OUR LADY OF FATIMA UNIVERSITY

OLFU VISION

To improve man as man by developing individuals through a legacy of excellent education and compassionate value formation.

OLFU MISSION OLFU CORE VALUES

The noble dictum “improving man as man” embodies the existence of

Fatima Medical Science Foundation and Our Lady of Fatima University Through innovative learning strategies focused on stong and
as educational institutions dedicated to the holistic formation of men and updated academic foundation with enhanced industry skills
women imbued with the necessary skills, virtues and academic and experience, a graduate of OLFU is expected to be an
development. To achieve this end, the university aims to: ACHIEVER. In the community and in the workplace, an OLFU
· Commit itself to the service of society through quality graduate will be known as a person who:
education; A – Aspires To Do His Best
C – Is Credible And Compassionate
· Develop the capabilities of individuals in order to maximize H – Is Hardworking And Honorable
their potentials; I – Is An Inspiration To Others
· Nurture future professionals with the requisite academic E – Is Efficiently Entrepreneurial And Employable
foundation and conventional skills so as to mold them into highly- V – Is A Visionary
respected leaders and members of society; E – Is Ethical And Has Excellent Work Habits
· Respond effectively to the changing needs and conditions of R – Is Responsible
the times through continuing professional education and research;
· Inculcate social awareness through community outreach
program;
· Imbue a deep sense of nationalism and pride in our Filipino
heritage;
· Uphold virtues of truth, justice integrity, compassion and faith
in God.

PROGRAM MISSION
PROGRAM VISION

The College of Education commits itself in producing high performance

The College of Education envisions itself to be one of the
level of teacher graduates who can teach across different learning areas
country’s leading teacher- training institutions in developing
and shall take into account the students and the community welfare
globally competitive, committed, and accountable educators.
towards a humane, progressive and responsible citizenry for the country
and for the world.

PROGRAM EDUCATIONAL OBJECTIVES (PEO) PROGRAM OUTCOMES (ATTRIBUTES)

A graduate of BEEd/ BSEd is expected to:

1. demonstrate competence in teaching through the utilization of a 1. Manifest essential competence in teaching;
wide range of teaching strategies in their areas of specialization;

2. implement innovative and appropriate educational materials and 2. Employ creative and novel learning activities and
learning activities to ensure high quality instruction to diverse types materials suitable to the needs and interests of the
of learners from different learning environments; learners and their community;

3. engage in continuous personal and professional activities, as well 3. Participate in seminars, workshops, and research
as research, for the enhancement of his/her role as facilitators of activities for their personal and professional growth as
the learning process; teachers;

4. demonstrate and practice the professional and ethical requirements 4. Adhere to the ethical standards of the teaching
of the teaching profession for better and efficient fulfillment of their profession;
mission as teachers; and

5. engage in and lead socio- civic activities in the promotion of an 5. Take lead in valuable civic and social services in
educated society. the community through educational programs.
 COURSE SYLLABUS
TEACHING SCIENCE IN THE ELEMENTARY GRADES (BIOLOGY AND CHEMISTRY)

COLLEGE EDUCATION COURSE DESCRIPTION

This course includes understanding of spiraling basic science concepts and

DEPARTMENT 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 Chemisty include Properties and Structure of Matter and Changes
COURSE CODE TSEG211 that Matter Undergo.
In Biology content topics include Parts and Functions of Animals and Plants,
Heredity: Inheritance and Variation, Biodiversity and Evolution and Ecosystems.
Teaching Science in
the Elementary COURSE EXPECTED OUTCOMES (CEO)
DESCRIPTIVE
Grades
TITLE
(Biology and After successful completion of TSEG211, students should:
Chemistry)
1. Demonstrate understanding of basic science concepts in Biology and Chemistry for
elementary grades;
PREREQUISITE (S) NONE
2. Apply learner- centered and inquiry- based approaches in teaching science
concepts with increasing levels of complexity;
CREDIT UNIT (S) 3 units
3. Use different teaching strategies that will allow the pupils to have understanding of
scientific knowledge, perform scientific processes and skills, and develop scientific
values and attitudes;
CONTACT HOURS
Lecture: 3 Hrs 4. Develop instructional materials and assessment techniques for meaningful
PER SESSION:
understanding of core concepts in Science and their application to real- life
situations.

