Teaching Science in the Elementary Grades: An Overview

Module Outcomes:

 Describe the Science Framework in the K to 12.

 Identified the concepts of science in spiral arrangement.
 Identified the appropriate pedagogy (processes) to use for science content in the
elementary level.

MODULE INTRODUCTION

Our life is anchored on Science. By the time we are born in this world, we interact
with science. In schools, science in early years (k to 12) is incorporated in other subjects
area to develop Healthy Habits, Curiosity about Self and Environment, Use of Basic Process
Skill and Develop Basic Scientific Knowledge and Concepts. In the upper grades levels from
Grade 3 to Grade 6, Science as 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 teacher 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 grade 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

LESSON OUTCOME:

1. Describe the science framework in the K to 12

2. Discussed the framework relative to each grade level.

ENGAGE
 What do you expect to teach in Science? What first come to your mind when you
are to teach Science? In K to 12 enhanced curricula, what is the national framework for
Science min all levels?

Have you ever come across an acronym in science which is STL? It means Science
and Technology Literacy. It includes the ability to apply scientific and technological
concepts, use the process skills and embrace science attitudes and value in life.

This lesson will engage you to all these as the Scientific Framework from kindergarten
to Grade 6 and beyond.

EXPLORE

THE SCIENCE FRAMEWORK IN THE K TO 12

Science as whole, as provided by the national framework of the DepEd responds to

the 21stCentury Literacy which is the Science and technological Literacy, it involves these
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 discussion maker, and
 Effective communicator.

As a future teacher, you should bear in mind, that you will be assisting or guiding your
learner to acquire these scientific and technological skills.

How these skills are develop? 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 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 influence people, and their ways of life.
 3. Problem/Issue Based Learning – Making use of the identified problem or issue
surrounding the environment will more meaning in learning science.
4. Inquiry – based approach – The basic principle of inquiry – based approach
learners’ 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.
6. Social Cognition Learning Model – Learning can be directed to observing others
while interacting and experiencing.
7. Learning Style Theory – the VARK models identifies Visual, Auditory,
Reading/Riting and Kinaesthetic learner who respond to different kinds of
learning. They are also many other type of learning style.

This means that to teach science for learner to learn, a future teacher like you, will
use the above theories, principle and models in teaching.

INSERT PICTURE

Figure 1: Science Framework in K to 12

Explain

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 skillsthat need to be

addressed.

Understanding and Applying Science 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 of the scientific
investigations and the cognitive outcomes the students will achieve. What students will be
able to do is the performance of inquiry and based on what the student 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 attitude and values?

All the explanations will be further elaborated in the next section.

Elaborate

A. The Components of Scientific and Technological Literacy

 Understand and Applying Scientific Knowledge

To understand better scientific knowledge, it is the 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 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 science 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 disposition
towards science. Attitude can be positive or negative. Science
attitude is oftentimes, attributed to characteristics of scientist, but
learners can also develop scientific attitudes. Here are some of the
scientific attitudes.
1. A scientist must be curious about the word. (Curiosity)
2. A scientist admits failures and recognizes that there are better
ideas. (Humility)
3. A scientist listen 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. (Scepticism)
7. A scientist is creative and critical thinker. (Creative and Innovative)
8. A scientist uses reason or logical thinking before giving answers.
(Rational)
9. A scientist is willing to suspend judgement 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,
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 question about objects, Identify questions that can be
organism, and events in the answered through scientific
environment. investigation
Plan and conduct a simple Design and conduct simple
investigation. scientific investigations
Employ simple equipment and Use appropriate tools and
tools to gather data and extend techniques to gather, analyse
the senses. and interpret data.
Use data to construct reasonable Develop descriptions,
explanation explanations, predictions and
models using evidences.
Communicate investigations and Think critically and logically to
explanation make the relationship between
evidence and explanations.

B. Approaches, Models and Practices Used in the Framework

Based on the framework, there are dominant approaches, models and practices
that can be utilized in teaching and learning science in the elementary grades. Being and
future science teacher, you must be able to understand the processes or the pedagogy of
each.

