TEACHERS’ EDUCATION PROGRAM

BACHELOR OF ELEMENTARY EDUCATION

SECOND YEAR

TEACHNIG SCIENCE in the Elementary Grades

SCSCI 2

STUDENT LEARNING MODULE 1 PRELIM-WEEK 1

THE SCIENCE FRAMEWORK IN THE K TO 12 and
CONTENTS OF ELEMENTARY SCIENCE IN A SPIRAL PROGRESSION

NOTE:
Do not write anything on this module. You may write your answers on the separate sheet/s underneath of
this Student Learning Module.

Module 1 |Page 1
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 TABLE OF CONTENTS
PAGE
LESSON 1
MODULE TITLE
The Science Framework in the K to 12 3
LEARNING OUTCOMES 3
ENGAGE
Opening Activity: Teaching Science 3
EXPLORE
Learning Opportunities: Perform an investigation on the Science
Framework in the K to 12 in order to understand the contents below 4
Flow Chart of conceptual framework of Science Education 5
EXPLAIN
Goal of Science Learning 5
Three intervening skills that need to be addressed 5
ELABORATE
The Components of Scientific and Technological Literacy 6
Matrix of Students’ abilities that are needed to enable them to be science
inquirers are presented for K to 4 and G 5 to 8 learners 7
Approaches, Models and Practices Used in the Framework 7
Characteristics of a Scientific and Technologically Literate Persons 8
Monitoring and Assessment 9
EVALUATE
Practice Activity 9
Closure Activity 9
SUMMARY 10
TEXTBOOK/ REFERENCES 10

LESSON 2
MODULE TITLE
Contents of Elementary Science in a Spiral Progression 10
LEARNING OUTCOMES 10
ENGAGE
Contents of Elementary Science in a Spiral Progression 10
EXPLORE
Curriculum design for science in the basic education to start with the
Grade 3 to Grade 6 10
Chart of Total coverage of science in the elementary level 11
EXPLAIN
Four Science areas to be covered in grade level 12
Major Area- Chemistry (Description in the Elementary Curriculum-Matter) 12
Major Area- Living things and their environment 13
ELABORATE
Comparison of the similarities of Matter and Living things in their Environment 14
EVALUATE
Summative Activity 14
SUMMARY 15
TEXTBOOK/ REFERENCES 15

RUBRICS 16
ANSWER SHEET/S 18

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 COURSE OUTLINE
PRELIM COVERAGE
TIME FRAME LESSON TOPICS
Module Introduction: An Overview
Week 1  Lesson 1  The Science Framework in K to 12
 Lesson 2  Contents of Elementary Science in a Spiral Progression
 Lesson 3  The Teaching Science in Elementary Grades
Week 2 Chemistry: Properties of Matter
 Lesson 1  Grouping Materials Based on Properties (Grade 4)
 Lesson 2  Physical and Chemical Properties of Matter: Useful and Harmful
Week 3
 Lesson 3 Materials (Grade 5)
 Lesson 4  Mixtures and their Characteristics (Grade 6)
Week 4 Chemistry: Changes that Materials Undergo
 Lesson 1  Changes that Materials Undergo: Useful and Harmful (Grade 4)
 Lesson 2  Changes that Materials Undergo due to Oxygen and Heat
Week 5 (Grade 5)
 Lesson 3  Separating Mixtures (Grade 6)
Biology: Parts and Functions of Humans Being
 Lesson 1
 Human Major Body Organs (Grade 4)
Week 6  Lesson 2
 Male & Female Reproductive System (Grade 5)
 Lesson 3
 The Human Organ Systems (Grade 6)

Week 7  Lesson 1-6  PRELIMINARY EXAMINATION PERIOD

Our life is anchored on Science. By the time we are born in this world, we interact with science. In schools, science in
the early years (K to 12) is incorporated in other subject areas to develop Healthy Habits, Curiosity about Self and
Environment, Use of Basic Process Skills and Develop Basic Scientific Knowledge or Concepts. In the upper grade levels from
Grade 3 to Grade 6. Science as a learning area include essential skills in Scientific Inquiry to include Designing Simple
Investigations, Using Appropriate Procedure and Tools to gather evidence, observe patterns, determine relationship, draw
conclusion and communicate ideas. Further, to develop essential skills for scientific inquiry, the learners will apply content and
skills to maintain good health, ensure protection of the environment and practice Safety measures.