ALIGNMENT OF COURSE OUTCOMES (CO) WITH PROGRAM OUTCOMES (PO)

CO DESCRIPTION PO1 PO2 PO3 PO4 PO5
Demonstrate understanding of basic science concepts in Biology and
1 Chemistry for elementary grades; /
Apply learner- centered and inquiry- based approaches in teaching science
2 concepts with increasing levels of complexity; / /
Use different teaching strategies that will allow the pupils to have
understanding of scientific knowledge, perform scientific processes and skills,
3
and develop scientific values and attitudes; /

Develop instructional materials and assessment techniques for meaningful

4 understanding of core concepts in Science and their application to real- life /
situations.

ALIGNMENT OF COURSE EXPECTED OUTCOMES (CEO) WITH UNIT EXPECTED OUTCOMES (UEO)
UEO DESCRIPTION CEO1 CEO2 CEO3 CEO4 CEO5
Discuss the conceptual framework of Science curriculum in the elementary
grades
1
Discuss the standards for Science learning areas for K-3, 4-6 / / /

Describe different objects based on their characteristics

/ /
2
Group materials based on their observable properties
Investigate the different changes that materials undergo as affected by
temperature, mixing with other materials, presence or lack of oxygen and / /
3
applying heat

Identify products of changes in materials

/ /
4 Investigate ways of separating components of a mixture

Describe characteristics that distinguish living things from non- living things

Enumerate ways of grouping plants and animals based on their structure and / /
5
importance

Describe the main functions of the major organs of the body

/
6
Describe the parts of the reproductive system of plants and animals
Discuss how organs of the body interact for proper functioning of the human
body systems
/ /
7

Determine the distinguishing characteristics of vertebrates and invertebrates / /

8
 Identify observable characteristics that are passed on from parents to offspring
/ /
9
Compare the stages in the life cycle of organisms
Describe the different modes of reproduction in animals and plants
/
10
Illustrate how non- flowering plants reproduce

Investigate that animals and plants live in specific habitats

/ /
11 Identify common characteristics that serve as bases for classifiying plants and
animals

Explain how living things depend on their environment to meet their basic
needs
/ /
12
Describe some types of beneficial and harmful interactions among living things
as they obtain their basic needs

Discuss the interactions among living things and non-living things in estuaries
and intertidal zones
/
13
Explain the need to protect and conserve estuaries and intertidal zones

Discuss the interactions among living things and non-living things in tropical
rainforests, coral reefs and mangrove swamps
/ / /
14
Explain the need to protect and conserve tropical rainforests, coral reefs and
mangrove swamps

COURSE COVERAGE

TEACHING-LEARNING
UNIT EXPECTED COURSE ASSESSMENT TASKS (AT)
WEEK ACTIVITIES (TLA) RESOURCES
OUTCOMES (UEO) CONTENT
TEACHING LEARNING ASSESSMENT TOOL
COURSE ORIENTATION:

- summarize the overview o OLFU o Deducto Facilit o Essa o Rubri o Stud

and introduction for the VM ive ated y c ent
course including pertinent
1
university information
o COE Discussion Handbook
PEO, CEO o Cour
o Course se Syllabus
Outline

- Discuss the conceptual K to 12 basic o Didacti  Facilitated o MCQ o Answ o Cour

framework, core and the Education c Discussion er Key se Syllabus
learning standards for Curriculum:
Science curriculum in the Science
2 elementary grades Conceptual
o Refer
Framework ence
Key Stage material
standards

- Describe different objects Properties of o Deducto Demo Matching o Answ o Cour

based on their Matter ive nstration type er Key se Syllabus
characteristics
3
- Group materials based on Properties Used to
o Refer
their observable properties Group Materials ence
material

- Investigate the different Changes that o Inducti o Proble o Critiq o Rubri o Cour
changes that materials Materials Undergo ve m based ue c se Syllabus
undergo as affected by learning
temperature, mixing with
4
other materials, presence
o Refer
or lack of oxygen and ence
applying heat material

- Identify products of Products of o Didacti o Demo o Binar o Answ o Cour

changes in materials Changes as Useful c nstration y er Key se Syllabus
or Harmful
5
- Investigate ways of Mixtures and Their
o Refer
separating components of a Characteristics ence
mixture material

6 PRELIMINARY EXAMINATION
 - Describe characteristics Living Things o Didacti o Drills o Binar o Answ o Cour
that distinguish living c y er Key se Syllabus
things from non- living
things
o Refer
7 - Enumerate ways of Humans ence
grouping plants and Sense Organs material
animals based on their Animals
structure and importance Plants

