIT 2: CONTENTS OF ELEMENTARY SCIENCE IN A SPIRAL PROGRESSION

Intended Learning Outcome: At the end of this module, the student must have;

1. Identified the contents of science in Grade 3 to 6 in a spiral progression.

2. Explained that the contents or subject matter of science progresses in
complexity from grade level to another.

INTRODUCTION:

Scientific literacy for Filipino learners is one of the aims of science education.
This will prepare them to become active and engaged citizens of the society. The K-12
science curriculum is learner-centered and inquiry-based, emphasizing the use of
constructivist pedagogy in teaching. The concepts and skills in different areas of
science like, Biology, Chemistry, Physics, and Earth Sciences are presented with
increasing level of complexity from one grade level to another in spiral progression.
Science in a spiral curriculum is one in which the key concepts are presented
repeatedly throughout the curriculum but with deepening layers of complexity.
According to Corpuz, as learning progresses, more and more details are introduced
while at the same time they are related to the basics which are
reemphasized/rediscovered many times in order for the students to connect and
master the lessons. She also stated that, as more facts and principles on each topic
are encountered, the understanding grows in breadth and depth, creating a
metaphorical spiral.

ACTIVITY:

A. Contents of Elementary Science in Spiral Progression

This is the curriculum design for science in the basic education starting from the
Grade 3 to Grade 6.

Chemistry Biology Grade 6

Earth Science Physics Earth Science

Physics Chemistry
 Earth Science Grade 5

Chemistry

Physics
Biology Grade 4

Physics

Earth Science Biology

Grade 3

Chemistry

What are the four major fields or discipline of Science in the K to 12 curriculum?

Earth science Physics Biology Chemistry

B. Below is a table showing the four science areas to be covered in every grade
level. Every quarter, one area is taken since there are four quarters in one
school year.

Grade 3 Grade 4 Grade 5 Grade 6

st
1 quarter Matter Matter Matter Matter
2nd quarter Living Things Living Things Living Things Living Things
3rd quarter Force, Motion, Force, Motion, Force, Motion, Force, Motion,
Energy Energy Energy Energy
4th quarter Earth & Space Earth & Space Earth & Space Earth & Space

The Department of Education Science Curriculum Guide begins with the Topic on
Chemistry: Matter.

How is the big concept of Matter presented in the curriculum in its spiral progression?

→The idea in spiral progression approach is to expose the learners into a wide variety of concepts/topics
and diciplines until they mastered it by studying it over and over again but with different deepening of
complexity.

C. Major Area: Chemistry

Complete the table below to show the different topics that are taken in progression in
Chemistry from one lower grade level to another higher grade level. See to it that all
the topics are anchored on one bigger topic as Properties and Structure of Matter.
(Use the link below)
Grade 3 Properties and Structure of Matter
● Characteristics of solids, liquids, and gases
Matter ● Changes in solids, liquids, and gases

Grade 4 Properties and Structure of Matter

Physical and chemical changes
Matter Phase changes of matter
Elements, compounds, and mixtures

Grade 5 Properties and Structure of Matter

Mass
Matter Volume
Density
Temperature
Elasticity
Ductility
Brittleness
Hardness
Flexibility
Malleability
Grade 6 Properties and Structure of Matter
Color
Matter Shape
Size
Density

http://www.depedbataan.com/resources/11/
science_curriculum_guide_for_grades_3to10_as_of_december_2013.pdf

How is the big concept of Living Things and Their Environment presented in the
curriculum in its spiral progression?

-using the spinal curriculum in science education can be defined as a course of study in which students will see the
same topics throughout their school career with each encounter increasing in comprexity and each reinforcing
previous learning.

D. Major Area: Living Things and Their Environment

Biology which is described as Living Things and Their Environment is our next major
topic.
Grade 3 Characteristics of Living Things
Parts and Function of Living Things
Humans
Living Things and Animals
Their Environment Plants
Traits Passed on from Parents
Humans
Animals
Plants
Interactions of Living Things with the Environment
Basic needs
Feeding relationships
Grade 4 Humans:

Major organs of the body

Care for them Diseases

Living Things and
Their Environment Animal, Plants

Terrestial Aquatic

Life Cycles interactions: Beneficial Harmful

Grade 5
Stages of growth and Development
Development of secondary Sex Differences in modes of Reproduction in
Human, Animals, Flowering plants Nonktowering Plants.