Your role as future science teachers will revolve around these key standards for Science in the Elementary Grades.
You should be prepared to motivate, inspire and guide learners in the wonderful world of science.

This is a preliminary module that informs all elementary grades teachers What to Teach, How to Teach and Why
Teach Science in the Elementary level.

Module 1 and all other succeeding Modules are basically anchored on the K to 12 Curricula of the Department of
Education.

Lesson 1: THE SCIENCE FRAMEWORK IN THE K TO 12

At the end of the lesson students will be able to:

Describe the science framework in the K to 12; and

Discuss the ultimate goal of science learning

Module 1 |Page 3
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 GUIDE QUESTIONS

Science and
What do you expect to teach in science?
What comes first to your mind when you are to teach Technology
Science?
In K to 12 enhanced curricula, what is the national
framework for Science in all levels? Literacy
Have you ever come across an acronym in science
which is STL?

INVESTIGATE!
ACTIVITY 1

Perform an investigation on the Science Framework in the K to 12 in order to understand the

contents below.

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 leaners 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 influences 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 leaners’ 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. Learning Style Theory -The VARK model identifies Visual, Auditory, Reading/writing and
Kinesthetic learners who respond to different kinds of learning. There are also many other types of learning
style.

Module 1 |Page 4
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 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.

What is the ultimate goal of

science learning? What are
three intervening skills that
need to be addressed?

S-cience and
T-echnology
L-iteracy

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.
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.
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 0f the scientific
investigations and the cognitive outcomes the students will achieve; Whit 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 scientist in order to answer mind boggling questions.
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 attitudes and
values?
All the explanations will be further elaborated in the next section.

Module 1 |Page 5
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 What are the Components
of Scientific and
Technological Literacy?

Further Elaboration of the Framework

The Components of Scientific and Technological Literacy

 Understanding and Applying Scientific Knowledge- 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.

 Developing and Demonstrating 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.

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)
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 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)

 Performing Scientific Inquiry Skills- 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.

What are the students’ abilities

that are needed to enable them
to be science inquirer are
presented for K to 4 and G 5 to 8
learners?

Students’ abilities that are needed to enable them to be science inquirer are presented for K to 4 and G 5 to 8
learners. 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.
Plan and conduct a simple investigation.
Employ simple equipment and tools to gather data
and extend the senses
Use date to construct reasonable explanation
Identify questions that can be answered through
scientific investigations
Design and conduct Simple Scientific
Use appropriate tools and techniques to gather
data and extend the senses. gather, analyze and
interpret data.
Develop descriptions, explanations, explanations,
predictions and models using evidence.

Communicate investigations and explanation. Think critically and logically to make relationship
between evidence and explanation.

A. Approaches, Models and Practices Used in the Framework

Based on the framework, there are dominant approaches, models and pence: that can be utilized in
teaching and learning science in the elemental)! pm Being a future science teacher, you must be able to
understand the process or the pedagogy of each.
1. Multidisciplinary Interdisciplinary Approach is the use of two of 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 net and identify the gaps in their knowledge as they attempt to solve

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 the problem. PBL is a student-centered approach to learning 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 SWIG
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 graph organizers to access and understand new
information.
 Auditory (OraI-Aural) learners best understand new concept: through speaking and listening.
Mnemonic devices use of repetition, music, discussion, lectures are some of the strategies learners
prefer.
 Kinesthetic (Tactile) learners prefer to touch, move or manipulate. They learn best through hands
on-activities, practicum and other similar activities. ‘

B. Characteristics of a Scientific and Technologically Literate Persons

lf the learners are able to model, theories, and practices that are imbibed based the framework, how then
should every learner be characterized? It is W that science teachers should be able to develop learners who
have characteristics exemplified below. Read for further explanations.

 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. Mod especially if they become independent learners.

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  Effective communicator. Science literacy also develops the ability of the learners to convey correct
message to others, whether written oral, from their fund of knowledge, results of inquiry, investigation‘ 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 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.

SUMMARY
Key scientific practices, concepts and ideas that all students should learn by the
Science Framework
time they complete elementary.