1. Multidisciplinary- Interdisciplinary Approach is the use of two or more subject areas in

one lesson or activity. For examples 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 on 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 utilized their prior knowledge
in the topic area and identify the gaps in their knowledge as attempt to solve the
problem. PBL is a student-centered approach to learning that encourages student 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 looking for the right
answer but seeking the appropriate solution. No one can learn everything, but
everyone can learn the skills on 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 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
how to think and what to think. Thus, since children learn much through interactions,
lesson 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 style 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 styles fall into three categories: Visual, Auditory (Oral-
Aural) and Tactile or Kinaesthetic.
  Visual learners prefer to use images, maps and graphic organizer to access and
understand new information.
 Auditory (Oral-Aural) learners’ best understand new concepts through speaking
and listening. Mnemonic devices, use of repetition, music, discussion, lectures
are some of the strategies learners prefer.
 Kinaesthetic (Tactile) learners prefer to touch, move or manipulate. They learn
best through hands on-activities, practicum and other similar activities.
C. Characteristics of a Science and Technologically Literate Persons
If learners are able to model, theories, and practices that are imbided based
the framework, how then should every learner be characterized? It is
expected that science teachers should be able to develop learners who
have characteristics exemplified below. Read for further explanation.
 Critical and Creative Problem Solver. Learners have developed skills that enable
them to analyse and find solutions to any perplexing questions of problems. They
have other way 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 thee environment.
 Innovative and Inventive thinker. Science is a discipline will enable learners to
create and innovate something simple for humanity. They will become scientist
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. Most specially if they
become independent learners.
 Effective communicator. Science literacy also develops the ability of learners to
convey correct message to other, whether written or oral, from their fund
knowledge, results of inquiry, investigations 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 the
framework, there is a continuous monitoring and assessment of learning. These are very
important elements that need to be addressed in all education endeavour including
science teaching and learning.
Evaluate

I bet you are clarified about the Science Framework for K to 12. As a framework, is 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,

1. What are the most important knowledge, skills and values that I learned?
2. What else do I need to learn to understand the Science Framework for K to 12?
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. 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.
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 multi-disciplinary and integrated
C. Advocate 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 C. Learning Style
B. Social Cognition D. Hands-on, Minds On
5. Creative, critical thinker, innovative, informed decision maker. These are the
characteristics of
A. Pure and applied scientist C. Digital natives
B. Science and Technology D. None of the A, B, and C
Literates
 Lesson 2 Contents of Elementary Science in a spiral progression
Lesson Outcomes:

1. Identified the contents of science in Grade 3 to 6 in a spiral progression.

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

Engage

Is 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?

Explore

Science in a spiral curriculum design is one in which “key concepts are presented repeatedly
throughout the curriculum but with deepening layers of complexity.” The learner tries to spiral upwards
learning as the new knowledge is introduced as well as the 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.

The content of science in the K to 12 curriculum is

made up of the four major fields of 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 (Surrounding 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 Grade 6 and even up to Grade 10.

 Diversity of material  Properties

 Properties & structure  Structure & Function
 Changes  Processed
 Intersections Matter Living  Intersections
things and
 Surroundings: Land, their Movement
Water, air environme  Effect of Force
 Weather and climate  Form of Energy
 Solar System  Transformation
 The four quadrants represent the total coverage of Science in the elementary level. As noted,
there is a continuous flow of topics in every quadrant. This implies integration, interdisciplinary and
multidisciplinary of Science.

Explain

For every grade level there are four science areas to be recovered. 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 is a subject starts in Grade 3, yet the components of science such as content
and processes, inquiry and science attitudes are also taken up starting in Kindergarten, Grade 1 and
Grade 2. These are incorporated in specific area of learning in 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 science as subject and not merely to embed science in other subjects.

Let us look 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 of 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 increases in complexity as learning
moves from a level to higher level.

