Republic of the Philippines

State Universities and Colleges

NORTHERN ILOILO POLYTECNIC STATE COLLEGE
AJUY CAMPUS
Ajuy, Iloilo Reg. No. 57Q12981

‘Your College, Your Future’

Module 2A
CONTENTS OF ELEMENTARY SCIENCE IN A SPIRAL PROGRESSION
Lesson Outcomes:
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.
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 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.

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
Intercations)
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 these are given titles
that are understandable by the learners from Grade 3 to Grade 6 and even up to Grade 10.

The four quadrants represents the total coverages od Science in the Elementary level. As noted, there
is a continuous flow of topics in every quadrant. This implies integration, interdisciplinary and multidisciplinary
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 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 od science such as content abd
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.
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 form 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

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

Major Area: Living Things and Their Environment

The next major topic is Biology which 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
their  Animals
Environment  Plants
Traits Passed on from Parents
 Humans
 Animals
 Plants
Interaction of Living Things with the Environment
 Basic needs
 Feeding relationships
Grade 4 Parts and Functions
 Humans
- Major organs of the body
Living Things and - Caring for the major organs
their - Diseases that affect the major organs
Environment  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
- Stages of Growth
Living Things and - Parts of the Reproductive system
their - Development of secondary sex characteristics
Environment - 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
 Crustacean (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
 Plants
- Flowering plants (rice/corn,pechay,mongo)
- Non-flowering plants (conebearing,ferns,liverworsts)
Interactions among Living Things
 Grade 6 Parts and Functions
 Human Body System
Living Things and - Musculoskeletal
Their - Digestive system
Environment - 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
- Parts 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
- 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 thy 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 observation 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 things: Human, Animals, and
Plants
4. The chemistry component of
Elementary Science revolve around
Matter that progressively advance in
 complexity from 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 in science for the elementary
grades?
Evaluate
Test your understanding about the science framework form 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 include
A. Chemistry and Biology C. Chemistry, Biology, Physics and Earth Science
B. Chemistry, Biology and Physics D. None of the A,B,C,D.
2. As the contents of science progress is a spiral, the difficulty of topics
A. Decreases C. maintains
B. Increases 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 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 C. This statement is partly true
B. This statement is false 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

Republic of the Philippines

 State Universities and Colleges
NORTHERN ILOILO POLYTECNIC STATE COLLEGE
AJUY CAMPUS
Ajuy, Iloilo Reg. No. 57Q12981

‘Your College, Your Future’

Module 2B
THE TEACHING OF SCIENCE IN ELEMENTARY GRADES

Lesson Outcomes:
1. Demonstrate the different skills in process approach (AAAs) 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 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 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 order thinking skills.
Basic Science Process
Skills
The simpler basic process skills provide the foundation for science learning.
As future teachers, you have to see 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 object or objects into categories based on the properties of 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 described an action object or event. This
process is dependent on what was observed, or classifies. Communicating can be done in either
oral or written form. It is describing what has been observed in either qualitative or quantitative
ways. Examples: (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. Examples: (1) using a
“dangaw” (non-standard to measure the side of the table. (2) Using a mater stick (standard) to
measure the length of a piece of 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 observation. Example: (1)
Observing that many trees have fallen, one can infer that a strong wind must have knock 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 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 happened 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 leaves greener. (2) If
the water is salty, then the paper boat will not float.
2. Controlling variables – being able to identify variables that can effect 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 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 an experimenting where the hypothesis is proven to
be true or not, thus a conclusion is arrived at.
5. Interpreting data – A data is an 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.
Accurate recording data is very important before an interpretation is 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 the 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 explanation 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

 E-engage – the hook. Motivation, trigger questions
 E-explore – science activities of learners as guided by teacher
 E-explain – Learners provide explanation of what they have done
 E-elaborate – Further explanation is made
 E-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 question
 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 – Described 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 sees, 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 lesson.
Elaborate
 You will see varied approaches utilized in this succeeding parts of this material. Lesson examples are
presented in various ways, so that when you go though 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 you answer is YES, explain, why yes. If No,
justify your answer. Write in 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 science? 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 include always, asking questions? Yes_______________.
No_______________ Why? _____________________
8. Does science learning on the lower grade also lead to discovery? Yes_______________.
No_______________ Why? _____________________
9. Will learning the content and processes of science make you prepared teachers in the futures?
Yes_______________. No_______________ Why? _____________________
10. Do you like to teach learners elementary science? Yes_______________. No_______________ Why?
_____________________

Reference:
Bilbao, P., et. al. (2019) Teaching Science in the Elementary Grades. Quezon City: Lorimar Publishing Co., Inc.