Pre-Service Teacher: Regina Joyce B.

Badian Date: 08 – 31 – 22 Score:

Year Level & Section: BEEd 2 – A Subject: Teaching Science in Elementary Grades
Deadline: September 1, 2022
Name of Instructor / Professor: Pearl Kathlene D. Francisco, LPT, MAEM

Activity at Home
1. Define Science.
Science is both a body of knowledge and a process. In school, science may sometimes seem
like a collection of isolated and static facts listed in a textbook, but that's only a small part of the
story. Just as importantly, science is also a process of discovery that allows us to link isolated
facts into coherent and comprehensive understandings of the  natural world.
Source: https://undsci.berkeley.edu/article/whatisscience_01

2. List down reasons why some students love science and others do not.

Learner who love Science Learner who do not

Fun and exciting Broad topic
More on experimenting Expensive

3. Characterize features and elements of an engaging science classroom.

 Arguments of ideas not of people - As a teacher be aware of student’s arguments. You want
students to argue and debate ideas; it is part of what scientists do. However, make sure the
students know to argue the scientific ideas. This can be challenging in an elementary classroom
as many students may look to the person not the ideas of the person.
 Communication of Unsettled Ideas - In your classroom students should feel comfortable and
confident in sharing ideas that they have not completely developed understanding of yet.
 Communication of Settled Understanding - Here is where you see what the students now
understand about the content. As the teacher here is where you can see the students learning
and any misconceptions of the students’ knowledge. The communication of the students’
understanding should be allowed to be presented in many forms.
 Answering Questions NOT Meeting Standards - The whole idea of this type of science education is
student-centered learning. The students should be engaged in answering questions that they are
truly interested in learning. The students do not need to recite the standard in order to show they
have learned the relevant science!
 Use of Technology - Do not just integrate technology into the lesson because you can. Use
technology as a tool for the students to develop a better understanding and explore science.
There are a ton of resources, information, and online engaging activities with technology but
check to see if it is reliable and ties into your unit plan goals.
 Engineering Opportunities - True science learning involves allowing for science and technology
integration to allow students hands-on opportunities critically analyze, to build, and to construct
understanding.  Students should also be allowed to engage in specific opportunities for
engineering in which they create products or processes aligned to their science understanding.
 3-D Activity - Implementing all three dimensional learning aspects of NGSS in all science
instruction and assessment.  3-D teaching and learning finds instructional sequences in which
elementary students are actively engaged in hands-on learning experiences reflective of: 1) the
Scientific and Engineering Practices, 2) the Cross Cutting Concepts, 3) the Disciplinary Core Ideas
and component core ideas.  It is important to note that 3-D teaching and learning includes one or
more elements of each dimension.  Not all elements from each dimension will necessarily be
utilized in every investigation.
 Relevant Local Engagement - Have the content and unit plan be specific to the current group of
students. Every student has a different background, knowledge, and experience, therefore the
lessons from year to year should NOT be the same. Every group of students is different, embrace
it and allow it to guide your unit planning.
Source: https://pressbooks.uiowa.edu/methodsii/front-matter/characteristics-of-an-effective-
learning-environment/
4. Identify the various facets of science.
 Science as a broad body of language
 Science as a set of skills
 Science as an intellectual activity
 Science as a social activity
 Science as problem solving
 Science as a career
 Science as a global human endeavor
 Science as a process
5. Science means several things to various individuals and institutions. You can see
various facets of science in the first column below. On the opposite column, write your
insights and reflection about the each of the facets of science.
Facets of Science
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
Insights and Reflections
In fact, it’s all about science which brings us
what we need to know and connect it to
different aspects to develop or enhance our
vocabulary.
Science covers different types of specialists who
specialize in specific and restricted areas.
Our minds are always at work to improve our
intelligence. It is interested in learning about
more advanced methods and areas of expertise.
Science-influenced social activities that have
social processes in which people interact and
develop on how they see the world and their
surroundings.
It solves problems through study, research,
experimentation, and other applicable and
reliable methods, providing specific and
scientific explanations for solving specific
problems.
I think this is a complex field and I’m not into
this but every time I see people who enjoys this
and they really love what they do, I’m happy for
them. Science as a career is one of the most
successful and advanced fields.
In everything we do, and try to improve things
and ourselves, our understanding, science is
always a part of it and plays its part.
Every process of the development and progress
of all things, with or without life, is related to
science.