HINATUAN SOUTHERN COLLEGE

Hinatuan, Surigao del Sur

COURSE SYLLABUS IN TEACHING SCIENCES IN ELEMENTARY GRADES

( PHYSICS, EARTH AND SPACE SCIENCES)
Course Name Teaching Science in Elementary grades ( Physics, Earth and life science )
Course Credits 3 units
Course Description This course includes understanding of spiraling basic science concepts and application of science inquiry in physics and earth and space,
strategies in teaching elementary science, development of instructional materials and assessment. Content topics in Physics include
force and motion and energy while earth and space science include geology, meteorology and astronomy..
Contact Hours/week 3 hours
Prerequisite Environmental science
Course Outcomes At the end of the course, pre-service teachers should be able to:
1.Demonstrate in-depth understanding of the diversity of learners in various learning areas
2.Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
3.Utilize appropriate assessment and evaluation tools to measure learning outcomesd.
4.Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and
teaching
5. Demonstrate positive attributes of a model teacher, both as an individual and as a professionalf.
6. Manifest a desire to continuously pursue personal and professional developmen
COURSE OUTLINE AND TIMEFRAME
Course Content/Subject Matter
Week 1 Introduction
Week 2 - 3 Physics ( Atoms, State of Matter and Properties of Matter)
Week 4 - 6 Newtons Law’s, force of motion, and speed velocity and acceleration
Week 7 - 9 Work power and energy, types of energy, energy transformation, heat & energy and heat transfer phet simulation
Week 10 - 11 Electricity, ohms law ,and magnetism
Week 11 - 14 Earth science
Week 15-16 Space science
Week 17 Grading and Reporting
Week 18 Reflecting Practice Using Assessment Data
One week (or an Allocation for Midterm and Final Examination
allocation of three
hours)
 Alignment of Course Outcomes with Summative Assessment Tasks

Course Objectives Summative Assessment Task Details

 Students express what they know about the
1.Participate in skills and strategies used in hands- concept by means of illustration, drawing or
on science approaches.  Paper Prospective mind map.
2.Be provided with opportunities to design and  Students decide on the principles applied to
conduct investigations and experiments. solve the problem
3.Be able to utilize appropriate instructional formats  Rubric, Checklist and  Assess student’s skill in synthesizing what
for teaching science in the elementary classroom. Rating Scale Development they have learned about the topic or field as
4.Identify and demonstrate evaluative procedures for they work on their own.
assessing science learning.  Reflective Exercises  Students will craft their own performance-
5.Plan, organize, teach, and critique science based, product-based, and affective
lessons  Midterm and Final Examination assessment tools in monitoring and
. 6.Enhance their science knowledge base as it evaluating learner progress and
relates to content. achievement in various curriculum areas.
7.Examine ways to integrate science with other  Students will create their own rubrics,
discipline checklist and rating scale

 Students write a three paragraph reflection

about the topic.

 Presents students with a few examples of

common problem type for them to work out
solutions
  These tasks are given to evaluate students’
knowledge and understanding of concepts
and principles of alternative forms of
assessment in measuring authentic learning
and attitudes and values in becoming a
teacher. These are given to validate the
results of their practical activities and to
prepare them for licensure examination

Teaching and
Desired Learning Course Content/ Textbooks/ Learning Assessment of Tasks Resource Time
Outcomes(DLO) Subject Matter References Activities (ATs) Materials Table
(TLAs)
1
. Reorientation of the Virtual Virtual Orientation . Visual instructional Handbooks week
VMGO of the University Orientation (FB) materials Hand-outs
Orientation of the “ESSAY-Why
subject (coverage & ChooseESSU-Can-
requirements) included avid Among Other
in their hand outs Campus/University”

Chapter 1: Physics 1
Demonstrate an 1. Atoms Paul G. Hewitt. -Blended Hand-outs week
understanding of the 2. States of Matter Conceptual Physics. Learning - with Exercises Handouts
basic concepts and 3.Properties of Matter Tenth Edition,Sears Interactive Experiments performed Power
application of science (Featuring Suggested and Zemansky. Discussion individually or by presentation
inquiry in Chemistry and Activity for Grade 3 to 6) CollegePhysics. Ninth - town Group
Biology Edition Cooperativ Evaluation
e Learning
(by town)
4. Newton’s Laws of . 2
Engage students in an Motion Paul G. Hewitt. - Group Online Suggested Activities for weeks
experiential, 5. Force and Conceptual Physics. Discussion - Grade 3-6 Experiments Laptop
contextualized and Motion Tenth EditionSears Interactive performed individually Powepoint
authentic teaching- 6.Newton’s and Zemansky. Discussion - Hand or by town presentatio
learning process Laws of Motion College Physics. outs - Cooperative
Learning (by town) n
7.Speed, Ninth
Velocity and Edition
Acceleration
(Featuring:
Problem Solving
Approach)

8. Work and Power Paul G. Hewitt. . Phet Simulation/ -Suggested Activities 2

: Utilize teaching 9. Types of Energy Conceptual Physics. Problem Solving for Grade 3-4 weeks
strategies in 10.Energy Tenth EditionSears Approach) Group -Experiments
elementary science, Transformation and Zemansky. Online Discussion performed individually
development of (Conservation of College Physics. Ninth - Interactive
Discussion - Hand or by town Group
instructional Energy) 11. Heat and Edition
outs - Cooperative Evaluation
materials and Temperature
assessment. 12. Heat Transfer Learning (by town
Phet Simulation/
Problem Solving
Approach)
13. Electricity Paul G. Hewitt. Phet Simulation/ -Suggested Activities 2
Implement teaching and 14. Ohm’s Law Conceptual Physics. Problem Solving for Grade 3-6 Book week
learning in Elementary 15.Magnetism (Featuring: Tenth Edition Sears Approach) Group -Experiments
and Zemansky. Online Discussion
Laptop s
Science Problem Solving performed individually
Approach/Inquiry College Physics. Ninth - Interactive Powerpoint
or by town Group
Method) Edition Discussion - Hand Evaluation presentatio
outs - Cooperative n
Learning (by town)

