TEACHING SCIENCE IN THE PRIMARY GRADES

WEEK 3 MODULE 1
Previously, we have studied about the Basic Science Process Skills
and that these skills are fundamental. Take note that Basic Science
Process Skills need to be mastered ahead of the Integrated Science
Process Skills.

Learning Targets
Explain the basic processes that form
foundation for scientific investigation and
the
Review
the
integrated processes that form the met Which Basic Science Process
hod of
actual scientific inquiry
Skills is being practiced and
Create Activity Sheets that enhance learners
' Basic
& Integrated Science Process Skills applied with the use of the
Activity Sheet presented
below?

PROCESS
REVISITING BASIC SCIENCE
-L CHART
SKILLS WITH THE USE OF K-W
used as a
The KWL Chart can be
d to close a
strategy to open up an
L stands for:
lesson. The acronym KW
K - What I KNOW
W- What I WANT TO KNOW
L - What I LEARNED
KWL Chart is a great tool to
practice Basic Science
Process Skills because it
allows your learners to:
recall what they already
know,
classify their thoughts
with the use of the chart,
communicate whether
written or orally with the
help of this chart Retrieved from: https://www.education.com/lesson-plan/what-is-recycling
Retrieved from: Sharon Barnt https://www.pinterest.com/pin/294493263126427373/
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How to Use THE KWL CHART
1. Know - Give each student a KWL Chart or have them draw one on a piece of
paper. Initiate discussion with the students about what they already know
about a new topic of study. Have them write what they know in the K column.

2. Want to Know - Discuss with the students what they want to learn, or have
students talk in pairs. Then, ask students to write down the specific questions
they have about the topic in the W column.

3. Learned - At the end of the lesson, ask students if they found out the
answer to any of their questions in the W column. Share out any “a-ha’s” with
the whole group and have students record a summary of what they learned in
the L column. Retrieved from: http://www.theteachertoolkit.com/index.php/tool/kwl

INTEGRATED SCIENCE PROCESS

SKILLS

FORMULATING HYPOTHESIS

It means a learner is able to state the expected outcome of

an experiment. It is an intelligent guess of what will happen
in an experiment.
Example:
If there is not enough water, the mongo seeds will not grow

CONTROLLING VARIABLES

It means a learner is able to identify variables that can affect the experimental outcomes,
keeping most variables constant while manipulating only the independent variable.
Example:
In the Mongo Seed Experiment, the INDEPENDENT VARIABLE is shown when you are asked
to place one set up to be exposed in the sun while the other inside a bag (away from the
sunlight).

WHAT ARE YOUR CONTROLLED VARIABLES IN THE MONGGO SEED EXPERIMENT?

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 DEFINING OPERATIONALLY

It means a learner is able to make a definition that is specifically

applicable to the activity or how it shall be used or done.
It is not a description that is stated by dictionaries.
Example:
COTTON IS a soft usually white fibrous substance composed of the hairs
surrounding the seeds of various erect freely branching tropical plants
(genus Gossypium) of the mallow family

COTTON is used a soil substitute that will hold the moisture for the
Monggo seeds.

EXPERIMENTING

It is in experimenting that the hypothesis or the intelligent guess is

proven to be true pr not, thus a conclusion is arrived at.

INTERPRETING DATA

A data is an information derived from the results of the experiment. Most often it is in
the terms of quantities or numbers.
Accurate data recording is needed as well as a correct interpretation shall be made to
give meaning to the data.

Example:
According to the data gathered, in Day 5 plants in Set-up A
grew taller than those in Set Up B. Plants in Set Up A
measures (in average) 7.5 cm while those in Set-up B
measures (in average) 5cm

FORMULATING MODELS

Formulating models will develop creativity and innovation. It will enhance higher order
thinking skills too.
Example: Model of the Solar System using paper mache

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Instructions:
1. You will be grouped having 3 members.
TEACHING APPLICATION
2. Guided by the Curriculum Guide, decide on the following: WORKSHEET 1
Grade level, domain, and the learning competency
(learning targets)
3. Create 1 activity that will enhance learners' Basic Science
Process Skills and 1 activity that will enhance learners'
Integrated Science Process Skills.
4. Justify & explain why you think the activities that you
made will be a great tool to improve learners' basic and
integrated process skills IMPORTANT NOTES

You may create your activity sheet in any Office Productivity tools that is convenient for
you. (MS Word, Canva, etc.)
You are allowed to use any font style so long as the sizing is readable and easily
understandable by intended level of learners.
Choose 1 group representative who will submit the task in Google Form.
Examples are shown below.

Grade Level: 3
Domain: Matter
Learning Competency: Classify objects and
materials as solid, liquid, and gas based on
some observable characteristics;
Basic Science Process Skills: Observing,
Classifying, Measuring, Communicating

Grade Level: 3
Domain: Matter
Learning Competency: describe changes in materials
based on the effect of temperature:
4.1 Solid to liquid
4.2 Liquid to solid
4.3 Liquid to gas
Integrated Science Process Skills: Formulating
Hypothesis, Experimenting

Bilbao, P. et al. (2019). Teaching Science in the Primary Grades. Volume 1: Chemistry and Biology. QC: Lorimar.
REFERENCES Sugpatan – Violeta, C. & Ramos, E. G. (2017). The New Science Links. QC: Rex Printing Company
Department of Education. (2016). K to 12 Curriculum Guide SCIENCE (Grade 3 to Grade 10)
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