Tertiary Education Department

Prepared by: Mrs. Joyce Estrella C. Punay

D - S – P – A - C DESIGN
Module
for

EE105- Teaching Science in the Elementary Grades

Vol.1: Chemistry & Biology
School Year 2020-2021

Name: __________________________________ Grade: _____________

Date Started:______________________ Date Submitted:_____________

1
Introduction:
Welcome to the world of Science! This module is designed especially for
you. It contains topics which are aligned to the K to 12 Curriculum. Teaching Science in
the Elementary Grades is aligned with the Philippine Professional Standards for
Teachers (PPST), the standards of quality teaching in the Philippines. It is also aligned
to the current trends in education such as constructivist, integrative, collaborative,
inquiry-based, brain-based and reflective teaching-learning.

Subject Description:
The course includes understanding of spiraling basic science concepts and
application of science inquiry in Chemistry and Biology, and the use of teaching
strategies in elementary science, development in instructional materials and assessment.
Content topics in Chemistry include Properties and Structure of Matter undergo. In
Biology, content topics include Parts and Functions of Plants and Animals, Heredity:
Inheritance and Variation, Biodiversity and Evolution and Ecosystems.

General Guidelines:
1) Attendance is strictly checked each class time.
3) Wear decent or modest attire during classes hours especially in the zoom meeting.
4) Be honest and submit your done activities in the given time/date.
5) Show respect at all times to everybody.
6) Consult your teacher if you have problems with your lesson/s through personalized
text message or call.
Consultation Time: 5:00-6:00 P.M- Wed. & Thursday
7) Submission & presentation of out puts:
a. Compilation of own written lesson plans with various strategies, activities
and, classroom management techniques, and assessment.
b. Virtual practice teaching

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 Table of Contents
Module 1
Introduction: Teaching Science in the Elementary
Grades: An Overview
Lesson 1. The Science Framework in K- 12
Lesson 2. Contents of Elementary Science in a Spiral Progress
Lesson 3. The Teaching of Science in the Elementary Grades

Part 1: Chemistry (Matter)

Module 2- Properties of Matter
Lesson 1: Solid, Liquid, and Gas (Grade 3)
Lesson 2: Grouping Materials Based on Properties (Grade 4)
Lesson 3: Physical and Chemical Properties of Matter: Useful and Harmful
Materials (Grade 5)
Lesson 4: Mixtures and Their Characteristics (Grade 6)

Module 3- Changes that Materials Undergo

Lesson 1: Changes That Materials Undergo (Grade3)
Lesson 2: Changes that Undergo: Useful and Harmful (Grade 4)
Lesson 3: Changes that Undergo due to Oxygen and Heat (Grade 5)
Lesson 4: Separating Mixtures (Grade 6)

Part 2: Biology (Living Things and Their Environment)

Module 4- Parts and Functions of Human Being
Lesson 1: Human Sense Organs (Grade 3)
Lesson 2: Human Major Body Organs (Grade 4)
Lesson 3: Male and Female Reproductive System (Grade 5)
Lesson 4: The Human Organ System at Work (Grade 6)

Module 5- Heredity, Inheritance and Variations

Lesson 1: Living Things Reproduce (Grade 3)
Lesson 2: Life Cycles of Human, Animals and Plants (Grade 4)
Lesson 3: Reproduction among Flowering Plants (Grade 5)
Lesson 4: Reproduction in Non-Flowering Plants (Grades 6)

Module 6- Biodiversity and Evolution

Lesson 1: Animals and Plants:
Parts, Functions and Importance to Human (Grade 3)
Lesson 2: Plants and Animals and their Habitats (Grade 4)
Lesson 3: Reproductive Structures of Animals and Plants (Grade5)
Lesson 4: Common Characteristics of Animals and Plants for Classification
(Grade 6)

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Module 7- Ecosystem
Lesson 1: Living Things Depend on Their Environment for Basic Needs
(Grade3)
Lesson 2: Beneficial and Harmful Interactions Among Living Things (Grade 4)
Lesson 3: Interactions in Estuaries and Intertidal Zones (Grade 5)
Lesson 4: Interactions Among Living Things in Coral Reefs and Tropical
Rainforest (Grade6)

