NORTH CENTRAL MINDANAO COLLEGE

Maranding, Lala, Lanao del Norte

Course 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 of instructional materials and assessment. Content topics in
Chemistry include Properties and Structure of Matter and Changes that Matter Undergo. In
Biology, Content topics include Parts and Function of Animals and Plants. Heredity;
Inheritance and Variation, Biodiversity and Evolution and Ecosystem.
Credit Units: 3

Course Outcomes
A. Apply, evaluate and reflect on a range of elementary science methods;
B. Evaluate and select appropriate resources to assist in designing, implementing, and
assessing elementary science lesson;
C. Design and implement developmentally appropriate science lessons;
D. Engage students in building understanding of science concepts
E. Use science content knowledge to plan, teach, assess, and reflects on science
methods, ideas, and materials using the National Science Education Standards as a
guide
F. Experience science as a form of inquiry through which one makes sense of the natural
world, demonstrate knowledge of the nature of Science and of the integrated nature
of the science ( biological, physical and earth science) as appropriate for the
elementary school curriculum
G. Become familiar with resources materials (written, visual and those available
electronically) and be able to recognize and use appropriate criteria for selecting and
using activities for science and environmental education instruction.
Course Outline

Unit 1. Introduction to the course an Overview

Module 1: Defining Science
Module 2: Planning A Science Curriculum
Module 3. The Constructivist Learning Theory
Unit 2.
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 Module 4: Inquiry-based learning
Module 5: Creating a learning atmosphere
Unit 3.
Module 6: Integrate the curriculum: Integrating Language arts
Module 7: Selecting texts for strategy Teaching with English Language Learners in mind
Module 8: Establishing Cooperative Learning group
Unit 4.
Module 9: Learning Communication skills in Science
Module 10: Use of Technology as a teaching tool
Module 11: Inquiry- learning assessment
Module 12: Kinds of assessments
Unit 5.
Module 13: Sense Organs
Module 14: Animals and plants in the Environment
Module 15: Heredity: Inheritance and Variation
Module 16: Ecosystem and Matter

Course Materials

Textbooks, PDF Files, Modules, Website Links, Laptops/PC

Study Schedule

WEEK TOPICS ACTIVITY

Week 1:
Overview Discussion Forum
Aug. 10 – Aug. 14
Week 2:
Defining Science Essay and Video Output
Aug. 17 – Aug. 21
Week 3:
Planning a Science curriculum Research Output and essay
Aug. 24 – Aug. 28
Week 4:
The Constructivist Learning Theory Multiple Choice Test
Sept. 01 – Sept. 04
Week 5 and beyond will be provided by the lecturer after the first four weeks are done

Course Requirements
Lesson Plan in Science (with Teaching Demonstration if Face-to-face will be allowed)
Grading System
a. Traditional/Objective Assessment (45%)
Attendance – 5%
Quizzes/Essays – 10%
Assignment – 5%
Major Examination – 25%
b. Outcome/Performance Assessment (55%)
Written Report (research, case study, presentation package) – 25%
Exhibits (video recorded output) -15%
Oral Reports -15%
References
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 1. National Science Teacher Association. (2009). National Science Education standards.
Retrieved from http://www.nsta.org/publications/nses.aspx

2. Kendall Hunt Publishing Company. (2014). National Science Education Standards (p.1.)
Retrieved from http://www.mykhscience.com/standards.html

3. Tobin, K.(1997). Preface: Constructivism: A paradigm for the practice of science

education. In K. Tobin (Ed), The practice of constructivism in science education
(pp.15-20). Hillsdale. NJ: Lawrence Erlbaum Associates.

4. National Science Teachers Associations (2014). Common elementary students’ science

misconceptions. Retrieved from
http://www.nsta.org/elementaryschool/connection/201209AppropriateTopicsElement
aryStudentsScience Misconception.pdf.

5. Moving onward with science and health 1. Teachers manual. Dungan-Ramires,

Consteta, et al 1997.pp.56-58

6. Sampson, V., and Clark, D. (2008). Assessment of the ways students generate
arguments in science education: Current perspectives and recommendations for the
future directions. Science Education.
Important Reminders

The student must be able to take and obtain a passing score in quizzes and exams. He/she
must submit all the assessment tasks as well as the final course requirements.

Instructor’s Contact Details

RONIEL B. ESMAR
Facebook name: RONIEL BOYLES ESMAR
roniel.esmar@gmail.com

Dean’s Approval

MARJORIE ANN M. PONGASE

Program Coordinator, COE

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