[Teaching Science in Elementary Grade:Physics, Earth and space ]

Republic of the Philippines

Bato Institute of Science and Technology
Dolho, Bato, Leyte
ABSTRACTION
Date: September 20-29, 2023
Subject: SCI 2
Course/Year/Section: BEED 2 a,b,c &d The qualities of effective teacher
Instructor: Marife S. Lagurin-Estilloro, LPT  Patience: Young students may have varying levels
of understanding and may require extra time to

UNIT 3-5: grasp concepts. Patience is essential in helping

them learn at their own pace.

 The Qualities of Effective  Enthusiasm: An energetic and enthusiastic approach

teacher to teaching can engage young learners and make
 Objective of Science the classroom a fun and exciting place to be.
Instruction
 Interactive Elements in  Adaptability: Elementary students have diverse
Teaching Science in Elementary learning styles and needs. Being adaptable in
Grade your teaching methods ensures that all students
 Five Es’ Model and Seven Es’ have the opportunity to learn effectively.
in Planning Science Lessons
 Detailed Lesson Plan in  Creativity: Elementary education often involves
teaching Science in Elementary using creative teaching techniques and activities
Grade (BIST Format) to make learning enjoyable and memorable.

 Warmth and Approachability: Building a trusting

LEARNING OUTCOMES and caring relationship with young students
creates a safe and comfortable learning
At the end of the module, the students must have:
environment.
 Demonstrated the qualities of effective teacher
 Designed an objective that adheres the 3  Effective Classroom Management: Maintaining
domains in learning (Cognitive, Affective and order and structure in the classroom is crucial for
Psychomotor)
creating an environment where students can focus
 Created an interactive activity in teaching
and learn.
science
 Differentiated the 5 Es’ and 7 Es’ Model in  Clear Communication: Using simple and age-
planning science lesson appropriate language to explain concepts is
 Constructed a Detailed Lesson Plan in Science important. Effective communication helps
(Physics, Earth and Space)
students understand and engage with the material.

Perform  Empathy: Understanding the emotions and needs of

young children and being empathetic to their

procedure in experiences can help create a positive classroom

atmosphere.

making an  Use of Visuals and Props: Incorporating visual aids,

props, and hands-on activities can enhance
understanding and engagement among
Article/Product elementary students.

made
 Flexibility: Being able to adjust lesson plans on the
fly based on students' needs and interests can
make teaching more effective.

of coconut  Positive Reinforcement: Encouraging and praising

students for their efforts and achievements can

shell boost their self-esteem and motivation.

 Interest in Child Development: Understanding the

Compares developmental stages of children and tailoring

Page 1
 [Teaching Science in Elementary Grade:Physics, Earth and space ]

your teaching approach accordingly is crucial in  As the children continue to inquire about their
elementary education. surroundings they develop adeptness in finding
answers in a systematic and methodical way.
 Collaboration: Working closely with parents, First they define the problem, formulate
colleagues, and support staff to address hypothesis, test the hypothesis by conducting an
individual student needs and create a strong investigation or an experiment, analyze and
support system for students. interpret data, formulate conclusion.
 Adherence to Curriculum: Ensuring that your 3. Understanding and applying scientific knowledge
teaching aligns with the curriculum and learning
objectives set by the school and education  Knowledge and science facts, concepts and
authorities. generalizations must be applied in real life. They
must be used in explaining why events happen, in
 Safety Awareness: Being vigilant about the safety finding solutions to daily problems met and in
and well-being of young students both in and out arriving at concluding statements. Otherwise they
of the classroom. will only be memorized and easily forgotten.

