SHEPHERDVILLE COLLEGE

(FORMERLY JESUS THE LOVING SHEPHERD CHRISTIAN COLLEGE)

Talojongon, Tigaon, Camarines Sur, Philippines
Tel. No. (054) 884-9536
“Excellence in truth in the service of God and Country”

Module

in

Teaching Science in Elementary Grades

(Biology and Chemistry)
Prelims Module

1st Semester A/Y: 2022-2023

Prepared by:

JASON V. COMPETENTE
Instructor

COMPETENCY # 1: THE SCIENCE FRAMEWORK IN THE K TO 12

  Objectives
At the end of the lesson, the students should be able to:
1. explain the nature of science as a subject;
2. discuss the different goals of science teaching.
3. describe the framework relative to each grade level; and
4. justify the importance of Science Framework in teaching science

MOTIVATION

As a teacher, what do you expect to teach in science? What first come to your mind when you are to
teach Science?

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 skills and
embrace science attitudes and values in life.

INTRODUCTION

Over the course of human history, people have developed many interconnected and validated ideas
about the physical, biological, psychological, and social worlds. Those ideas have enabled successive
generations to achieve an increasingly comprehensive and reliable understanding of the human species and its
environment. The means used to develop these ideas are particular ways of observing, thinking,
experimenting, and validating. These ways represent a fundamental aspect of the nature of science and reflect
how science tends to differ from other modes of knowing.

CONTENT

A. Science as a Subject

Nature of Science
A nationwide survey among students from the elementary to the tertiary level gathered one
answer to the question, “What is the most interesting subject in the school curriculum?” – “SCIENCE” is
the spontaneous answer. Science teachers observations during their daily lessons adequately support
this strong and natural preference.

Why is it so? Why do the pupils eagerly await the science period during the day? There are many
attempts to explain such deep feelings for the subject. Here are some of the explanations point to the
nature of science as a subject.
1. Science is defined as organized knowledge, sometimes referred to as empirical knowledge.
Everything it deals with is universally acclaimed as true, tested and in accordance with facts and
evidence. It is devoid of hearsays, biased judgment and unfounded beliefs.

2. Science is a field of systematic inquiry.

Questions and surprises come naturally and are honestly pursued. Children are innately curious
and they instinctively explore, probe and look deeper. Answers are systematically arrived at
through a scientific procedure.
 3. It is a technique, a method and a system.
It includes a way of doing things, following a procedure and searching for information. A science
lesson is activity-based and discovery oriented.

4. It is about nature and natural phenomena. Interest and appreciation for the “beautiful and the
wonderful” are genuinely felt.

5. It deals with real objects and events. Authentic experiences are gained and learning is achieved
through life-like learning exposures.

6. It demands perseverance, diligence and sacrifice.

The science-inclined look up to scientists as the epitome of perseverance, diligence, and sacrifice
lifetime pursuits and as models in their lifetime pursuit. Their humility and simple ways are worth
emulating. Thus, students fully appreciate and express their gratefulness for the world of science
they have created.

SAQ #1: Your goal as a future science teacher should be to engage your students to love learning and
doing science. What are the features of an ideal science class? Characterize each element below.
ELEMENTS CHARACTERISTICS
Teacher
Curriculum
Students
Classroom
Other Support Systems

Interest in Science
Science teachers were interviewed about what really sustains their interest in science and what keep
them lively and highly-spirited with science and science activities. A number of answers recorded are
as follows:
1. Science as a subject deals with almost everything in the environment-living and nonliving things,
from the unseen atom to the largest particle of matter or from the stationary to the fast-moving
vehicle in the air.
2. The instructional materials that can be used in teaching are abundant, rich and easily available.
They are within reach.
3. The principles and laws in science when applied enable us to come up with new and improved
products and new ways of doing things.
4. Equipped with scientific knowledge we become creative, that means, we are able to originate novel
ways of doing things rather than follow out dated traditional ways and practice.
5. Scientific knowledge and procedures make us competent in searching for new and better ways of
explaining why and how events occur and exist in the environment and all over our earth.
6. Science teaching keeps us abreast with discoveries and inventions, thus at pace with global trends
and modernization.
B. Goals of Science Teaching
The prominent goals of science teaching for the lower years revolve around values and
attitudes that are easily developed at a young age. Likewise, the ability of young people to employ
scientific ways of satisfying their own curiosities and inquiries should be a paramount goal which they carry
up to adulthood. Imbibed with science values they will be knowledge-driven and science-minded
throughout their lives.