2
Development of
instructional materials weeks
and assessment tool 16. Light and Its Paul G. Hewitt. Suggested Activities for
particularly in Science Properties 17. Sound Conceptual Physics. - Group Online Grade 3-6 Laptop
Teaching and Its Properties Tenth EditionSears Discussion - -Experiments Powepoint
(Featuring: and Zemansky. Interactive performed individually presentation
Demonstration Method) College Physics. Ninth Discussion - Hand or by town Group
Edition outs - Cooperative Evaluation
Learning (by town)
 Suggested Activities for
Grade 3-6
-Experiments
performed individually
or by town Group
Evaluation

Bejer,Jodi Belina -CBLA

Chapter 2: Earth A.,et. al. (2015). Method/Inductive 3
Demonstrate an Science Fundamentals of Method - weeks
understanding of the 1. Layers of the Earth and Interactive
basic concepts and Earth Environmental Discussion - Hand
application of science 2.Rocks and Rock Science outs - Cooperative
inquiry in Chemistry and Cycle Learning (by town)
Biology 3. Minerals of the
Earth
4.Continental vs Plate
Tectonics Theory
(Featuring: CBLA
Method/Inductive

: Utilize teaching 5. Volcanoes 6. Handbook of Weather, -Simulation/ Suggested Activities for

strategies in elementary Earthquakes 7. Climate, and Water: Demonstration Grade 3-6 Laptop
science, development of Weathering, Erosion and Dynamics, Climate, Method) - -Experiments Powerpoint
instructional materials Soil (Featuring: Physical Meteorology, Interactive performed individually presentation
and assessment. CBLA/Discovery Weather Systems, Discussion - Hand or by town Group
Learning Approach) and Measurements. outs - Cooperative Evaluation
8. Earth’s Atmosphere 2005 Learning (by town)
9.Water Cycle and
Precipitation 1
0. Elements of Weather
(Featuring:
Simulation/Demonstratio
n Mehtod)
Engage students in an 11.Thunderstorm and Group discussion Group discussion Insight paper Brochure
experiential, Lightning Questioning Group Activity Making Rubric Laptop
contextualized and 12. Tropical Cyclones Brainstorming Collaborative Formative Brochure
authentic teaching- 13. Groundwater Collaborative Learning Learning - Hand assessments Powerpoint
learning process 14. Biomagnification -Handouts with outs Reflection paper presentation
15.Eutrophication Suggested activity Demonstration
(Featuring: Reporting Project Checklist
CAI/Deductive Method/ Rubrics Earthquake observation
Drill Experiences Video
MQA
Making Reporting
Rubric Interview Rubric
Photo Essay

2
Chapter 3: Space -Arny, Thomas T. and Insight paper Brochure weeks
Development of Science Stephen E. Schneider. Making Rubric Brochure
instructional materials 1. Eclipses Explorations: An Formative Powerpoint
and assessment tool 2. The Solar Introduction to assessments presentation
particularly in Science System Astronomy.2008. 5 th Reflection paper Quiz
Teaching Edition. -Seeds, Demonstration
3.Asteroids, Comets Michael and Dana Reporting Project
and Meteoroids Backman.Universe.2 Rubrics
4. The Sun 014.8th Edition
5.H-R Diagram 6.
Constellations
(Featuring: CBLA/
Demonstration
Method/Inquiry methods)
Suggested References:
Readings and Paul G. Hewitt. Conceptual Physics. Tenth Edition,
References Sears and Zemansky. College Physics. Ninth Edition
Bejer,Jodi Belina A.,et. al. (2015). Fundamentals of
Earth and Environmental Science
Arny, Thomas T. and Stephen E. Schneider. Explorations: An Introduction to Astronomy.2008.5th Edition.
Seeds, Michael and Dana , Backman.Universe.2014.8th Edition
Potter, Thomas D and Bradley R. Colman.
Handbook of Weather, Climate, and Water: Dynamics, Climate, Physical Meteorology, Weather Systems,
and Measurements. 2005
Course Requirements 1. Major Examinations (Midterm and Finals)
2. Summative quizzes
3. Per chapter outputs as specified in the assessment
4. End of course reflective journals and compilation of assessment outputs
5. Other additional requirements as specified by the teacher
Grading System Midterm (40%): Finals (60%):

50% - Objective Written Exam (Midterm) 50% - Objective Written Exam (Final)
50% - Class Active Participation (virtual group 50% - Class Active Participation (virtual group
work, outputs, assessment tasks, reflective work, outputs, assessment tasks, reflective
journals, among others) journals, among others)
Classroom Policies 1. Class attendance is essential to the learning and performance of students in this course.
2. Students must be officially enrolled for the semester where course is being offered.
3. Active participation in virtual class is a must.
4. Outputs must be submitted on time. Late submissions will still be accepted but with corresponding deductions.
5.Please read and abide the College’s policies concerning classroom behavior, ethical conduct, plagiarism and
academic honesty as contained in the Student Handbook.

Prepared by: Checked by:

EDELYN C. TELEWIK CALIXTA C. VIOLA, RN, PhD

Instructor Dean, College of Teacher Education
Approved by:

JUANITO A. BALBUTIN Ed.D,Ph.D

College President