Module 8- Lesson Plan Exemplars in Elementary Science

Lesson 1: Lesson Plan in Science 3 Characteristics in Solid
Lesson 2: Lesson Plan in Science 4 Materials That Absorbs Water
Lesson 3: Lesson Plan in Science 5 Changes that Materials Undergo
Lesson 4: Lesson Plan in Science 6 Homogenous and Heterogenous Mixture

Module 9- Lesson Plan in Biology (Grade 3 to Grade 6)

Lesson 1: Lesson Plan in Science 3 Parts and Functions of the Eye
Lesson 2: Lesson Plan in Science 4 Parts and Functions of the Major Organs of
Human Body
Lesson 3: Lesson Plan in Science 5 Parts and Functions of Female Reproductive
System
Lesson 4: Lesson Plan in Science 6 Function of the Major Parts of the Digestive
System

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 `1

EE105- Teaching Science in the Elementary Grades

Vol.1: Chemistry & Biology

Prepared by: Mrs. Joyce Estrella C. Punay

D-S–P–A-C DESIGN

Module 1: Introduction: Teaching Science in the Elementary

Grades: An Overview

Contents: -The Science Framework in K- 12

-Contents of Elementary Science in a Spiral Progress
-The Teaching of Science in the Elementary Grades

Name: ___________________________________ Grade: ______________

Date Started:_______________________ Date Submitted:_____________

5
 Good afternoon, Class! God is good… all the time! ....

Welcome future elementary teachers!

It’s another semester for you to face other challenges on how to
become successful teachers. Only determined students to finish their course will be
successful by God’s grace. Especially there are struggles in this new normal classes,
the internet connection, mobile load and games, atmosphere, time management, and
more… will hinder our studies but dependence on God can make all things possible.

❖ Learning Outcomes: This week, we are going to:

-describe the Science Framework in the K to 12.
-identify the contents of science in spiral arrangement.
-identify the appropriate pedagogy (processes) to use for science content in the
elementary level.

D- DEVOTIONAL

But let’s have to start our class with God by pondering his words
found in John 14:6,7
“Jesus told him, “I am the way, the truth, and the life. No one
can come to the Father except through me. If you have known
who I am, then you would have known who my Father is. From now on you know
him and have seen him.”

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 God’s Vine
*Jesus maintained a connection with His heavenly Father and that He offers the
same connection to us.
*During the Passover feast- Jesus & His disciples ate bread & drank wine “in
remembrance of Him.”
*John 15:1- Father – is the gardener; Israel is the vineyard of the Lord
*Isaiah & Jeremiah called the Messiah a Branch out of the roots of David’s family in
Israel.
*Jesus was training his disciples to look upward and cling to God instead of to earthly
things. He wants to stay connected to him. He is the vine & we are the branches. He
wants us to grow into a relationship with Him. Without Him we cannot overcome
temptation.
*Jesus didn’t think of physical agony but He would soon to be cut off from His Father
by all sins on earth w/in 33 years on earth He maintained His connection w/ his
Father through constant prayer & dependence on His Father for everything.
*”You must love the Lord your God with all your heart, all your soul, and all your
mind… Love your neighbour as yourself.”
*Jesus maintained relationship with His Father- He depended on his Father’s Power;
maintained constant connection to His Father through prayer; reflected His
Father’s character
*Jesus the Vine is rooted in His Father’s love. He is our connection to God. We are the
branches that bear fruit. Similarly, to the way the trellis supports the vine, the branches,
and the fruit, God supports all.

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 Devotional Questions

Answer these in 2-3 sentences only.

1. What do you think is the connection of the verses in John 14:6,7

Jesus told him, “I am the way, the truth, and the life…” in our story about God’s
vine? (5 points)

2. What is your reflection in God’s message you’ve learned today? (5points)

❖ Process Questions

Multiple Choice- Choose the letter of the correct answer.