Curiosity Desire to learn or know more about something or someone.

Humility The quality or state of being humble.

Open- Mindedness Willing to consider different ideas or opinions.

Intellectual Honesty The quality of being fair and truthful.

Perseverance The quality that allows someone to continue trying to do something even though it is difficult.

Skepticism A skeptical attitude; doubt as to the truth of something.

Creative Having or showing an ability to make new things or think of new ideas.

Rational Having the ability to reason or think about things clearly.

Objectivity Based on facts rather than feelings or opinions.

Innovative Having new ideas about how something can be done.

I bet you are clarified about the Science Framework for K to 12. As a hallmark, it sets
the parameters upon which a solid ground for science in the elementary level is
anchored. Now let us check what you have learned.

A. Let’s find out! Answer the following questions based on Lesson

1. What are the most important knowledge, skills and valued that I learned?
2.What else do I need to learn to understand the Science Framework for K to12?
3. As a future teacher, what will I do with what I know?

B. Self-Check. Choose the correct answer from the options given.1.

1. In the basic components of the framework, all imply that science involves action or doing. Which is not
emphasized in the learning of science?
A. Memorizing facts, concepts, principles and theories.
B. Understanding and Applying Scientific Knowledge
C. Developing and Demonstrating Scientific Attitude and Values
D. Performing Scientific Inquiry Skills.
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 2. As future science teacher, what is the ultimate goal of science in the framework that each learner should
achieve?
A. 21st Century Literacy
B. Science and Technology Literacy
C. Science, Technology and Society
D. Develop innovators and inventors

3.Science as a subject in the elementary grades should stand alone. This statement is
A. Supportive of the approaches in science teaching
B. Contrary to science as multidisciplinary and integrated
C. Advocated in the theories that support science learning
D. Acceptable based on the science framework

4. There is no single way of learning science, hence there is no single method that would fit every learner. This
belief supports the theory of
A. Constructivism B. Social Cognition
C. Learning Styles D. Hands-On, Minds On

5. Creative, critical thinker, innovative, informed decision maker. These are the characteristics of
A. Pure and applied scientists B. Science and Technology Literates
C. Digital Natives D. None of the A,B,C

TEXBOOK REFERENCE

BILBAO, Purita P., Shirley R. Jusayan et. al (2019). Teaching Science in

Elementary Grades. Vol 1: Chemistry and Biology. Lorimar Publishing Inc. 10-B Boston Street,brgy.
Kaunlaran, Cubao, Quezon City, Metro Manila, Philippines pp 1-9

Lesson 2: CONTENTS OF ELEMENTARY SCIENCE IN A SPIRAL

PROGRESSION

At the end of the lesson students will be able to:

Identified the contents of science in Grade 3 to 6 in 3 Spiral progression; and

Explained that the contents or subject matter of science progresses in
complexity from grade level to another.

GUIDE QUESTIONS

ls Science easy or difficult to teach? What areas in Science should I study in order to teach well? Will the
topics on living things be taught only in Grade 4 and 5? What about Force and Motion?

Science in a spiral curriculum design is one in which “key concepts are presented repeatedly
throughout the curriculum but with depending layers of complexity”. The Learner tries to spiral
upwards learning as the new knowledge is introduced as well as the new process skills are developed.
This will increase the breadth and the depth of knowledge achieved. This is the curriculum design for
science in the basic education to start with the Grade 3 to Grade 6.

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 Perform an investigation in a Spiral Progression in Elementary
INVESTIGATE! Science.

The content of Science to the K to 12 Curriculum is made up of the four major fields or disciplines.

A. Chemistry (Matter: Diversity of Materials, Properties and Structures, Changes and Interactions)
B. Biology (Living Things and Their Environment)
C. Physics (Force, Motion and Energy); and
D. Earth and Space (Surroundings and Land. Water and Air. Weather, Climate and Solar System)

The subject area contents are not labelled by the major science discipline. instead these are given titles that are
understandable by the learners from Grade 3 to Grade 6 and even up to Grade 10.

The four quadrants represent the total coverage of Science in the elementary level. As noted, there is a continuous
now of topics in every quadrant. This implies integration, interdisciplinary and multidisciplinary of Science.