The Goals of Science Teaching should serve as guide in preparing science lessons and activities.
Science teaching aims to help the learners:
1. Develop scientific attitudes and values
Attitude stands for one’s frame of mind. It is an individual’s point of view or perspective. As the
young undergo through a series of teaching methodologies, they develop an inquiring and analytic
minds. As they grow they exhibit critical thinking abilities.

Some of the positive attitudes are those that describe their:

a. Manner of thinking such as open-mindedness and critical-mindedness
b. Ways of reacting, such as curiosity and objectivity
c. Ways of doing things, such as creativity and persistence.

Values refer to morality and ethical standards. Schooled in scientific methodologies, the students
develop the following qualities:
a. Work values, like sense of responsibility, perseverance and persistence
b. Dealing with others, like sincerity, honesty and loyalty
c. Sharing with others, like helpfulness, industry and humility.

The best way to develop scientific attitudes and values is by modeling. The science teachers
themselves must be able to exhibit those traits in words and in actions.

2. Acquire skill in employing the scientific method

As the children continue to inquire about their surroundings they develop adeptness in finding
answers in a systematic and methodical way. First, they define the problem, 2) formulate
hypothesis, 3)test the hypothesis by conducting an investigation or an experiment, 4) analyze and
interpret the data, and 5) formulate conclusion.

They likewise perfect the skill in using some science processes such as observing, measuring,
controlling variables, predicting and other scientific ways of doing things.

3. Gain functional knowledge and information

Knowledge of science facts, concepts and generalizations must be applied in real life. They must be
used in explaining why events happen, in finding solutions to daily problems met and in arriving at
concluding statements. Otherwise they will only be memorized and easily forgotten.

4. Arouse and sustain interest in future science-based pursuits

Progressive science teaching can inspire and motivate youth to pursue science careers, thus
increase the number of science professionals and specialists in the future.

5. Develop desirable social attitudes

The desirable traits of tolerance, respect for the opinions of others and the willingness to accept
criticisms and suggestions which are exhibited by science-minded persons are worth developing
among children. Learning to cooperate with others as what is likely to be developed during group
investigations is another positive attitude. The willingness to share findings and resources and the
readiness to extend expertise are valuable outcomes of science learning.
 SAQ #2: Among the 5 Goals of Science Teaching, which is possibly the easiest to achieve? Which is
the most difficult to attain? Explain your answer. (5 points)

Translating Goals into Instructional Objectives

Goals are stated as general objectives that science instruction should pursue while objectives
are more specific, aimed at developing skills and values and acquiring knowledge that they need. They
are defined for every science lesson in terms of desired outcomes.

Preparing Instructional Objectives

Lesson objectives are stated in behavioral terms, which means, they must be easily observable
and measurable. They are seen in the change in the learner’s behavior after performing the learning
activities. The observe change must be quantifiable, hence accurate and reliable.

Learning objectives must be stated using behavioral action words such as the following:
describe, compute, identify, illustrate, prove, analyze, distinguish, estimate, interpret, plot a graph,
justify, predict, integrate, generalize, synthesize, construct, specify, relate and infer.

Objectives of Science Instruction

1. On knowledge
Students should be able to gain knowledge that they can apply in a) explaining the occurrence of
events in their surroundings, b) answering questions they are confronted with, and in c) satisfying
the curiosities of children.

Cognitive objectives are those that use academic knowledge to develop the intellectual abilities of
students.

2. On skill in employing the science processes

They must be able to classify, identify, predict and interpret things as they investigate and search
for information. Proficiency in employing the science processes enable them to collect accurate
data which can serve as evidence before drawing a conclusion.

3. On values and attitudes

Some values worth developing are open-mindedness, creativity and objectivity. Attitudes of caring,
helpfulness and tolerance are likewise inculcated as they work together in science classes.