Major Area: Chemistry

 Description in the Elementary Curriculum: Matter

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

Grade 3 Properties and Structure of Matter

 Characteristics of solids, liquids and gases
Matter  Changes in Solids, Liquids and Gases
Grade 4 Properties and Structure of Matter
 Properties used to group and store materials (ability to absorb
water; float or sin; decaying or non-decaying) regrouping materials:
Matter recycle, reduce, reuse, recover, repair.
Changes that materials undergo.
 Changes that are useful
 Changes that is harmful.
Grade 5 Properties and Structure of Matter
 Properties used to minimized waste
 Importance of reading product label
Matter Changes that materials undergo.
 Evidence of change
 Appropriate ways of storing materials
Grade 6 Properties and Structure of Matter
 Mixture and their characteristics
- Heterogeneous mixtures: solutions, and suspensions
- Colloids
Separating mixture

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.

Grade 3 Characteristics of Living Things

Parts and Functions of Living Things
Living Things and their Environment  Humans
 Animals
 Plants
Traits Passed on From Parents
 Humans
 Animals
 Plants
Intersections of Living Things with the Environment
 Basic needs
 Feeding relationships
Grade 4 Parts and Functions
 Human
Living Things and their Environment - Major organs of the body
- Caring for the major organs
- Diseases that affect major organs
  Animals
- Terrestrial animals
- Aquatic animals
 Plants
- Terrestrial plants
- Aquatic plants
Life Cycles
 Humans, Animals, and Plants
Intersections
 Beneficial intersections
 Harmful intersections

Grade 5 Parts and Functions

 Human
Living Things and their Environment - 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
- Difference in the modes of
reproduction: external fertilization,
internal fertilization
 Birds (ducks)
 Fishes (tilapia)
 Toads/Frogs
 Crustaceans (crabs and
shrimps)
 Dragon flies and butterflies
- Protecting habitats of animals
 Plants
- Flowering plants (rice/corn, pechay,
mongo)
- Non-flowering plants (cone bearing,
ferns, liverworts)
- Protecting habitats of plant
Intersections among Living Things

Grade 6 Parts and Functions

 Human Body System
Living Things and their Environment - Musculoskeletal
- Digestive system
- Respiratory system
- Circulatory system
- Nervous system
 Animals
- Characteristics of vertebrates and
invertebrates
- Economic importance of vertebrates
and 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
 Intersections
- Physical condition of tropical
rainforest, coral reefs and mangrove
swamps
- Plants and animals living in these
ecosystems
- Feeding relationships in these
ecosystems
- Protecting and conserving tropical
forest ecosystem
Separating mixture

Elaborate

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 theht refer to the two area of discipline and how they
move along in progression from lower to higher grade level.

Let us make a comparison of the similarities of the two. Agree or disagree to the observations and
explain or elaborate further.

Statements about (1)Matter and

(2) Living Things in their Agree Disagree Explanation
Environment
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 Plant.
4. The Chemistry component
of Elementary Science revolves
around Matter and progressively
advances 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 scientific
literacy.
 In summary, what do you understand os a spiral progression curriculum in science for the
elementary grades?

Evaluate

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

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

a. Chemistry and Biology
b. Chemistry, Biology and Physics
c. Chemistry, Biology, Physics and Earth Science
d. None of the A, B, C and D
2. As the contents of science progress in a spiral, the difficulty of topics
a. Decreases c. maintains
b. Increases d. static
3. In order to teach science effectively in the elementary level, a teacher should do one of the
following:
a. Must have 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 simple content than grade four.
a. The statement is true
b. The 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.

Lesson 3 The Teaching of Science in the Elementary Grades

Lesson Outcomes:

1. Demonstrate the different skills in the process approach (AAAs) from basic to integrate.
2. Identify the strategies and teaching methods appropriate in elementary science.
3. Use other strategies and methods in teaching science.

Engage
 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.

Explore

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 uses 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.

Kulang

Basic Science Process Skills

The simpler basic process skills provide the foundation for science learning.