Living Things and

Their Environment

Grade 6
Human Body System

Musculoskeletal System

Living Things and Digestive System

Their Environment
Circulatory system Humans, of Animals and Plants Respiratory System
Characteristics of Vertibrates and Invertebrates

Economic Importance caring for Animals

http://www.depedbataan.com/resources/11/
science_curriculum_guide_for_grades_3to10_as_of_december_2013.pdf

ANALYSIS:

After completing the table above, answer the question below;

 1. What have you observed in the content outline for each topic: Matter and Living
Things and Their Environment? Answer in one complete sentence.
- I observed about Matter and Living things and their environment everything you see and feel is a part
of your environment. An Environment includes living things such as plants, animals, people, and even the
tiniest of microbes the living portions of the Environment are called biotic parts; The nonliving portions,
such as rocks, sunlight, and air are called the abiotic parts.

Answer the following questions that refer to the two areas of discipline and how they
move along in progression from lower to higher grade level. Put a check under the
column Agree or Disagree to the observations and explain or elaborate further.

Statements about (1) Matter Agree Disagree Explanation

and (2) Living Things and Their
Environment
1. The concepts in grade 3 / Because science should
are simpler than grade 4. be presented with
increasing levels of
complexity from one
grade level to another
using spiral
progression.
2. The title of the major / This title is given to be
topic from Grade 3 to understandable by the
Grade 6 is consistent. learners and for them
to avoid confusion.
3. The three kinds of living / In Grade 3 up to Grade
things: Humans, Animals 6, the area of Living
and Plants is the area Things and their
which is focused on Living Environment Focuses
Things and Their on three (3) kinds of
Environment. living things: Humans,
Animals, and Plants.
Because these three
are the main species
involve in the
environment.
4. Chemistry which is / Science is not
considered by many as isolated, it is
difficult subject is taught integrated and
in Grade 3 in the innovated. That's why
elementary science Matter progressively
framework. advances in
complexity from Grade
3-6. The higher
the grade level, the
higher knowledge and
learning was needed
by the learners.
5. The Chemistry / This is to introduce
component of elementary Chemistry to the young
science revolve around minds in order for
matter and progressively them to have strong
advance in complexity foundation in the later
from Grade 3 to Grade 6. future when they
 entered higher level.
6. Learners are led to / This is important
scientific literacy by whether or not
Elementary Science. students pursue
careers that involved
science and
technology, it will
provide them
repertoire of
competencies
important in the
world of work and in
a knowledge-based
society.

ABSTRACTION:

In the Spiral Progression approach, the basic principles are introduced in the
first grade and are rediscovered in succeeding grades in more complex forms. The
concepts are introduced at an early age and re-taught in succeeding years in an
increasingly sophisticated fashion. The scope and sequence of the content are
developed such that concepts and skills are revisited at each grade level with
increasing depth.

As more facts and principles on each topic are encountered, the

understanding grows in breadth and depth, creating a metaphorical Spiral Progression
is not only vertical (e.g., increasing complexity), but also horizontal (e.g., broader
range of applications). Learning is extended, reinforced and broadened each time a
concept is revisited.

The advantages of the Spiral Progression Approach are; the Mastery of

concepts ( One keeps moving upward but keeps returning to the fundamentals )and
Improved retention( Reinforces what is already learned ; concepts are revisited; One
learns best through the repeated experience of a concept). (Corpuz, Brenda B.)

APPLICATION:

Instruction: Read and analyze the following statements carefully. Write the letter of
the correct answer on the blanks provided. (2 pts. each)

1. What does science in the elementary curriculum level in the K to 12 include?

a) Chemistry and Biology
b) Chemistry , Biology and Physics
c) Chemistry , Biology ,Physics and Earth Science
d) None of the above

2. The difficulty of topics as the contents of science progress in spiral ________.

a) increases
b) decreases
c) remains the same
d) omits some topics

3. A teacher should do one of the following in order to teach science effectively in

the elementary level;
 a) She must have a comprehensive knowledge of only one discipline of science
in the curriculum.
b) She must have a comprehensive knowledge of at least two disciplines of
science in the curriculum.
c) She must have a comprehensive knowledge of four disciplines of science
in the curriculum.
d) She must have a comprehensive knowledge of all branches of science.

4. In science, spiral progression means that grade 3 pupils learn simpler contents
than grade four.
a) This statement is correct.
b) This statement is incorrect.
c) This statement is partly correct.
d) This statement is doubtful.

5. Which of the following statements about teaching science in the elementary

grade level for K to 12 is true?
a) Only those who will teach science should learn about the different branches
of science in college.
b) All elementary grade teachers should be equipped with contents and
processes of science.
c) Learning what to teach and not how to teach science is a universal principle.
d) None of the above

REFERENCES:
Bilbao, Purita P.,et.al. (2019). Teaching Science in the Elementary Grades. Lorimar
Publishing, Inc.