____1. Vine: Jesus; Branches: _____
a. God’s followers b. God the Father c. Holy Spirit d. Holy Angels
____2. What did the disciples learn about “to obey”?
a. To follow all the rules of the Pharisees
b. To preach the gospel to all the world
c. To follow the ten commandments
d. To love God with all your heart, soul, & mind
____3. All of these things were what Jesus did to maintain a relationship with His
Father, except one. Which one?
a. He depended with His Father’s power.
b. He reflected His Father’s character.
c. He had constant connection to His Father through prayer.
d. He cried on the cross with agony.
____ 4. As Jesus’ death drawing near, He felt a terrible pain of the thing would happen
with deep agony. What kind of pain this means?
a. He thought of the physical pain that caused His agony.
b. Satan was trying to tempt Him to go back to His Father.
c. He thought of His unbelieving disciples even He showed great miracles.
d. He knew that He would be cut off from His Father because of all the sins
of the earth.
____ 5. How can we overcome temptations?
a. By helping those who are in need
b. By growing into relationship with God
c. By praying & obeying the ten commandments
d. By spreading the gospel to the people around us

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S-START OFF
❖ Pre-Assessment

Let us see if you can answer these questions from your stored knowledge.
Choose the correct answer from the options given.

1. Science is 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 and integrated
c. Advocated in the theories that support science learning
d. Acceptable based on the science framework
2. Creative, critical thinker, innovative, informed decision maker. These are the
characteristics of
a. Pure and applied science c. Digital Motives
b. Science and Technology Literates d. None of the A, B, C
3. Science in the elementary level in the K to 12 curriculum includes
a. Chemistry c. Chemistry, Biology and Physics
b. Chemistry, Biology, Physics, and Earth Science d. None of the A, B, C

❖ Most Essential Questions:

1. How do you describe the science framework in the K to 12?

2. What are the contents of science in Grade 3 to 6 in a spiral progression?
3. How do the contents or subject matter of science progresses in complexity from
grade level to another.
4. What are the strategies and teaching methods appropriate in elementary science?

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❖ Connect

Our life is anchored on Science. By the time we are born in this world, we
interact with science. In schools, science in early years (K to 12) is incorporated in
other subject areas to develop Healthy Habits, Curiosity about Self and
Environment, Use of Basic Process Skills and Develop Basic Scientific Knowledge
or Concepts. In the upper grade levels from Grade 3 to grade 6, Science as a learning
area include essential skills in Scientific Inquiry to include Designing Simple
Investigations, Using Appropriate Procedures and Tools to gather evidence, observe
patterns, determine relationship, draw conclusion and communicate 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 resolve 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.
All Modules are basically anchored on the K to 12 Curricula of the Department
of Education.

P- PURSUE

❖ Content
These are big ideas for you to follow in order to learn our topics this week.
* The Science Framework in the K to 12- This lesson will engage you to all these as the
Science Framework from Kindergarten to Grade 6 and beyond.
* Contents in a Spiral Progression- It’s a spiral curriculum design which key concepts
are presented repeatedly throughout the curriculum but with deepening layers of
complexity.
* The Teaching of Science in the Elementary Grades- It’s the most interesting tasks of
an elementary teacher. With the science contents that you know, how will you teach
these to children in the elementary level?

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 Lesson 1 The Science Framework in the K to 12

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 skill and embrace science attitudes and values in life.

Explore
The Science Framework in the K to 12
Science as a whole, as provided by the national framework of the DepEd
responds to the 21st Century Literacy which is the Science and Technological 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.

Based 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. Multi-disciplinary 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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 2. Science- Technology Society (STS) Approach – One way to appreciate science is to
link it with technology and how it influenced people, and their ways of life.
3. Problem/Issue Based Learning- Making one of the identified problem or issues
surrounding the environment will give more meaning in learning science.
4. Inquiry-based approach- The basic principle of inquiry-based approach the
learner’s take ownership of a problem or a need and 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/
Writing and Kinesthetic learners who respond to different kinds of learning. There
are also many other types of learning style.
These means that to teach science for learners to learn, a future teacher like you, will use
the above theories, principle and models in teaching.

