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    EED SCI 2 MODULE 1 (Unit 1 - The Elementary Science Curriculum)

    Uploaded by

    Lopez Rhen Dale

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    © All Rights Reserved
    Download as PDF or read online from Scribd
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    Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-EEDSCI2-2NDSEM-2020-2021 COLLEGE OF TEACHER EDUCATION Bayombong Campus DEGREE PROGRAM | BEEd COURSENO. | EED SCI2 SPECIALIZATION | General ‘COURSE TITLE | Teaching Science in the Elementary Grades (Physics, Earth, and Space Science) YEAR LEVEL 3 TIME FRAME _| 10 Hrs [WKNO. | 1-4 | IMNO. [1 1 UNIT4: The Elementary Science Curriculum I. LESSON TITLE Lesson 1: — wnatis Science” Lesson 2: — Science Education Lesson 3: Elementary Science Curriculum Physics, Earth, and Space Science Lesson 4: Constructivist Theory in Teaching Science LESSON OVERVIEW Science is valued because it hes helped in satisfying many basic human needs and improving living conditions. Advances in technology and science are transforming our world at an incredible and unimaginable pace. We cannot escape from and we cannot measure the significance of science. Science has shaped the world. Technology and the products of scientific knowledge surround us every day. Public and private policy decisions that impact every aspect fof our livas ara driven hy scientific process and scientific avidanca The anormauisly complex physical world around us ‘illustrates boundless scientific concepts. Being "science literate" has become not just an advantage but an absolute necessity in the 21* century. DESIRED LEARNING OUTCOMES At the end of the lesson, the students are expected to: a. define science, characterize scientists, and discuss the steps in the scientific process; b. discus Une purpuse aiid objvulives of the svieiuy educalivn, c. explain the intent, content, structure and framework of the basic education science curriculum; d. classify teaching strategies as constructivist or non-constructivist; and e. select appropriate teaching strategies to match target topics and competencies. “in scconance wth Section 185, Far Use of Copied Werk of Reus At 8283, the copied werks ined inthis mati may be repreduend for ‘vestona purposes oly andr for commer! dun, NVSU-FR:ICD-05.00 (081220) Page 1 of 18 Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-EEDSCI2-2NDSEM-2020-2021 V. LESSON CONTENT Lesson 1: What is Science? Science is valued because it has helped in satisfying many basic human needs and improving living conditions. Advances in technology and science are transforming our world at an incredible and unimaginable pace. We cannot escape from and we cannot measure the significance of science. Science has shaped the world. Technology and the products of scientific knowledge surround us every day. Public and private policy decisions that impact every aspect of our’ lives are driven by scientific process and scientific evidence. The enormously complex physical world around us Wustrates boundless scientific concepis, Being “sclence iterate” has become not just ant advantage but an absolute necessity in the 21% century. Science is our way of understanding the world—its wondrous structure, natural events, interrelated elements and systems, and processes. It is an exciting and, at the same time, a useful endeavor that benefits our community and society at large. Another important goal of science has emerged during the past decades: to find a way to responsibly and ethically use natural resources to guarantee their continuity and that of humanity itself; an endeavor and advocacy that is referred to as sustainability.” Aside from sustainability movement, education could become the most important application of science in the next decades ("Importance of Science " 2017). It is crucial to provide humanity with a basic understanding of how science has shaped the world and human civilization. Itis for this reason that education institutions need to constantly equip science educators with the tools and competence to advance science education and to engage the learners in the love for leaming and doing science. The word "science’ is derived from the Latin word scientia meaning knowledge. Science is commonly referred to as a systematic and organized body of knowledge in any area of inquiry that is acquired using "the scientific method." Science has many facets and definitions that can be summarized into the following Svicnue ae a bruad body of knuwledye ‘+ Physical sciences consist of disciolines such as physics (the science of physical objects), chemistry (the science of matter), and astronomy (the science of celestial objects). Earth sciences consist of disciplines such as geology (the science of the earth). Science as a set of skills ‘+ The science process skills form the foundation of scientific methods. There are six basic science process skills: observation, communication, classification, measurement, inference, and prediction. These basic skills are integrated when scientists design and camry out experiments. All six basic skills are important individually as well as when they are integrated “in scconance wth Section 185, Far Use of Copied Werk of Reus At 8283, the