TEACHER’S EDUCATION PROGRAM

BACHELOR OF ELEMENTARY EDUCATION

SECOND YEAR

TEACHING SCIENCE IN THE ELEMENTRY GRADES

SCSCI 2

STUDENT LEARNING MODULE 2 PRELIM-WEEK 2

THE TEACHING OF SCIENCE IN ELEMENTARY GRADES

NOTE:
Do not write anything on this module. You may write your answers on the separate sheet/s that you
will provide.

Module 2|Page 1
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 LESSON 1
THE TEACHING OF SCIENCE IN THE ELEMENTARY GRADES

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

 Demonstrates the different skills in the process approach (AAAs) from basic to integrated;
 Identify the strategies and teaching methods appropriate in elementary science;
 Use other strategies and methods in teaching science.

Teaching science is one of the most interesting tasks of an elementary

teacher. With the science contents that you know, how will you teach these to
children in the elementary level? Science learning should be fun and challenging.
There are strategies and methods that are appropriate for the subject matter you will
teach. You will make the children have their minds on and hands on together.
Do you think you can make your learner be excited to learn science? Let's
explore first.

TEACHING OF SCIENCE IN THE ELEMENTARY GRADES

A. The Science Process Skills
There are two important elements that are needed in learning science.
The content or body of knowledge (facts, concepts, theories) and the processes
of science which are the ways of thinking and doing that scientist used to arrive at the body of knowledge.
Any science learner, even in the elementary level should develop the processes skills too. The science
processes were first introduced by the American Association for the Advancement of Science (AAAS). With the
Speed of global development, the need to enhance the original processes came into fore. Thus in addition to the
Basic Science Processes and the Integrated Science Processes, another layer above the two are processes
described as higher order thinking skills.

Science Processes and Higher Order Thinking

Higher Order Thinking
Skills
Critical Thinking
Integrated Process
Creative Thinking
Skills
Problem Solving
Formulating
Basic Process Skills Hypothesis (In real life context)
Observing Controlling Variables
Classifying Defining Operationally
Communicating Experimenting
Measuring Interpreting Data
Infering Formulating Models
Predicting

Source: Textbook (Bilbao, 2019) Teaching Science in Elementary Grades

BASIC SCIENCE PROCESS SKILLS
The simpler basic process skills provide the foundation for science learning.

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 As future teachers, you have to see to it that these processes are enhanced as they progress in the grade
levels. They are repeatedly used as a way of thinking and doing Mastery of these skills will make science learning
more meaningful and enjoyable.
1. Observing -it is using the senses (seeing, touching, tasting, smelling. hearing) to gather information about
the object or event. Example: Seeing the leaves as green.
2. Classifying- grouping objects or objects into categories based on the properties or criteria. To classify is
based on what has been observed Example: Placing objects as to Plants or Animals.
3. Communicating- using words or graphic symbols to describe an action. object or event. This process is
dependent on what was observe, 0! classified. Communicating can be done in either oral or written form,
It is describing what has been observed in either qualitative or quantitative way Examples: (1) Describing
the change in height of the plant over time as tall or short as A is short and B is tall. (2) Plant A is 2 feet
tall while Plant B is 3 feet tall.
4. Measuring- using both non-standard or standard measures or estimate to describe the dimensions of an
object or event. In measurement, there are always two objects being compared. The one being measured
and the measuring device, either non-standard or non-standard. Examples: (1) Using a “dangaw” (non-
standard to measure the side of the table. (2) Using 1' meter stick (standard) to measure the length of a
piece of cloth.
5. Predicting- to state the outcomes of a future event based on a pattern of evidence. First an observation
shall be made, before one can predict. Example: (1) Predicting that the height of the plant in two weeks’
time based on the graph of its growth during the previous four weeks. (2) Predict that rise will come at a
certain time of the morning after a series of observation of the time interval or pattern has been recorded.
6. Inferring making an educated guess about an object or event based on previously gathered data or
information. Inference is also based on observation. Example: (1) Observing that many trees have fallen,
one can infer that a strong wind must have knock these trees down. (2) Observing that there are many
people lining up to buy food for lunch in a food stall, one can infer that maybe the food tastes good.