- Describe tha main functions Major Organs of o Deducto TPS o Repo o Rubri o Refer
of the major organs of the the Body ive rt c ence
body material
8
- Describe the parts of the Reproductive
reproductive system of System
plants and animals
- Discuss how organs of the Human Body o Didacti o Lectur o MCQ o Answ o Refer
body interact for proper Systems c e er Key ence
functioning of the human material
9 body systems

- Determine the Vertebrates and o Inducti o Facilit o Binar o Answ o Refer

distinguishing Invertebrates ve ated y er Key ence
characteristics of discussion material
10 vertebrates and
invertebrates

-
- Identify observable Heredity: o Deducto Facilit o MCQ o Answ o Refer
characteristics that are Inheritance and ive ated er Key ence
passed on from parents to Variation Discussion material
11 offspring

- Compare the stages in the Life cycles

life cycle of organisms

12 MIDTERM EXAMINATION

- Describe the different Modes of o Inducti o Guide o Mode o Rubri o Refer

modes of reproduction in Reproduction in ve d study l c ence
animals and plants Plants and Animals material
13 Reproduction of
- Illustrate how non- Non- flowering
flowering plants reproduce Plants

- Investigate that animals Biodiversity and o Deducto Demo o Essa o Rubri o Refer
and plants live in specific Evolution ive nstration y c ence
habitats material
14 - Identify common
characteristics that serve
as bases for classifiying
plants and animals

- Explain how living things Basic Needs of o Inducti o Facilit o Discu o Rubri o Refer
depend on their Living Things ve ated ssion post c ence
environment to meet their discussion material
basic needs

15 - Describe some types of Beneficial and

beneficial and harmful Harmful
interactions among living Interactions
things as they obtain their
basic needs

- Discuss the interactions Interactions Amongo Constr o Group o Repo o Rubri o Refer
among living things and Living Things in uctivism dynamics rt c ence
non-living things in Estuaties and material
estuaries and intertidal Intertidal Zones
zones
16
- Explain the need to protect
and conserve estuaries and
intertidal zones
 - Discuss the interactions Interactions Amongo Inquiry o TPS o Repo o Rubri o Refer
among living things and Living Things in teaching rt c ence
non-living things in tropical Tropical material
rainforests, coral reefs and Rainforests
mangrove swamps
17
- Explain the need to protect
and conserve tropical
rainforests, coral reefs and
mangrove swamps

18 FINAL EXAMINATION

TEXTBOOKS

Lucas, Maria Rita D., Corpuz, Brenda B. (2016). Facilitating Learning. Lorimar Publishing

REFERENCES (BOOKS/ONLINE WEBSITES/JOURNALS)

Books

Atkins, Peter (2017) Elementas of Physical Chemistry Oxford, UK: Oxford University Press
Barnett, Janet (2016) Jumpstart: Science Outdoors: Games and Activities for Ages 5- 12 Abingdon, Oxon: Routledge
Byme, Jenny (2014) Primary Science: Audit and Test London: Sage
Klug, William S., et al. (2017) Essentials of Genetics Singapore: Pearson
Mader, Sylvia S. (2018) Human Biology, 15th Ed. New- York: McGraw- Hill Education
Velasco, cecilia Q. (2016) Teach, Talk and Learn: for teachers of Different Disciplines Mandaluyong City: Books Atbp.
Winoggrad, Ken (2016) Education in Times of Environmental crisis; teaching Children to be Agents of Change
London; Routledge
DepEd (2016) K to 12 Curriculum Guide in SCIENCE (Grades 3- 10)

ALIGNMENT OF TEACHING LEARNING ACTIVITIES (TLA) WITH COURSE EXPECTED OUTCOMES (CEO)

NO TEACHING CEO1 CEO2 CEO3 CEO4 CEO5

1 DIDACTIC - Educator tells the facts, concepts, principles and generalizations /

INDUCTIVE - Educator facilitates; Learner arrives at the facts, principle, truth or

2 / /
generalization
DISCOVERY - Educator facilitates; Learners are tasked to synthesize thoughts to
3 / /
perceive something not known before
REFLECTIVE - educator facilitates; learners continually learn from their own
4 experiences by considering alternative interpretations of situations, generating and /
evaluating goals, and examining experiences
INQUIRY TEACHING – the learners are lead to query or investigation by asking the
5 /
3 levels of questioning and from there, formulate their own thoughts or reflection.
CONSTRUCTIVISM - the learners are guided to construct thoughts from out of
6 /
what they have previously taught, experience, or read
PROBLEM SOLVING- the learners are exposed to situations, shown video clips, or
7 tasked to read speeches and they are given questions to answer that would /
explain what and how situation may affect or be affected by other aspects.
DEMONSTRATION - the educator shows how something occurs or is done and the
8 /
learners imitate the same thing using their own style.
PROJECT METHOD - the facilitator allows the learners to get into a newly crafted
9 /
work to express thoughts, feelings, or ideas
DEDUCTIVE – the facilitator starts off with the general ideas, concepts, theories
10 and explains these by giving a lot of examples, illustrations, and explanations to / /
make sure learners understand.
NO LEARNING CEO1 CEO2 CEO3 CEO4 CEO5