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 For every grade level, there are four science areas to be covered. Each area is
taken up in every quarter since there are four quarters in every school year level.

Grade 3 Grade 4 Grade 5 Grade 6

Quarter 1 Matter Matter Matter Matter
Quarter 2 Living Things Living Things Living Things Living Things
Quarter 3 Force, Motion, Force, Motion, Force, Motion, Force, Motion,
Energy Energy Energy Energy
Quarter 4 Earth & Space Earth & Space Earth & Space Earth & Space

Although science as a subject start in Grade 3, yet the components of science such as content and
processes, inquiry and science attitudes are also taken Up 3 in Kindergarten, Grade 1 and Grade 2. These are
incorporated in specific areas of learning as Social Studies, Mother Tongue Multi-Lingual Education (MTBMLE) or in
Communication Arts. This is one of the characteristics of the K to 12 Curricula in the Philippines basic education
where formal Science Subject begins in Grade 3.
Thus, starting in Grade three up to Grade 6 in the elementary level, future teachers should learn how to teach
the science as subject and not merely to embed science in ether subjects.

Let us look at the two major topics in science which will be discussed in Book 1, The remaining two topics
Physics and Earth Science will be included in Book 2.

The Science Curriculum Guide of the Department of Education begins with the Topic on Chemistry: Matter.
How is the big concept of Matter presented in the curriculum in its spiral progression? Find out in this section.

Let us have a closer look at each Major area and how each increase in complexity as learning moves from a level
to a higher level.

Major Area: Chemistry

Description in the Elementary Curriculum: Matter

The chart below shows the different topics that are taken in progression in W from one lower grade level to
another higher-grade level All the topics are mauled on one bigger topic as Properties and Structure.

Grade 3 Properties and Structure of Matter

 Characteristics of solid, liquids and gases
Matter  Changes in Solid, Liquid and Gases
Properties and Structure of Matter
 Properties used to group and store material (ability to absorb water, float or sink,
Grade 4 decaying or non-decaying) Regrouping materials: recycle, reduce, reuse, recover, repair.
Changes in materials undergo
Matter  Changes that are useful
 Changes that are harmful

Properties and Structure of Matter

 Properties used to minimize waste
Grade 5
 Importance of reading project label
Changes in materials undergoes
Matter
 Evidence of Changes
 Appropriate ways of storing materials
Properties and Structure of Matter
Grade 6
 Mixture and their Characteristics
- Heterogeneous mixtures: solution and suspensions
Matter
 Separating Mixture

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Major Area: Living Things and Their Environment

The next major topic is biology which is described as living things and their environment. Let us see the
different topics and how these progress in the different grade levels.

Characteristics of Living Things

Parts and Functions of Living Things
Humans
Animals
Plants
Grade 3 Traits Passed on From Parents
Humans
Living Things ang their Environment Animals
Plants
Interactions of Living Things with the Environment
Basic Needs
Feeding Relationship

Parts and Functions

Humans
- Major organs of the body
- Caring for the major organs
- Diseases that affect the major organs
Animals
Grade 4
- Terrestial Animals
- Aquatic animals
Living Things and their Environment
Plants
- Terrestial Animals
- Aquatic Plants
Life Cycles
Humans, Animals and Plants
Interactions
Beneficial Interactions
Harmful Interactions
Parts and Functions
Humans
- Stages of growth
- Parts of the Reproductive System
- Development of Secondary sex characteristics
- Menstrual Cycle
Animals
- Parts of the reproductive system of representative groups of
animals and their functions
Grade 5 - Differences in the modes of reproduction: external fertilization,
internal fertilization
Living Things and their Environment  Birds (Ducks)
 Fishes (Tilapia)
 Toads/Frogs
 Crustaceans (Crabs and Shrimps)
 Dragonflies and Butterflies
 Protecting habitats of animals
Plants
- Flowering Plants (Rice/Corn, Pechay, Mongo)
- Non- Flowering Plants (Conebearing, Ferns, Liverworths)
- Protecting habitats of plants
Interactions among Living Things
Grade 6 Parts and Functions
Human Body System
Living Things and their Environment - Musculoskeletal
- Digestive System
- Respiratory System

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 - Circulatory System
- Nervous System
Animals
- Characteristics of vertebrates and invertebrates
- Economic importance of vertebrates invertebrates in the
community
- Rare animals in the community
- Protecting and caring for animals
Plants
- Parts of spore-bearing plants
- Life cycles of ferns and mosses
- Vegetative plant propagation
Interactions
- Physical condition of tropical rainforest, coral reefs and
mangrove swamps
- Plants and animals living in these ecosystem
- Feeding relationships in these ecosystem
- Protecting and conserving tropical forest ecosystems
Separating Mixtures

What are the similarities of

Matter and Living things in
the Environment?