INTEGRATED SCIENCE PROCESS

Take note that the Basic Science Processes are fundamental. These basic science skills need to be mastered
ahead of the integrated science processes.
1. Formulating hypothesis- stating the expected outcome of an experiment. It is an intelligent guess of what
will happened in an experiment. To state a hypothesis, it usually begins with the If and continues with
Then. Example: (1) lf the soil is fertilized, then mongo seeds will grow with leaves greener.
(2) If the water is salty, then the paper boat will not float.
2. Controlling variables- being able to identify variables that can affect an experimental outcome, keeping
most constant while manipulating only the independent variable. Variables are conditions, factors or
elements that are varied that may influence or affect the experiment. Hence, all the conditions shall be
controlled or made the same, except the one being tested. Examples: (1) To test whether the organic
matter or soil will affect the growth of plants, then two other variables should be made the same or
controlled. These are amount of water and the amount of sunlight. While the two are controlled, the kind of
soil shall be made different. This variable is called manipulated or experimental variable. (2) If you want to
find out if the weight of a steel ball affects its speed when rolled on a plane surface, the variable that will
be controlled will be the distance, the kind of surface and the force of the push to move the steel ball. The
manipulated variable will be the difference in the weight of the two balls.
3. Defining operationally- making a definition that is specifically applicable to the activity or how it shall be
done. It is a description of what will happen or how it will affect the operation. It is not a definition that is
stated in dictionaries or as a result of a previous experiments. Sometimes it describes what an object can
do or what could be done to the-object. Example: An operational definition of a pencil is something that
can write. So, anything that can write, will be Operationally defined as a pencil. (2.) Solids can be defined
operationally as anything that has mass, form and can be held by the hand.
4. Experimenting- Having learned the basic science skills, how to formulate hypothesis and control variables,
the experimental/manipulated variable Will be tested. The variables are operationally defined and an
experimental design is made. It is in experimenting Where the hypothesis is proven to be true or not, thus
a conclusion is arrived at.
5. Interpreting data- A data is an information derived from the results 0f the experiment. Most often it is in
terms of quantities or numbers. To give meaning to the data, a correct interpretation shall be made.
Accurate recording data is very important before an interpretation is made. Data may be in nominal,
ordinal or ratio. It can be converted to sum, percentages, means, and many more. On the other hand, a
quantitative data can be described qualitatively as high, low, or more or less, effective or net effective.
6. Formulating Models- With the 'use of the different processes of science, a model can be made. Models
are either mental or physical model of processes or events For example, a model of the processes of
evaporation and condensation are interrelated in the water cycle. Formulating models will develop
creativity and innovation. It will enhance higher order thinking skills too.

Module 2|Page 3
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INQUIRY- BASED SCIENCE
There are many strategies in the use of inquiry-based science. Below are some examples. Inquiry-based science
involves learners to do science when given the opportunities to explore possible solutions, make explanations for the
phenomena under study, elaborate explanation on the concepts and processes and make assessment of how these are
understood based on available evidences.
Here are some strategies that are influenced by inquiry-based science.
 5E’s Model in Science Teaching
 Engage the hook. Motivation, trigger questions
 Explore -science activities of learners as guided by teacher
 Explain Learners provide explanation of what they have done
 Elaborate Further explanation is made
 Evaluate Feedback or assessment plus reflection
 Q-M-S Strategy.
 Q - question of problem
 M - means or how the plan will be carried out
 S- Solution '
 3E-P Exciting, Examples of Everyday Phenomena
 4A’s in Science Teaching
 ASK question
 Conduct ACTIVITY
 ANALYZE the Data
 APPLY the science concepts in similar/related situations
 Use of Discrepant Event (POE-E)
 Prediction- What do you think will happen?
 Observe- What did you observe?
 Explore- Find solution to the problem
 Explain- Describe what you think happened in words and pictures