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Explain

Science and Technology 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

acquisition of knowledge (ideas, concepts, generalizations, 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, generalizations, and theories should be understood and used in the daily
lives.
Performing Scientific Inquiry Skills. Other than understanding and applying
science 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 the
scientific investigations and 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 the scientists
in order to answer mind boggling questions.

Developing and Demonstrating Scientific Attitudes and Values. The

development and the 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.

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 consist 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 certain. Knowledge,

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 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 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 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. (Intellectually 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 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 the science inquiry.
Student’s 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.

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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 grades. 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 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 their
knowledge as they attempt to solve the problem. PBL is a student-centered
approach to learning that encourages students to be self-directed, interdependent
and independent as they attempt to solve the set 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 their experiences and
and reflecting 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 constructivism, there is a continuous asking of
questions, exploration and assessment. In the teaching-learning it means
encouraging to use active learning as experimenting and real world problem
solving to create more knowledge. Discussing about what the students are doing
themselves, will allow them to realize that their understanding may also be
changing, thus constructing their own knowledge.

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 6. Social Cognition Learning Model has bean introduced by Lev Vygotsky where he
asserts that culture is the primary factor of individual development. First through
culture, children acquire most of the content of their thinking which is their
knowledge and second, the surrounding culture provides the learners the means
of 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 problem 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 and one’s previous knowledge. Individualized
teaching and learning or differentiated instructions are likewise anchored on
learning styles of learners. The most accepted understandings 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 new 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 prefer to touch, move or manipulate. They learn
best through hands on-activities, practicum and other similar activities.

C. Characteristics of a Scientific and Technologically Literate Persons

If learners are to model, theories, and practices that are 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 innovative something simple for humanity. They will become
scientists and inventors of the future.

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 • Informed decision maker. As the 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, written or oral, from their fund of
knowledge, results of inquiry, investigations, and many more, there is a need for
science learners to share 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 endeavor 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 the solid ground for science in the
elementary level is anchored. Now let’s check what you have learned.

Let’s find out!

A. 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 given opinion.

1. Science is 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 and integrated
c. Advocated in the theories that support science learning
d. Acceptable based on the science framework
2. Creative, critical thinker, innovative, informed decision maker. These are the
characteristics of
a. Pure and applied science c. Digital Motives
b. Science and Technology Literates d. None of the A, B, C

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 Lesson 2 Contents of Elementary Science in a Spiral
Progression

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 4 to 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 with deepening layers of complexity.” The
learner tries to spiral upwards learning as the new knowledge is introduced as well as the
new process 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.

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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)

The subject area contents are not labelled by the major science discipline, instead
there are given titles that are understandable by the learners from Grade 3 to Grade 6 and
even up to Grade 10.

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, interdisciplinarity and multi-disciplinarity of Science.

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 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 quarters 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 & Space Earth & Space Earth & Space Earth & 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 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.
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.

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21
22
 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 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.

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

Evaluate

Test your understanding about the Science Framework from Grades 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 include
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 progress in a spiral, the difficulty of topics
A. Decreases b. increases c. maintains d. 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 at least one discipline of science in
the curriculum.
B. Must have a comprehensive knowledge of at least two disciplines of science
in the curriculum.
C. Must have comprehensive knowledge of the four disciplines in the
curriculum.
D. Must have comprehensive knowledge of all branches of science.

Lesson 3 The Teaching of Science in the Elementary Grades

Engage

As what it is said in the above content that the teaching of Science is the most interesting
tasks of an elementary teacher. With the science contents that you know, how will you
teach these to 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.

24
 Explore
Teaching Science in 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 processes
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 thinking skills.

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Basic Science Process Skills
The simpler basic process skills provide the foundation for science learning.
As future teachers, 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 skill will make science learning more meaningful and enjoyable.

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