After having seen the coverage of the two science components, what have you observed in the content outline
for each topic: Matter and Living Things and Their Environment? Let us understand the framework by answering the
following questions that refer to the two areas of discipline and how they move along 1n progression from lower to
higher grade level.

Statements about (1) Matter and (2) Living things in their Agree Disagre Explanation
Environment e
1 In both topics, the concepts in grade 3 are simpler than
grade 4
2 There is a consistent title of the major topic from grade 3 to
grade 6
3 The Area on Living Things and Their environment focused
on three kinds of living things: Humans, Animals and
Plants
4 The Chemistry component of elementary science revolve
around matter that progressively advance in complexity
from grade 3 to grade 6
5 In the elementary science framework, Chemistry which is
considered by many as difficult subject is taught in grade 3
6 Elementary science should lead learners to scientific
literacy

A. Test your Understanding about the Science Framework from Grades 3 to Grade 6 specific to Chemistry (Matter)
and Biology (Living Things and their Environment)

1. Science in the elementary level in the K to 12 curriculum includes

A. Chemistry and Biology
B. Chemistry, Biology and Physics

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 C. Chemistry, Biology, Physics and Earth Science
D. None of the A, B. C, D.
2. As the contents of science progress in a spiral, the difficulty of topics
A. decreases
B. increases
C. maintains
D. static

3. In Order to teach science effectively in the elementary level, a teacher should do one of the following:
A. Must have a comprehensive knowledge of only one discipline of science in the curriculum.
B. Must have a comprehensive knowledge of at least two discipline of science in the curriculum.
C. Must have a comprehensive knowledge of the four disciplines of science in the curriculum.
D. Must have a comprehensive knowledge of all branches of science.
4. Spiral progression in science means that grade three pupils learn simpler contents than grade four.
A. This statement is true. B. This statement is false.
C. This statement is partly true. D. This statement is doubtful.
5. Which statement is TRUE about teaching science in the elementary grade level for K to 12?
A. All elementary grades teachers should be equipped with contents and process of science.
B. Only those who will teach science should learn the different branches of science in college. '
C. Learning what to teach and not how to teach science is a universal Principle.
D. None of the above

SUMMARY

Spiral progression means developing the same concepts from one grade level to
the next in increasing complexity and sophistication. ... The spiral progression
Science Framework
approach is used from Grade 1 to Grade 10. This means that the curriculum is not
divided into elementary school and high school, the way it used to be.

Biology is the natural science that studies life and living organisms, including their
physical structure, chemical processes, molecular interactions, physiological
Biology
mechanisms, development and evolution. Despite the complexity of the science,
certain unifying concepts consolidate it into a single, coherent field.

Chemistry is the scientific discipline involved with elements and compounds

Chemistry composed of atoms, molecules and ions: their composition, structure, properties,
behavior and the changes they undergo during a reaction with other substances.
Physics is the natural science that studies matter, its motion and behavior through
Physics space and time, and the related entities of energy and force. Physics is one of the
most fundamental scientific disciplines, and its main goal is to understand how the
universe behaves.

Earth science or geoscience includes all fields of natural science related to

Earth Science the planet Earth. This is a branch of science dealing with the physical and
chemical constitution of the Earth and its atmosphere.