1 LECTURE - Communicating information to audience /

2 DISCUSSION - encouraging application of learning materials and soliciting feedback / /

CASE STUDY - Evaluating a situation and incident through analysis beyond

3 /
interpretation of facts

4 MODELING - encouraging learners’ performance that would enhance their /

communication skills and creativity.

PERFORM ACTIVITIES- (collage presentation) – The learners get to do tasks which

5 /
shall reveal their learning and own talents. This activity would allow individual
differences and success at the same time.
SITUATIONAL ANALYSIS –is similar to Inquiry Teaching for the learners are
exposed to situations, shown video clips, or tasked to read speeches and they are
6 /
given questions to answer that would explain what and how situation may affect
or be affected by other aspects
 GUIDED STUDY – is similar Reflective since educator facilitates; learners
continually learn from their own experiences by considering alternative interpretations
7 /
of situations, generating and evaluating goals, and examining experiences. An example
of this is a Concept paper.
GROUP DYNAMICS- learners learn the value of teamwork, trust, and sharing as
8 / /
they are tasked to work on something as a group.
CONCEPT MAP- learners outline important points or vital elements taken from
9 /
stories read or speeches heard.

ASSESSMENT TASK (AT) AND TOOLS WITH COURSE EXPECTED OUTCOMES (CEO)
NO ASSESSMENT TASK (AT) CEO1 CEO2 CEO3 CEO4 CEO5

1 SELECTED RESPONSE (MCQ) /

2 PERFORMANCE-BASED / / / /

3 ROLE-PLAY /

NO TOOL CEO1 CEO2 CEO3 CEO4 CEO5

1 ANSWER KEY /

2 RUBRIC / / / /

ASSESSMENT WEIGHTING: HOMEWORK, WRITTEN REPORTS AND PAPERS

Homework and Assignment

(Number for the entire semester, submission mode and weight)
Particulars:

Students are required to submit a written report by the end of the prelim period and midterm
Written Reports, Concept Paper, Video
period. And by the end of the final period, a video presentation is an academic requirement
presentation, Collage making
which is equivalent to 50% of his final period grade.

GRADING SYSTEM
The final grade of the student is interpreted as shown on the table below:

74.00 and
AVERAGE ABOVE 98.00 95.00 – 97.00 92.00 - 94.00 83.00 – 85.00 80.00-82.00 76.00-79.00 75.00
below

FINAL GRADE 1.00 1.25 1.50 2.25 2.50 2.75 3.00 5.0
FDA (Failure due to Absences) UW (Unauthorized Withdrawal) INC (Incomplete)
AW (authorized withdrawal NFE (No Final Examination

Lecture: Prelims (20%) Midterms (20%) Finals (20%)

Performance Tasks/ Quizzes (35%) Capstone/ Term Paper (5%)

OTHER IMPORTANT INFORMATION

OTHER COURSE POLICIES

All exercises and requirements for the course are to be complied by the students as part of
STUDENTS COURSE PORTFOLIO their portfolio and must be made available for inspection by the instructor before the end of
the semester
LANGUAGE OF INSTRUCTION ENGLISH

Per Section 1551 of CHED’s Manual of Regulation for Private Educational Institution, a
student who has incurred absences more than twenty percent (20%) of the total number of
ATTENDANCE
school days shall not be given credit to the course regardless of class standing. For further
provisions of the said policy, please refer to the OLFU Student Handbook.

COURSE CONSULTATION SCHEDULE Mrs. Clarita dJ Tanghal

COURSE REVIEW AND ENHANCEMENT Mrs. Clarita dJ Tanghal
MEMBERS Dr. Marilyn Obod

PREPARED BY: ENDORSED BY: APPROVED BY:

FACULTY DR. ELMER S. HIDALGO

COLLEGE OF EDUCATION PROGRAM HEAD DEAN

DATE: MAY 2019 DATE: MAY 2019 DATE: MAY 2019