Affective objectives should enable students to act consistently according to their values as they go
through their science lessons.
In the end, science instruction must be able to arouse and sustain a variety of interest that may
lead to: a)healthful and enjoyable hobbies, b) pursuit of science-based daily activities, and c) future
plan to pursue science professions.

SAQ #3: As a science teacher, how will you keep your students interested in the learning activities
you plan everyday? Why should science-inclined students likewise develop desirable social values and
attitudes? (5 points)

THE SCIENCE FRAMEWORK IN THE K TO 12

 Science as whole, as provided by the national framework of the DepEd responds to the 21 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. Multidisciplinary-Interdisciplinary Approach - Interrelationships and interaction of different

disciplines like science and mathematics, science and social studies, science and history and many more.

2. Science-Technology Society (STS) Approach - One way to appreciate science is to link it with
technology and how it influence people, and their ways of life.

3. Problem/Issue Based Learning Making use of the identified problem or issues surrounding the
environment will more meaning in learning science.

4. Inquiry-based approach The basic principle of inquiry-based approach the learners' take ownership
of a problem or a need and the 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/Riting and Kinesthetic
learners who respond to different kinds of learning. There are also many other types of learning style.

This means that to teach science for learners to learn, a future teacher like you, will use the above
theories, principle and models in teaching.
 Science and Technological 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.

1. 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,
generalization and theories should be understood and used in the daily lives.

To understand better scientific knowledge, it is best to understand first what science is. Science
consists 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 or certain. Knowledge, 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.

2. 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 the 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 scientists in order to answer mind boggling
questions.

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
science inquiry.

Students' abilities that are needed to enable them to be science inquirer are presented for K to
4 and G 5 to 8 leamers. These are found in the matrix below:

Kindergarten to Grade 4 Learners Grade 5 to Grade 8 Learners

Ask questions about objects, organism and Identify questions that can be answered
events in the environment. through scientific investigations.

Plan and conduct a simple investigation. Design and conduct simple scientific
investigations.

Employ simple equipment and tools to Use appropriate tools and techniques to
gather data and extend the senses. gather, analyze and interpret data.
 Use data to construct reasonable Develop descriptions, explanations,
explanation. predictions and models using evidence.

Communicate investigations and Think critically and logically to make the

explanations. relationship between evidence and
explanations.

3. Developing and Demonstrating Scientific Attitudes and Values

The development and demonstration of scientific attitudes and values is a very important
component of scientific literacy What are scientific attitude 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 scientific attitudes. Here are
some of the scientific attitudes. I

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. (Intellectual 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)

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 leaming 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 prior experiences and reflecting on 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 in 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 then to realize that their understanding may also be changing, thus
constructing their own knowledge.

6. Social Cognition Learning Model has been introduced by Lev Vygotsky where he asserts that culture
is the primary factor of individual development. First through culture, children acquire much of the content of
their thinking which is their knowledge and second, the surrounding culture provides the learners the means
or 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 concep through speaking and listening.
Mnemonic devices. use of repetition, music, discussion, lectures are some of the strategi learners
prefer.
 Kinesthetic (Tactile) learners prefer to touch, move or manipulate. They learn best through hands
on-activities practicum and other similar activities.

Characteristics of a Scientific and Technologically Literate Persons

If the learners are able 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.

 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
innovate something simple for humanity. They will become scientists and inventors of the future.
 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, whether 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.

SAQ #4: Why there must be a continuous monitoring and assessment of learning all throughout the
processes of science teaching and learning? As a future teacher in science, how will you conduct continuous
monitoring and assessment in all the processes of science teaching and learning? (5 points)