As future teacher, 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, tastin, smelling, hearing)

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, or classified. Communicating can be done in either
qualitative or quantitative ways. 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 measures or estimates 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. Example: (1) Using a “dangaw” (non-
standard to measure the side of the table. (2) Using a 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
information. Inference is also based on observation. Example: (1) observing that many tress have
 fallen, one can infer that a strong wind must have knock these tress 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 outcomes of an experiment. It is an intelligent guess

of what will happen in an experiment. To state a hypothesis, it usually begins with the If and
continues with then. Example: (1) If 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 experimental outcomes,
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
definition that is stated in dictionaries or as a result of 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 experimenting where the hypothesis is proven to
be true or not, thus a conclusion is arrived at.
5. Interpreting idea- A data is information derived from the results of experiments. Most often it is terms
of quantities or numbers. To give meaning to the data, a correct interpretation shall made.
Accurate recording data is very important before an interpretation is made. Data may be
nominal, ordinal or ratio. It can be converted to sum, percentages, means, and may more. On the
other hand, a quantitative data can be described qualitatively as high, low, or more or less,
effective or not effective.
6. Formulating method- 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 examples, 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 skill too.
 Inquiry-Based Science
There are many strategies in the use of inquiry-based science, below are examples. Inquiry-
based science involves learners to do science when given the opportunities to explore possible
solutions, make explanation for the phenomenon 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.
 5 E s Model in Science Teaching
 E-ngage- the hook. Motivation, trigger questions
 E-xplore- science activities or 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
 4as 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

Explain

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 part of their
lives. From the time one wakes up to the time one goes back to sleep, science influencing 24/7 of our
life. Science, technology and society are all connected to each other.

To each effectively science in the elementary grades, it begins with the fundamental process of
Observing. Making observation as a habit provides more time, the process 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.
Elaborate

You will see varied approaches utilized in these 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 lesson in Chemistry and Biology which are included in
this instructional material.

Evaluate

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 your answer is ES, explain, why yes. If
NO, justify your answer. Write in the space provided after the table.

1. In teaching science, it is 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? _________________________
4. Will teaching science in the elementary grades provide a 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 orders thinking skills developed if one teaches the integrated science skills? Yes___.
No____. Why? _________________________
7. Does inquiry-based science approach include always, asking questions? 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? Yes___. No____. Why?
_________________________
 Part 1: Chemistry (Matter)

Module 1

Properties of Matter

INRODUCTION

All materials have properties that can be observed and be used to identify them. When learners
observe different objects around them, they become aware of their characteristics. Using these features,
they can be able to group these object as solid, liquid, or gas. Furthermore, because of these distinct
characteristics, learners can also be able to classify material according to their ability to absorb water, to
either float or sink, and even to determine they can decay or not.

Knowledge of the different properties of materials may be able further to help learners make useful
materials and products out of the raw materials. In the process, they can investigate and observe
changes materials undergo such as when mixing a solid in a liquid or a liquid in another liquid. These ideas
are introduced in this module.

Module 1 contains 4 lessons: (1) Characteristics of Solid, Liquid, and Gas; (2) Grouping of Material
Based on Properties; (3) Physical and Chemical Properties of Matter, and (4) Mixtures and their
Characteristics.

Module Outcomes

 Observed, described, and classified materials based on their noticeable physical

characteristics;
 Groped materials according to their properties;
 Differentiated physical and chemical properties of matter;
 Describes mixtures and their characteristics, and
 Reflected on how the different lesson are introduced and came up with an idea on how to
present them.

Lesson 1 Solid, Liquid and gas (Grade 3)

Lesson Outcomes:

1. Described characteristics of different objects based on the shape and the space they
occupy; and
2. Classified objects and materials as solid, liquid, and gas according to some observable
characteristics.
Engage

Look closely at the picture below and read the information. Do you think science learners will be
able to predict the answers to the questions given below?

INSERT PICTURE

1. What will happen to the paper towel inside the glass when it will be submerged upside down in the
basin of water?
2. Will the paper towel inside the glass stay dry for a long time? Why?

Explore

Let us try the following activities.

Activity 1: Describe the Object’s Shape and Space Occupied

Material needed:

 3 object of different shapes and sizes