TEXBOOK REFERENCE

BILBAO, Purita P., Shirley R. Jusayan et. al (2019). Teaching Science in

Elementary Grades. Vol 1: Chemistry and Biology. Lorimar Publishing Inc. 10-B Boston
Street,brgy. Kaunlaran, Cubao, Quezon City, Metro Manila, Philippines pp 10-16

ELECTRONIC REFERENCE
Module 1 |Page 15
The information contained in this document is a property of NZC-TEP. It may not be copied, reproduced released to any third party
in any other way without express prior written consent of the owner.
  https://en.wikipedia.org/wiki/Biology
 https://en.wikipedia.org/wiki/Chemistry
 https://en.wikipedia.org/wiki/Physics
 https://en.wikipedia.org/wiki/Earth_science

Prepared by: Reviewed by:

EDGAR E. SAGUN JOSEPHINE T. EDORA EdD

Instructor TEP Coordinator

ESSAY RUBRICS
Needs
Excellent Very Good Poor Improvement
Percentage Good

% (5) (4) (3) (2) (1)

Some
All relevant All relevant All relevant
relevant No relevant
concepts are concepts are concepts are
Content 50% concepts concepts are
included in included in included in
are included
detail semi- detail general
included
Well- Not
Organized, Organized but
Organized, Organized, Unorganized
Presentation 10% Neat and Less Neat and
Neat and Less Neat and unclean
Clean Clean
Clean and Clean
Shows Shows less Shows minimal Did not show
Shows old
innovative innovative innovative innovative
Creativity 10% ideas and
ideas and ideas and ideas and ideas and
concepts
concepts concepts concepts concepts
Numerous
No errors in Less errors in Minimal errors
errors in Response is
usage of usage of in usage of
usage of incorrect and
Grammar & spelling, spelling, spelling,
20% spelling, irrelevant to
Coherence capitalization capitalization capitalization
capitalizatio evaluate or
and and and
n and blank
punctuation punctuation punctuation
punctuation
Submitted ere
Advance yesterday Submitted on- Late
Timeliness 10% Did not Submit
Submission before the time Submission
deadline
Total 100%

INVESTIGATION RUBRICS

Excellent Very Good Poor

Percentage Good

% (5) (4) (3) (2)

Students’ plan
is Students’ plan is Students’ plan
Students’ plan
SCIENCE comprehensive comprehensive does not
includes the steps
INVESTIGATION 20% and includes all and includes the address the
of the scientific
PLAN the steps of the steps of the scientific
method
scientific scientific method method
method
Module 1 |Page 16
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in any other way without express prior written consent of the owner.
 Student carries
out each step
Student carries Student does
out of the plan Students carries
SCIENCE out each step of not carry out
30% safely and out each step of
INVESTIGATION the plan safely each step of
carefully with the plan
and carefully the plan
addition on
detail

Students’ Students’ record Students’ record

SCIENCE record each each step of each step of There is no
INVESTIGATION 50% step of his/her his/her his/her record of
RECORDING investigation in investigation in investigation in investigation
detail semi-detail general

Total 100%

Module 1 |Page 17
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in any other way without express prior written consent of the owner.
 SCSCI 2- TEACHING SCIENCE
MODULE 1- LESSON 1
THE SCIENCE FRAMEWORK IN THE K TO 12
NAME: SCORE:
COURSE/ YR&SEC: DATE SUBMITTED:
NAME OF INSTRUCTOR: EDGAR E. SAGUN

WRITE THE SCHOOLS’ MISSION

WRITE THE SCHOOLS’ VISION

WRITE THE SCHOOLS’ CORE VALUES

Module 1 |Page 18
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in any other way without express prior written consent of the owner.
EXPLORE: ACTIVITY 1

EVALUATION: SUMMATIVE ASSESSMENT

A. Let’s find out!

1.

2.

3.

B. Self-Check
1.
2.
3.
4.
5.

Module 1 |Page 19
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in any other way without express prior written consent of the owner.
 SCSCI 2- TEACHING SCIENCE
MODULE 1- LESSON 2
CONTENTS OF ELEMENTARY SCIENCE IN A SPIRAL PROGRESSION
NAME: SCORE:
COURSE/ YR&SEC: NAME OF INSTRUCTOR: EDGAR E. SAGUN

EXPLORE: ACTIVITY 1
INVESTIGATION NOTES

EVALUATION: Test your understanding about science framework.

1.
2.
3.
4.
5.

FEEDBACK/ RECOMMENDATION:

Module 1 |Page 20
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in any other way without express prior written consent of the owner.