GINGOOG CHRISTIAN COLLEGE

Formerly: Gingoog Institute/ Central Mindanao Christian College

(Affiliated with United Church of Christ in the Philippines)
National Highway, Gingoog City, Misamis Oriental
Email Address :[email protected]

PRELIM
TEACHING SCIENCE IN ELEMENTARY GRADE
Physics (Force and Motion, Energy) and Earth and Space (Geology, Meteorology, Astronomy)

TOPIC 1: ORGANIZE AND PLAN

Organizing and planning your lessons are the most important and time-consuming tasks involved in
teaching, whether the subject is language, arts, mathematics, social studies, or science. However, gathering
the tools and planning lessons to meet your objectives are necessary steps to ensure success.

K-12 Science Curriculum

Components of the Curriculum:
1. Curriculum Aims, Goals and Objectives: This includes the following:
a. Content Standard: Broad statements that describe specific content areas that groups what students should
learn at each grade level.
b. Performance Standard: Expectations for instruction, assessment, and student work.
c. Learning Competency: These are more specific applied knowledge, skills, and values that indicate or
validate learning consistent with the broader content and performance standards.
2. Curriculum Content or Subject Matter: centered view of curriculum. The fund of human knowledge
represents the repository of accumulated discoveries and inventions of man down the centuries, due to man’s
exploration of the world Learner- centered view of curriculum relates knowledge to the individual's personal
and social world and how he or she defines reality.
3. Curriculum Experience: instructional strategies and methods will link to curriculum experiences, the core and
heart of the curriculum. The instructional strategies and methods will put into action the goals and use of the
content in order to produce an outcome.
4. Curriculum Evaluation: refers to the formal determination of the quality, effectiveness or value of the
program, process and product of the curriculum. Several methods of evaluation came up. The most widely
used is Stufflebeam’s CIPP Model. The process in CIPP model is continuous and very important to curriculum.

CIPP Model Context

• environment of curriculum Input • ingredients of curriculum Process
• ways and means of implementing Product • accomplishment of goals

OBJECTIVES FOR SCIENCE CURRICULUM:

Grade level Physics Earth and Space
(Force and Motion, Energy) (Geology, Meteorology, Astronomy)
Grade 3 Learners observe and explore and Learners will describe what makes up
investigate how things around them move their environment, beginning with the
and can be moved. They also identify things landforms and bodies of water found in
in their environment that can cause changes their community.
in the movement of objects.
Learners will describe the different types
Learners observe and identify different of local weather,
sources of light, heat, sound, and electricity
in their environment and their uses in Learners will describe the natural objects
everyday life. that they see in the sky.
Grade 4 Learners now learn that if force is applied on After familiarizing themselves with the
an object, its motion, size, or shape can be general landscape, learners will
changed. They will further understand that investigate two components of the
these changes depend on the amount of physical environment in more detail: soil
force applied on it (qualitative). They also and water. They will classify soils in their
learn that magnets can exert force on some community using simple criteria. They will
objects and may cause changes in their identify the different sources of water in
movements. their community. They will infer the
importance of water in daily activities and
Learners learn that light, heat, and sound describe ways of using water wisely.
 travel from the source. They perform simple
activities that demonstrate how they travel After making simple descriptions about
using various objects. the weather in the previous grade,
Note: Electricity is not included in Grade 4 learners will now measure the
because the concept of ‘flow of charges’ is components of weather using simple
difficult to understand at this grade level. instruments. They will also identify trends
in a simple weather chart.

