LAP Code: No.

of Hours: 3 hours/meeting
LAP Subject Title: Teaching Strategies for Elementary Science

LAP-3
The Elementary Science Curriculum
(Physics, Earth, and Space Science)
A. Topic Outline

Content
Unit Learning Objectives Activities Assignment
Standard
Unit 1: LAP 3: -Explained the intent, content, and structure of -Conceptual
Elementary the basic education in science curriculum. Analysis
Science - Discussed the science curriculum framework -Comparing
Curriculum: for basic education. curriculum
Physics, Earth, - Explained the importance of science and
and Space education to national development. conceptual
Science - Discussed the historical development of frameworks
science education in the Philippines; and
- Identified the opportunities and challenges in
teaching science in the Philippines.

B. Introductory Activity: Conceptual Analysis (10 points)

How well do you know and understand science education in the Philippines? Let us check your
knowledge and understanding by performing the following activities:

Carefully read the salient concepts and conceptual framework of the basic education science curriculum
guide and answer the questions below.

1. What is the overall goal of basic education science?

2. What is the content of the science curriculum?
3. How is the content of the science curriculum organized?

C. Abstraction

Science education aims to develop scientific literacy among the Filipino learners that will
prepare them to be active and engaged citizens in the society. 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 our country’s cultural heritage (K to 12
Curriculum guide Science, 2016).

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 process and
skills, 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
learn and appreciate science. The aim of the K-12 science curriculum is for the learners “to demonstrate
understanding of the 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).

Domains of Learning Theoretical Approaches to Curricular Features

Science Foundations Teaching Science
-Learner-centered -Constructivism Multi/interdisciplinary -Understanding and
-Inquiry-based -Social cognition Approach applying scientific
-Spiral progression of learning model -Science-technology- knowledge
concepts and skills -Learning style theory society approach -Performing scientific
-Intertwined science -Brain-based learning -Contextual learning processes and skills
content and science -Developing and
processes demonstrating
-Problem-based scientific attitudes and
values

The DOST developed the Science Framework for Basic Education. Included in this document are
the guiding principles for the formulation of the science framework.

1. Science 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 demonstrate a commitment to the development of as 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, influence, and shape out
culture.

From these principles the two frameworks below were formulated/derived.

1. The Science Curriculum Framework for basic education in the Philippines, is a set of
standards or learning outcomes that defines the content to be learned in terms of clear,
definable standards of what the students should know and be able to do.
2. The Conceptual Framework of science education in the Philippines, is used to understand
the place of and inform the direction of research project.
D. Application: (15 points)

1. From the two frameworks above, explain the connection/how they came up with these frameworks?

2. Compare the two frameworks. What patterns, common concepts, themes, target outcomes do you
see?

3. What do these themes and patterns mean to you?

21st Century Science Classroom

4. Above is the image of the 21st century science classroom. List down the features of the science
curriculum. What do you think the teacher and students are like inside the classroom to manifest such
features? Use the table below for your answer.

Science Curriculum Features Samples from Actual Practice/Observation

1.
2.
3.
4.

4. How does the learning of science foster cultural development?