Objective of Science Instruction

The prominent goals of science teaching for the
lower grade revolves around values and attitudes that are Translating goals into instructional Objectives
easily developed at a young age. Likewise the ability of
 Goals are stated general objectives that science
young people to employ scientific ways of satisfying
instruction should pursue while objective are more
their own curiosities and inquiries should be a
specific , aimed at developing skills and values and
paramount goal which they carry up to adulthood.
acquiring knowledge that they need. They are
Imbibed with science values they will be knowledge-
defined for every science lesson in terms of desired
driven and science-minded throughout their lives.
outcomes.
The Goals of science teaching (Scientific and
 In education and goal setting, SMARTER is an
Technological literacy) should serve as guide in
acronym used to create clear and effective learning
preparing science lessons and activities. Science
objectives or goals. Each letter in SMARTER
Teaching aims to help learners:
represents a different characteristic that a well-
1. Develop and demonstrate scientific attitude and values defined objective should possess. Here's what
SMARTER stands for:
 Attitude stands for one’s frame of mind. It is an
individual's point of view or perspective. As the  Specific: The objective should be clear and
young undergo instructions in the science through specific, leaving no room for ambiguity. It
a variety of teaching methodologies, they develop should answer the questions: What do you
an inquiring and analytic mind. As they grow want to achieve? Why is it important? Who is
they exhibit critical thinking abilities. Some of involved? Where will it take place? What are
the positive attitude are those that describe their: the constraints?
a) manner of thinking such as open-mindedness
 Measurable: There should be a way to measure
and critical-mindedness, b) way of reacting, such
and track progress toward the objective. This
as curiosity and objectivity, and c) ways of doing
involves defining concrete criteria and using
things such as creativity and persistence.
quantifiable terms such as numbers,
 Values refers to morality and ethical standards. percentages, or specific assessment methods.
Schooled in scientific methodologies, the
 Achievable/Attainable: The objective should
students develop the following qualities: a) work
be realistic and attainable. It should challenge
values like sense of responsibility, perseverance
the individual but still be within their capacity
and persistence, b) dealing with others like
to achieve with effort and resources. It should
sincerity, honesty and loyalty and c) sharing with
not be too easy or too difficult.
others like helpfulness, industry and humility.
 Relevant: The objective should be relevant to
2. Demonstrating Science inquiry skills
the broader goals or mission. It should align

Page 2
 [Teaching Science in Elementary Grade:Physics, Earth and space ]

with the individual's or organization's overall

purpose and be worth pursuing.

 Time-bound: Set a clear deadline or time frame

for achieving the objective. This helps create a
sense of urgency and ensures that progress is
being monitored within a specific time frame.

 Evaluated: This additional "E" in SMARTER

emphasizes the importance of regularly
evaluating progress toward the objective. It
involves periodic assessments and adjustments
as needed to stay on track.
B. Affective Domain - is concerned
 Reviewed: The final "R" in SMARTER with emotions, attitudes, values,
suggests that objectives should be periodically and the development of social and
reviewed and refined to ensure they remain emotional skills. David
aligned with changing circumstances and Krathwohl, along with Benjamin
goals. Bloom, developed a taxonomy for
the affective domain, which
In educational contexts, using SMARTER objectives categorizes objectives related to
helps educators and learners create clear and focused emotions, attitudes, and values. It
goals for learning outcomes. These objectives guide the includes categories such as
it easier to assess whether the objectives have been met. receiving, responding, valuing,
organizing, and characterizing.
Domains of Learning

In education, there are three primary domains of

learning, each focusing on different aspects of learning
and development: Cognitive, Affective, and
Psychomotor.

A. Cognitive Domain - relates to intellectual activities

and the development of
mental skills. It involves
thinking, understanding,
and problem-solving.
Benjamin Bloom: Bloom's
Taxonomy is one of the
most famous frameworks
in the cognitive domain. It
categorizes cognitive skills
into a hierarchy, starting
from basic knowledge and
progressing to higher-
order thinking skills such
as analysis, synthesis, and evaluation.
C. Psychomotor Domain - involves physical and motor
skills development. It
encompasses actions,
movements, and the
coordination of physical
abilities. R.H. Dave's
Taxonomy of Psychomotor
Domain provides a
framework for classifying
physical skills and abilities
into categories such as

Page 3
 [Teaching Science in Elementary Grade:Physics, Earth and space ]

imitation, manipulation, precision, articulation, and  Science Games: Integrate science-themed games or
naturalization. quizzes into lessons to make learning fun. Games
can reinforce concepts and engage students in
friendly competition.

 Group Projects: Assign group projects where

students work together to research and present on a
scientific topic. This encourages collaboration and
communication skills.

 Science Journals: Have students maintain science

journals where they record observations,
hypotheses, and experiment results. This promotes
critical thinking and scientific documentation.

 Guest Speakers: Invite scientists or experts to speak

to the class or conduct workshops. This exposes
students to real-world applications of science. This
could be a co-teacher, scientist, chemist, or experts.