copied werks ined inthis mati may be repreduend for ‘vestona purposes oly andr for commer! dun, NVSU-FR:ICD-05.00 (081220) Page 2 of 18 Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-EEDSCI2-2NDSEM-2020-2021 Science as an intellectual activity + Science is the intellectual, practical and systematic study of the structure and behavior of the physical and natural world through observation and experiment. Science asa social activity ‘+ Science is a social activity shaped by history, institutions, beliefs, and values. Society shapes science and vice versa. Science as problem-solving ‘+ Problem-solving skills are necessary in all areas of life, and the science class provides the students opportunity to develop end utilize their problem-solving skills, which include the ability to critically analyze a problem, determine all its elements, and prepare a feasible solution. These are valuable skills one can acquire in life. Science asa career ‘+ _ Individuals who have devoted themselves in studying and doing science have established careers in science, such as biologists, chemists, environmentalists, astronomers, medical practitioners, among others, Science as a global human endeavor ‘+ Science is a result of human imagination, ingenuity, and creativity individuals and teams from many nations and cultures have contributed to science and to advances technology. Science asa process ‘+ The scientific method is a set of steps for verifying and building scientific knowledge. When performing this process, one employs skills necessary to research a topic, develop a plan and timeline, and draw conclusions from research results. “in scconance wth Section 185, Far Use of Copied Werk of Reus At 8283, the copied werks ined inthis mati may be repreduend for ‘vestona purposes oly and ret for oammetll dsb,” NVSU-FR:ICD-05.00 (081220) Page 3 of 18 Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-EEDSCI2-2NDSEM-2020-2021 Do you remember how your previous teachers, readings, and classes define science? The Facets of Science. Science means several things to various individuals and institutions. You can see the various facets of science in the first column below. On the opposite column, write your insights and reflection about each of the facets of science. Facets of Science insights and Reflection 1. Science as a broad body of knowledge 2. Science as a set of skills 3. Science as an intellectual activity 4. Science as a social activity 5. Science as problem-solving 6. Science as a career 7. Science as a global human endeavor 8. Science as a process The Scientific Method. Scientific method refers to a set of steps ‘or verifying and building scientific knowledge. Steps include making valid observations, interpreting results, and generalizing results. The scientific method allows researchers to independently and impartially test preexisting knowledge and prior findings and subject them to scrutiny and enhancements. The Scientific Irony. Science is a very exciting subject and process, but why do teachers have difficulty engaging all the students in learning and doing science? Reflect on this question, (Accomplish task in IV. Learning Activities) ‘Students love Science BUT / They hate Science class “in scconance wth Section 185, Far Use of Copied Werk of Reus At 8283, the copied werks ined inthis mati may be repreduend for ‘ucetonal purposes only and ot or commercial ast buon” NVSU-FR-ICD-05-00 (081220) Page 4 of 18 Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-EEDSCI2-2NDSEM-2020-2021 Characterizing an Inspiring Science Teacher. Research shows that the teacher is the most important factor in the effective delivery of classroom instruction. Engaging classes are facilitated by inspiring science teachers. But what are the important traits of an inspiring science teacher? Write descriptions and simple ilustrations below. Anatomy oy a primary ° S ° oO Oe ° Q I w X¥edu “in scconance wth Section 185, Far Use of Copied Werk of Reus At 8283, the copied werks ined inthis mati may be repreduend for ‘vestona purposes oly and ret for oammetll dsb,” NVSU-FR.ICD-05-00 (081220) Page 5 of 18 Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-EEDSCI2-2NDSEM-2020-2021 Lesson 2: Science Education Science education is concemed ahout learning, teaching, and understanding science. There are three dimensions of science that are all important in science education: science knowledge, processes of doing science, and scientific attitudes. Science is one of the most important subjects that must be leamed because of its relevance to the students’ lives: In the science class, the students use and develop life skills such as problem-solving and critical thinking, which they need to succeed in school, career, and beyond. These lifelong skills allow students to generate ideas, weigh decisions objectively, and understand the evidence. Teaching science Is Important because of several reasons, First, the nation Is dependent on the technical and scientific abilities of its citizens for its economic growth and national activities. Moreover, science is a significant part of human culture and represents one of the highlights of human capacity. Also, it provides a-laboratory of common experience for development of language, logic, and problem-solving