Which of the approaches mentioned above are you familiar

with? Which one would you like to try?
Science teaching can be approached in many ways. In fact,
everything we do every day has science in it. Hence, it would be very
easy to make learners love science because it is putt of their lives. From
the time one wakes up to the time one goes back to sleep, science is influencing 24/7 of our daily life. Science, technology
and society are all connected to each other.
To teach effectively science in the elementary grades, it begins with the fundamental process of Observing. Making
observation as a habit provides more meaning to what one sees, hear, feel, touch taste and smell. As science progresses
with time, the processes of science become more complicated such that learning and loving science require higher order
thinking skills.
Teaching science should be fun filled! The different approaches presented are an array of strategies which you can
try out as you learn how to teach children to love and learn.
The choice of the approaches would greatly depend on the type of the learners (learner centered) the subject
matter or content (what to teach) the resources available, and your skill in facilitating the lesson.

You will see varied approaches

utilized in this succeeding parts of this
material. Lesson examples are presented in
various ways, so that when you go through
each one of them. you will reflect on the processes of science teaching and how these are related to inquiry-based science.

More elaboration will be found in the specific lessons in Chemistry and Biology which in this instructional material.

Let us check what you have learned from this lesson. Answer each
item with either YES or NO. Mark X on the space provided that corresponds
to your chosen answer. If you answer is YES, explain, why yes. If NO,
justify your answer. Write in the space provided after the table.

1. In teaching science, is it appropriate to make learners master and practice the basic science processes first?
Yes_______ No.______ Why?___________________________________________________________________
2. Does teaching the basic science processes require sophisticated laboratory equipment?
Yes_______ No_________ Why? ________________________________________________________________
3. Are all science activities called experimenting?
Yes_______ No.______ Why?__________________________________________________________________

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third party in any other way without express prior written consent of the owner.
 4. Will teaching science in the elementary grades provide good foundation for learning science in the higher-grade
levels?
Yes_______ No_________ Why?________________________________________________________________
5. Is there only one method of teaching science?
Yes_______ No__________ Why?_______________________________________________________________
6. Are higher order thinking skills developed if one teaches the integrated science skills?
Yes_______ No________ Why? ________________________________________________________________
7. Does inquiry-based science approach include always, asking question?
Yes_______ No_________ Why?________________________________________________________________
8. Does science learning in the lower grade also lead to discovery?
Yes_______ No ________ Why? ________________________________________________________________
9. Will learning the content and the processes of science make you prepared teachers in the future?
Yes _____ No ________ Why? __________________________________________________________________
10. Do you like to teach learners elementary science?

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

ESSAY RUBRICS
Needs
Percentag Excellent Very Good Poor Improvement
Good
e
% (5) (4) (3) (2) (1)
Some
All relevant All relevant All relevant
relevant No relevant
concepts concepts are concepts are
Content 50% concepts concepts are
are included included in included in
are included
in detail semi- detail general
included
Not
Well-
Organized, Organized but Organized
Organized, Unorganized
Presentation 10% Neat and Less Neat , Less
Neat and and unclean
Clean and Clean Neat and
Clean
Clean
Shows
Shows Shows less Did not show
minimal Shows old
innovative innovative innovative
Creativity 10% innovative 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, spelling,
20% irrelevant to
Coherence capitalizatio capitalization capitalization capitalizati
evaluate or
n and and and on and
blank
punctuation punctuation punctuation punctuatio
n
Submitted ere
Late
Advance yesterday Submitted on- Did not
Timeliness 10% Submissio
Submission before the time Submit
n
deadline
Total 100%

Prepared by: Reviewed by:

EDGAR E. SAGUN JOSEPHINE T. EDORA EdD

Instructor TEP Coordinator

Module 2|Page 5
The information contained in this document is a property of NCZI-TEP. It may not be copied, reproduced released to any
third party in any other way without express prior written consent of the owner.