 Question and Answer Sessions: Encourage students

to ask questions about the topics being discussed.
Foster a culture of curiosity and inquiry.
These three domains, cognitive, affective, and
psychomotor, offer a comprehensive framework for  Interactive Whiteboards: Use interactive
educators to design and assess learning objectives and whiteboards or smart boards to display diagrams,
outcomes that address various aspects of a student's videos, and simulations. Students can interact with
development, including thinking skills, emotional these visuals, enhancing understanding.
growth, and physical abilities.
 Science Fairs: Organize science fairs where students
Interactive Elements in Teaching Science can showcase their own experiments and research
in Elementary Grade projects. This promotes creativity and independent
Teaching science in elementary grades can be inquiry.
made more engaging and effective by incorporating
interactive elements into the lessons. Here are some  Storytelling: Create narratives or stories that involve
interactive strategies and elements you can use: scientific concepts. This makes learning more
relatable and memorable.
 Hands-on Experiments: Conduct simple
experiments that allow students to observe and  Role-Playing: Have students act out scientific
explore scientific concepts firsthand. For example, processes or historical scientific discoveries. This
growing plants, creating chemical reactions, or adds an element of drama and engagement.
testing the properties of materials.  Peer Teaching: Encourage students to teach each
 Science Demonstrations: Perform exciting science other about specific scientific topics. This reinforces
demonstrations that capture students' attention and their understanding and allows them to learn from
curiosity. This could involve erupting volcanoes, peers.
making homemade slime, or creating mini rockets. Remember to align these interactive elements with
 Outdoor Exploration: Take students outside for specific learning objectives and curriculum standards.
nature walks or field trips to explore the natural By making science come alive through interactive and
world. This hands-on experience helps them hands-on experiences, you can inspire a lifelong love of
connect classroom learning to the real world. learning in your elementary students

 Use of Technology: Incorporate educational apps,

simulations, or virtual labs to explore scientific
concepts digitally. Interactive software can make
abstract ideas more tangible.

Page 4
 [Teaching Science in Elementary Grade:Physics, Earth and space ]

Five Es’ Model and Seven Es’ in Planning a good opportunity to deal with students
Science Lessons misconceptions or test material that you have visited
The 5E and 7E models are instructional previously that is needed to understand the lesson.
frameworks commonly used in planning science lessons So for example in a Science lesson, where a student
to promote engagement, understanding, and retention of might be investigating whether light is needed for
scientific concepts. photosynthesis I would test knowledge of
photosynthesis, respiration and the starch test as part
I. 5E Model: The 5E model consists of five phases, of my quick quiz.
each beginning with the letter "E," which guide the  The next stage is the “Engage” stage. In this stage
sequence of a science lesson: you want to engage interest and curiosity, raise “The
BIG questions” and introduce new learning through
 Engage: In this phase, the teacher captures students'
teacher explanation modelling. Following on from
interest and curiosity about the topic. This can be
the example above I might ask. “Do plants need light
done through a question, demonstration, or an
to make food?” I might give them a brief
intriguing activity that piques their curiosity and
explanation or some information about
makes them want to learn more.
photosynthesis to help them make a prediction OR to
 Explore: During this phase, students actively support the explore stage.
explore the concept or topic. They may conduct  During the “Explore” stage, pupils should be given
hands-on experiments, gather data, or make opportunities to work together following the initial
observations. This phase encourages students to teacher input to solve/explore problems, building
investigate and ask questions. concepts through firsthand experience. (This stage is
independent of you, their teacher but may involve
 Explain: In the explanation phase, the teacher scaffolds depending on the complexity of the task).
provides explanations and information to help As the teacher, you should set up the task, but then
students understand the scientific concepts being become the facilitator, helping students by asking
studied. This can include lectures, discussions, or questions and observing. Again referring to the
multimedia presentations.