skills. Finally, for some of the students, it will become a lifelong vocation or career. Understanding science is multifaceted. Current research indicates that proficiency in one aspect of science is closely related to proficiency in others. Like strands of a rope, the strands of scientific proficiency are linked. The National Academy of Sciences developed the strands of scientific proficiency that address the knowledge and reasoning skills that the students must acquire to be considered fully proficient in science. The students who ere proficient in science: + know, use, and interpret scientific explanations; ‘+ generate and evaluate scientific evidence and explanations; ‘+ understand the nature and development of scientific knowledge; and + participate productively in scientific practices. The Aims of the Study and Teaching of Sciences. The aims of teaching and learning science can be summanzed below. Kecall classroom activites or learning experiences you nad that aimed at developing these outcomes among the students. Recall also your feelings and insights when you experienced those activities in class. Aims Classroom Activities) | Your Feelings Leaming Experiences _| and Insights Develop inquiring minds and curiosity about the world | Acquire knowledge, conceptual understanding, and skills to solve problems and make informed decisions Communicate scientific ideas, arguments, and practical experiences Think analytically, critically, and creatively to solve Problems, juriga argumants, and make decisions, 5. Appreciate the benefits and limitations of science and its applications “Ip secordance wth Secon 185, Far Use of Copied Wok af Republic Al 625, the copyrighted works iced n is male may be Yepoduead or ‘uestona purposes oly andr for commer! due, NVSU-FR:ICD-05.00 (081220) Page 6 of 18 Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-EEDSCI2-2NDSEM-2020-2021 Understand the international nature of science and the interdependence of science, technology, and society Demonstrate attitudes and develop values of honesty, responsibility, and respect for. oneself, for others, and for the environment Historical Development of Sci \ce Education in the Philippines. The table below, adapted from Pawilen (2005), lists some of the key events in the development of science education in the Philippines. Read each item carefully. You can search for online sources on other legislations and events that contributed to the improvement of the quality of acienee education in the Philippines. 1960s . 1970s . 1980s . 1990s . 2000 . 2011 . 2013 . Printing and distribution of science textbooks by the United States Operations. Mission-National Economic Council (USOM-NEC) Project and UP Science Teaching Center Teaching of Integrated Science and Health in schools Development of The Elementary Learning Continuum (ELC) Introduction of Science, Technology, and Society (STS) approach to teaching Development of Science and technoloay textbooks for secondary schools Recognition of the UPISMED Start of the Needs-Based Curriculum Project Development of "Science Made Easy" video course and television programs like "Sine Eskuwela”. for science in the elementary level Development of an Indigenous Curriculum for science in selected local communities Integration of language and science for Grades | and II Increased time for learning science Development of the Science Framework for Philippine Basic Education by Department of Science and Technology Science Education Institute and University of the Philippines National Institute for Science and Mathematics Education Development President Benigno Aquino ill approved Republic Act (RA) 10533, signing into law the K-12 program “in scconance wth Section 185, Far Use of Copied Werk of Reus At 8283, the copied werks ined inthis mati may be repreduend for ‘vestona purposes oly and ret for oammetll dsb,” NVSU-FR-ICD-05-00 (081220) Page 7 of 18 Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-EEDSCI2-2NDSEM-2020-2021 Itwas previously stated that science teaching is concemed about the teaching of scientific knowledge and development of science process skills, scientific attitudes, and values among the leamers. Read relevant, print and aniine examples an these damains. (Accamplish task in IV. Leaming Activities) Give and write your own examples on the corresponding column. Science Process Skills, Scientific Attitudes and Values Scientific knowledge refers to the knowledge that scientifc methods. Examples. * Cell Theory * Binomial System of Nomenclature + DNA Synthesis * Observation * Communication + Clessification "Measurement * Inference * Prediction + Critical-mindedness Respect for Evidence «Honesty Objectivity * Open- mindedness + Precision = Curiosity «Persistence «Patience based on “in scconance wth Section 185, Far Use of Copied Werk of Reus At 8283, the copied werks ined inthis mati may be repreduend for ‘vestona purposes oly and ret for oammetll dsb,” NVSU-FR-ICD-05-00 (081220) Page 8 of 18 Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-EEDSCI2-2NDSEM-2020-2021 Public and private institutions alike are making an effort to encourage today’s youth to take science related courses and careers. Exemine the following programs and innovations below and see haw well they have gone in making