SUMMARY

 Science education has defined tenets (characteristics) of the nature of science that are understandable
by students and important for all citizens to know. Some explanations that point to the nature of
science as a subject are: Scientific knowledge is tentative (subject to change), Science is empirically
based (based on or derived from observation of the natural world), Science is inferential, imaginative
and creative, Science is subjective and theory laden and Science is socially and culturally embedded.
 The Goals of Science Teaching for the elementary level revolve around the development of values and
attitudes that are easily honed at a young age. Moreover, the ability of young people to employ
 scientific ways to satisfy their own curiosities and inquiries about the different phenomena in our
surroundings should be the paramount goal which they can acquire up to adulthood.
 Specifically, science teaching aims to help the learners to develop scientific attitudes and values,
acquire skill in employing the scientific method, gain functional knowledge and information, arouse
and sustain interest in future science-based pursuits and develop desirable social attitudes.
 Goals are stated as general objectives that science instruction should pursue while objectives are more
specific and stated in behavioral terms which means that they must easily observable and measurable.
 The goal of the science curriculum is “to demonstrate an understanding of how science, technology
and health relate to the comprehension of the environment and application of skills, attitudes and
values in solving varied life situations.”
 Science as whole, as provided by the national framework of the DepEd responds to the 21 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:
o Critical and Creative Problem Solver
o Responsible steward of nature
o Innovative and Inventive thinker
o Informed decision maker, and
o Effective communicator.

REFERENCES:

Bilbao, Purita P. et. al. (2019). Teaching Science in the Elementary Grades (Biology and Chemistry).
Lorimar Publishing Inc.
Corpuz, B. B., Salandanan, G. G., Rigor, D. V.,(2006). Principles of Teaching 2. Lorimar Publishing Inc.
Teaching & Learning The Basic Science Skills: Videotape Series. Rezba, R. J. (1999). Office of Elementary
and Middle School Instructional Services, Virginia Department of Education, P.O. Box 2120, Richmond,
VA 23218-2120. Call media office for copies of videotapes at 804-225-2980.
http://www.longwood.edu/cleanva/images/sec6.processskills.pdf

https://www.nsta.org/nstas-official-positions/nature-science

EVALUATION

Answer the following questions based on what you have understood in this lesson module.

1. What is the ultimate goal of science learning? And what is the importance of science framework for
the k to 12 to realize this ultimate goal of science? (5 points)
 2. What are the skills that need to be developed by the learners who are scientifically and
technologically literate? As a future teacher in science, how will you help science learners achieve these skills
imbibed in the K to 12 Science Framework? (5 points)

ASSIGNMENT
Interview some of the students about their previous science class. List down below the topics that the
students find most interesting to learn. Ask also how the teachers taught them effectively in the classroom.

Favorite/Most Interesting Lessons in Science Teaching and Learning Strategies

 SHEPHERDVILLE COLLEGE
(FORMERLY JESUS THE LOVING SHEPHERD CHRISTIAN COLLEGE)
Talojongon, Tigaon, Camarines Sur, Philippines
Tel. No. (054) 884-9536
“Excellence in truth in the service of God and Country”

Name: ____________________________________________Course/Year/Sec: ________________ Date: ____________

Competency # 1 Activity Sheet

The Science Framework in the K to 12

SAQ #1: Your goal as a future science teacher should be to engage your students to love learning and doing
science. What are the features of an ideal science class? Characterize each element below.
ELEMENTS CHARACTERISTICS
Teacher

Curriculum

Students

Classroom

Other Support Systems

SAQ #2: Among the 5 Goals of Science Teaching, which is possibly the easiest to achieve? Which is the most
difficult to attain? Explain your answer. (5 points)
____________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
________________________________________________________________________________________________.

SAQ #3: As a science teacher, how will you keep your students interested in the learning activities you plan
everyday? Why should science-inclined students likewise develop desirable social values and attitudes? (5
points)
____________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________.

SAQ #4: Why there must be a continuous monitoring and assessment of learning all throughout the
processes of science teaching and learning? As a future teacher in science, how will you conduct continuous
monitoring and assessment in all the processes of science teaching and learning? (5 points)
____________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

EVALUATION

Answer the following questions based on what you have understood in this lesson module.

1. What is the ultimate goal of science learning? And what is the importance of science framework for
the k to 12 to realize this ultimate goal of science? (5 points)
____________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
 2. What are the skills that need to be developed by the learners who are scientifically and
technologically literate? As a future teacher in science, how will you help science learners achieve these skills
imbibed in the K to 12 Science Framework? (5 points)
____________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

ASSIGNMENT

Interview some of the students about their previous science class. List down below the topics that the
students find most interesting to learn. Ask also how the teachers taught them effectively in the classroom.

Favorite/Most Interesting Lessons in Science Teaching and Learning Strategies