 Elaborate: This phase extends students'

understanding by having them apply their
knowledge. Students may work on more complex
activities, projects, or experiments that build upon
science example above pupils would then undertake
what they've learned.
some practical investigative work to answer the big
 Evaluate: The final phase assesses students' question. NB Depending on the group and to reduce
understanding and learning outcomes. It includes cognitive load I might break up the practical
assessments, quizzes, discussions, or other methods guidance into several steps.
to determine if students have achieved the lesson  Following the explore stage I would next go onto the
objectives. “Explain” stage of the lesson. During this stage I
would use what students had discovered to help
II. 7E Model: The 7 Es stand for the following. Elicit, them build the concept/knowledge further. This
Engage, Explore, Explain, Elaborate, Extend and would involved checking and asking questions.
Evaluate. The following explanation is my take on Using their knowledge gained from experience to
the 7Es that has been develop the concepts
adapted from the BSCS 5E further. So again, using
Engage, explore, explain, the science example
elaborate, evaluate. above, the teacher would
draw out the findings
 In most cases you will start
from the experiment and
with the “Elicit”. Here you
ask students to compare
can find out what the
to predictions. Using deep
students know (prior
questioning and also
knowledge). This can be
explanation/modelling the
done in a variety of ways,
teacher builds the
such as “Quick Quizzes,
scientific explanation.
MCQs, Post-it notes, mini
 The next stage is the
whiteboards etc. This is also
stage that will be KEY in
Page 5
 [Teaching Science in Elementary Grade:Physics, Earth and space ]

assessing their progress, knowledge and

understanding. This stage is “Elaborate” Students
may work independently during this stage to
demonstrate learning. This is where students
formalise and apply their learning. At this stage the
scaffolds are removed. Stud ents would be involved
in independent practice. Using the example above
the students would answer the big question. Does a
plant need light to make food? Explain why using
your evidence and scientific knowledge.
 Evaluate: Both process as well as product of student
learning are examined through this phase. The
teacher uses rubrics, checklist, observation sheets,
self-assessment, peer-assessment, writing
assignments, and other formative as well as
summative evaluation techniques to guide students
learning. The teacher assesses if the students‟ have
attained an understanding of concepts or not. In this
model evaluation is an ongoing diagnostic process
which goes beyond testing correct answers only for
passing a grade.
 In some cases you may require an additional
“Extend” stage to challenge all learners. In this
stage you are encouraging the students to apply or
extend the concepts and skills in new situations.
Students make connections not just in the
subject/ideas studied but also beyond it. They are
able to apply id eas/generalise and transfer
principles. This might involve students explaining
how they might test if chlorophyll was needed got
photosynthesis or interpreting data from other
similar experiments.

While it is expected that evaluation will continue

throughout the process, the evaluate section is the
section where you the teacher evaluate the learning that
has occurred. This might involve peer/self assessment or
marking. It might involve questioning or quick low stage Note: Sample lesson plan can be found in the second
quizzing to establish understanding of the concepts. This document
should also include self-reflection and evaluation from the
student.

Detailed Lesson Plan in teaching Science LEARNING TASK

in Elementary Grade (BIST Format)
Detailed Lesson Plan - is a teacher's “rodmap” A. Directions: Write your answers in a long bond paper.
for a lesson. It contains a detailed description of the steps Creativity and cleanliness of the output is a plus point.
a teacher will take to teach a particular topic. Write your answer in cursive.

1. Rate yourself from following qualities of an effective

teacher by putting a check on the sca le that you
posses.

Qualities of a Teacher 1 2 3 4 5

1. Patience

2. Enthusiam

Page 6
 [Teaching Science in Elementary Grade:Physics, Earth and space ]

3. Use of technology (multi- C. Make an infographics of 2 examples (specific) of an

media) engaging science activity that you can use as an
interactive element in teaching science. Give a
4. Creativity description, mechanics and rubrics if applicable.
5. Communication Skills (English) Ex.

6. Classroom Management D. Compare and contrast the 5Es and 7Es’ Model in
teaching science using a vein diagram.
7. Ability to collaborate
Deadline: Friday, September 29, 2023
2. Based on the result above, which top 3 qualities do
you posses? Which 3 qualities do you still need to
develop and learn?

3. Based on your answer in # 2, write a reflection in 5

sentences. Exess sentence is a minus point.

B. Think of one topic in science that is either in Physics,

Earth or Space and use it to make an objective in
different levels (from lower order to higher order) under
the Cognitive domains. Follow the format below.

Cognitive Objective
Domain

Remembering Example: Identifies the planets in our

solar system.

Understanding Example:Explains the importance of

the sun in the solar system.

Applying Example:Constructs a scale model of

our solar system.

Analysing Example:Examines the relevance of

the size and distance of the Earth
from the sun.

Evaluating Example:Assesses the planets’

potential to support life

Creating Example:Generates an idea on how to

survive in planet Mars.

Page 7