science careers enticing to the youth nanosatellite Maya 1 Balik Scientist Program Source: 3htps:/sew:engineersrule.com/maya-I- Philippines-first-cubesal’ ‘Source: Ihtps:/bspms.dost.gov ph/ Philippine Journal of Science Project Noah REPUBLIC OF THE PHILIPPINES i} PHILIPPINE JOURNAL OF SCIENCE Source: Shups:/philjournalsci.dost gov ph/ Science Schools in the Phi pines ‘+ Manila Science High School * Philippine Science High Schoo! System Special Science Elementary Schools Project @ HA * Quezon City Regional Science High ‘School [: A © Central Visayan Institute Foundation Source: 2hups:/up.edu.ph/up-scientst-launch-festval- to-connect-research-nith-everydaylife/ Aghambayan “in accordance wih Secon 185, Far Use of Copihted Work of Repuse Act 829, the copyrigled works includ inthis mati may be eprduced fr ccatonal purposes ery andre or eonmercal Serban” NVSU-FR:ICD-05.00 (081220) Page 9 of 18 Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-EEDSCI2-2NDSEM-2020-2021 Lesson 3: Elementary Science Curriculum Physics, Earth, and Space Science Science education aims to develop scientific literacy among the Filipina learners that will prepare them to be active and engaged citizens in the society. As a whole, the K-12 science curriculum is learner-centered and inquiry-based, emphasizing the use of constructivist pedagogy in teaching. Concepts and skills in life sciences, physics, chemistry, and earth sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus Paving the way to a deeper understanding of core concepts. The science curriculum promotes a strong link between science and technology, including Indigenous technology, thus preserving eur country’s cultural heritage (Kt 12 Curriculum Guide Science, 2016). (DepEd established the Most Essential Learning Competencies (MELCs) as a primary reference for all Schools, Schoo's Division Offices (SDOs), and Regional Offices (ROS) in evaluating and implementing leaming delivery methods that are Suited to the local context and diversity of leamers while adjusting to COVID-19's challenges. The MELCs are to be used in the development of learning activity sheets, self-learning modules, and other instructional materials in schools. Furthermore, schools must follow the content of the MELCs and not create a new set of learning competencies for various leaming areas. The MELCs was released to be used by the implementers for SY 2020-2021 only. Guroako.com) This curriculum is designed around the three domains of learning science: understanding and applying scientific knowledge in local setting as well as global context, performing scientific processes and skills, and developing and demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/ interdisciplinary approach, science-technology-society approach, contextual learning, problem/ issue-based learning, and inquiry-based approach. The approaches are based on constructivism, social cognition learning model, learning style theory, and brain-based learning Science content and science processes are linked in the K-12 curriculum. Organizing the curriculum around situations and problems that challenge the learners’ curiosity motivates them to leam and appreciate science. The aim of the K-12 science curriculum is for the learners “to demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes, and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed decisions, and engage in discussions of relevant issues that involve science, technology, and environment” (K to 12 Curriculum Guide Science, 2016). The curriculum guide explicitly discusses important concepts, such as domains of learning science, theoretical foundations, teaching approaches, and curriculum features. The Department of Science and Technology developed the Science Framework for Basic Education. Included in this document are the guiding principles for the formulation of the science framework “in scconance wth Section 185, Far Use of Copied Werk of Reus At 8283, the copied werks ined inthis mati may be repreduend for ‘vestona purposes oly andr for commer! dun, NVSU-FR:ICD-05.00 (081220) Page 10 of 18 Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-EEDSCI2-2NDSEM-2020-2021 The Guiding Principles of Science Curriculum Framework 1. Sclence is for everyone. 2. Science is both content and process. 3. School science should emphasize depth rather than breadth, coherence rather than fragmentation, and use of evidence in constructing explanation 4. School science should be relevant and useful. 5. School science should nurture interest in learning, 6. School science should demonstrate a commitment to the development of a culture of science. 7. School science should promote the strong link between science and technology, including indigenous technology. 8. School science should recognize that science and technology reflect, luence, and shape our culture. Below is the science curriculum framework for basic education in the Philippines. A.curriculum framework is a set of standards or learning outcomes that defines the content to be leamed in terms of clear, definable standards of what the students should know and be able to do. Inquiry Skills Scientifically, technologically, me environmentally literate individuals if eS no,

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