After describing the natural objects that

are seen in the sky, learners will now
focus on the main source of heat and light
on Earth: the Sun, its role in plant growth
and development, and its effect on the
activities of humans and other animals.
Grade 5 This time, learners begin to accurately In this grade level, learners will learn that
measure the amount of change in the our surroundings do not stay the same
movement of an object in terms of its forever. For example, rocks undergo
distance travelled and time of travel using weathering and soil is carried away by
appropriate tools. erosion. Learners will infer that the
surface of the Earth changes with the
This time, learners explore how different passage of time.
objects interact with light, heat, sound, and
electricity (e.g., identifying poor and good Learners will learn that the weather does
conductors of electricity using simple not stay the same the whole year round.
circuits). Weather disturbances such as typhoons
They learn about the relationship between may occur. Learners will describe the
electricity and magnetism by constructing an effects of typhoons on the community and
electromagnet. the changes in the weather before, during,
They also learn about the effects of light, and after a typhoon.
heat, sound, and electricity on people.
After learning about the Sun, learners will
now familiarize themselves with the Moon
and the stars. They will describe the
changes in the appearance of the Moon
and discover that the changes are
cyclical, and that the cycle is related to the
length of a month. Learners will identify
star patterns that can be seen during
certain times of the year.
Grade 6 Aside from the identified causes of motion in Learners will learn that aside from
Grade 3, such as people, animals, wind, and weathering and erosion, there are other
water, learners also learn about gravity and processes that may alter the surface of
friction as other causes or factors that affect the Earth: earthquakes and volcanic
the movement of objects. eruptions. Only the effects of earthquakes
and volcanic eruptions are taken up in this
At this grade level, learners are introduced grade level, not their causes (which will be
to the concept of energy. They learn that tackled in Grades 8 and 9). Learners will
energy exists in different forms, such as also gather and report data on
light, heat, sound and electricity, and it can earthquakes and volcanic eruptions in
be transformed from one form to another. their community or region.
They demonstrate how energy is transferred
using simple machines. After learning how to measure the
different components of weather in
Grades 4 and 5, learners will now collect
weather data within the span of the school
year. Learners will interpret the data and
identify the weather patterns in their
community.

In Grade 6, learners will turn their attention to

Earth as another natural object in space (in
addition to the Sun, Moon, and stars).
Learners will learn about the motions of the
Earth: rotation and revolution. Learners will
also compare the different members that
make up the Solar System and construct
models to help them visualize their relative
sizes and distances.
ACTIVITY NO. 1 PRELIM
I. DIRECTIONS: Using the curriculum guide and Most Essential Learning Competencies, list at least
4 competencies and fill the table with the details indicated below.

FOCUS
LEARNING DISCIPLINE/
GRADE LEVEL QUARTER WEEK TOPIC
COMPETENCY BRANCH OF
SCIENCE
GRADE 3
GRADE 4
GRADE 5
GRADE 6

II. Directions: Read the questions carefully and write your comprehensive and thorough response (10
points each)
1. State the importance of Learning Competency and LC Code in making a lesson plan
2. Explain the CIPP Model
3. Using the science objectives per quarter, explain how these competencies evolve from simple to
complex?
4. In your opinion, how can the teacher deliver quality education amidst the time of pandemic?

UNPACKING SCIENCE CURRICULUM

Unpacking of learning competencies consider learner characteristics. It determines the required skills
and knowledge and incorporate these into delivery and assessment.
Objectives of Unpacking the competency:
1. Describe the teaching-learning context
2. Determine the dimensions of competency
3. Determine the key concepts
4. Determine the appropriate and engaging learning activities

Steps of Unpacking Learning Competencies:

1. To unpack the specific meaning appropriate to the level, unpack by clarifying ambiguous or reconciling
conflicting terms in the standards or competencies.
2. When the Performance Standard is missing, unpack by making explicit connections between standards
and competencies. Some competencies that sound like Performance Standards or Performance task
may serve as some form of Performance Standard.
3. If there are any competencies in the list that enable students to practice the Performance Standard,
unpack by providing for missing competencies in order to achieve the standards.
4. Unpack by identifying the budget of time as suggested by the Learning Competency code.
5. Unpack by breaking down in explicit terms the coverage or process involved in the standard or
competency.
6. Relation of Unpacking Learning Competencies to the Spiraling Content Progression
7. The specific coverage may be determined by uncovering from the spiral Science Curriculum Guide the
content progression. The K12 Science Curriculum Guide articulates the scientific content that students
need to know in a spiral progression where “concepts and skills in Life Sciences, Physics, Chemistry,
and Earth Sciences are presented with increasing levels of complexity from one grade level to
another…” (K to 12 Science Curriculum Guide August 2016).
8. In a spiral curriculum, teachers are shown the prerequisite content in a previous grade level, the
content focus of a grade level, and the succeeding content for the next grade level. This suggests a
content progression with one block of content building on another and moving from general to specific
concepts and skills.

ACTIVITY NO. 2 PRELIM

Part 1. DIRECTIONS: Unpack the learning competencies by filling up the details indicated in the table. Use at
least 2 learning competencies to unpacked. (10 points each)

GRADE LEVEL CONTENT LEARNING QUARTER , TOPIC UNPACKED

STANDARD COMPETENCY NO. OF LEARNING
AND WEEKS/ DAYS COMPETENCY
PERFORMANCE
STANDARD

Part 2. Directions: Read and answer the questions comprehensively and thoroughly. (10 points each)
1. How does unpacking the learning competency help in teaching Science?
 2. How does the teacher make sure that he/she had unpacked the learning competencies correctly?
3. What is the importance of unpacking the learning competency in making Self-Learning Modules (SLMs)
in Science?

FOUNDATION OF SCIENCE TEACHING AND LEARNING

WHAT TO TEACH: As defined by Dr. Rosalyn Yalon, a Nobel Laureate in Medicine, Science is…
“…not simply a collection of facts. It is a discipline of thinking about rational solutions to problems after
establishing the basic facts derived observations. It is hypothesizing from what is known to what might be and
then attempting to test the hypothesis… logical thinking must come first; the facts can come later.”

THREE (3) INTERACTING FACETS IN SCIENCE TEACHING:

1. Knowledge – sometimes labelled as the products of Science
2. Process Skills – are the empirical and analytic procedures used by Scientists in solving problems
3. Scientific Attitudes – refer to the general predisposition that characterize the work of Scientists

THE LEARNERS: A SECOND LOOK

CHARACTERISTICS OF LEARNERS WHILE ARE RELEVANT TO SCIENCE TEACHING ARE:
1. Learners learn and develop as a whole person
2. Learners grow through the same predictable stages but at different rates
3. Learners learn best through active involvement with concrete experiences
4. Learners are curious and eager to learn
5. Learners have different learning styles

IMPLICATIONS TO TEACHING
With the characteristics of learners in mind, your teaching will be more effective if you do the following:
1. Present Science as a way of finding out rather than as a body of facts to be memorized
2. Emphasize learning by doing
3. Encourage interactions among learners
4. Adapt Science Experiences to the learners’ developmental levels
5. Use a variety of approaches in teaching Science

MANAGEMENT TIPS
1. Decide whether the learners will work individually or in groups ahead of time
2. When learners are working in groups, make certain that no member is excluded in the activity
3. Rotate responsibility so that each member of the group has opportunity
4. Circulate among the groups as the work and discuss; listen to the learners’ contributions and assess their
thinking skills as well as their ability to work cooperatively
5. Require the learners to keep their noise to a minimum as they work. Absolute silence on the other hand will
hamper their learning.
6. After giving instructions, watch to see that learners begin their work. If they appear not to understand what is
expected of them, ask all learners to stop working so you may give additional instructions
7. If instructions are somewhat complex, give them in short segments. Write the steps on the board or on a
transparency so that learners can refer to them as they work
8. Always give time for questions from the learners
9. Be prepared to provide additional activity for those who finish early to keep them occupied.
10. Plan ahead for each lesson to have the materials on hand and ready for distribution when needed.

ACTIVITY NO. 3 PRELIM

Directions: Read and answer the questions comprehensively and thoroughly. (10 points each)
1. As a science teacher, which do you think should be given more emphasis – the acquisition of factual
knowledge or the development of Science Process Skills? Why do you think so?
2. Knowing the characteristics of your learners makes teaching and learning Science more effective.
Identify issues about this statement considering this new normal.
3. How are you going to manage Science teaching in this new normal?
4. Do you think the ten (10) management tips can be applied in this new normal? What are those? Explain
your answer.