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The document discusses the spiral curriculum design for teaching science, emphasizing the repeated presentation of key concepts with increasing complexity from Grades 3 to 6. It outlines various instructional strategies, such as inquiry-based and project-based learning, to engage students and develop critical thinking skills. The document also highlights the integration of science components in earlier grades and the importance of teaching science as a distinct subject.

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16 views21 pages

Contents+of+Science+in+a+Spiral+Progression

The document discusses the spiral curriculum design for teaching science, emphasizing the repeated presentation of key concepts with increasing complexity from Grades 3 to 6. It outlines various instructional strategies, such as inquiry-based and project-based learning, to engage students and develop critical thinking skills. The document also highlights the integration of science components in earlier grades and the importance of teaching science as a distinct subject.

Uploaded by

caleyayunan123
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Contents of Teaching Science in

a Spiral Progression
Is Science easy or difficult to teach? What areas in Science
should I study in order to teach well?

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 new 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.
Telesio in action

Solutions
Virtual visits
Patients can receive quality care from
reputable providers without traveling

Home care
Should they need additional care, providers
will be meeting them in their homes

Central data repository


Physicians have access to a large database
of information to get the patient data they
need
Humble
NEXT STEPS

Beginnings 2017 PRE-SEED FUNDING

Telesio in action

2019 SEED FUNDING

2021 SERIES A FUNDING


The content of Science in K to 12 Curriculum
is made up of the four major fields or
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 (Surroundings and
land, Water and Air, Weather, Climate
and Solar System
For every grade level, there are four science
areas to be covered. Each area is taken up in
every quarter since there are four quarters in
every school year.
Although science as subject starts in Grade 3, yet the components of science
such as contents and process, inquiry and science attitudes are also taken up
starting Kindergarten, Grade 1 and Grade 2. These are incorporated in specific
areas of Social Studies, Mother Tongue Based-Multilingual Education (MTBMLE)
or in Communication Arts.

This is one characteristics of the K to 12 Curricula in the Philippines basic


education where formal Science subject begins in Grade 3.

This starting Grade 3 up to Grade 6 in the elementary level, future teachers


should learn how to teach the science as subject and not merely to embed
science in other subject areas.

Reference:

Bilbao, P.P et al., Teaching Science Volume 1, Lorimar Publishing, Inc., Brgy. Kaunlaran,
Cubao, Quezon City, Metro Manila, Philippines, 2019
The Teaching of Science
Introduction
One of the most important and pervasive goals of
schooling is to teach students to think. All school subjects
should share in accomplishing this overall goal. Science
contributes its unique skills, with its emphasis on
hypothesizing, manipulating the physical world and
reasoning from data.
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 solution, 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.

1
5E’s Model in Science Teaching
 Engage
 Explore
 Explain
 Elaborate
 Evaluate
Inquiry-Based Science

2
Q-M-S Strategy
• Question of problem
• Means or how the plan will be carried
out
• Solution
Inquiry-Based Science

3
3E-P
• Exciting Examples of Everyday
Phenomena
Inquiry-Based Science

4
4A’s in Science Teaching
• Activity
• Analysis
• Abstraction
• Application
Inquiry-Based Science

5
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.
Project-Based learning
• Project-based learning is an instructional approach designed to give students the
opportunity to develop knowledge and skills through engaging projects set around
challenges and problems they may face in the real world.

• Project Based Learning (PBL) is a model and framework of teaching and learning in
which students acquire content knowledge and skills in order to answer a driving
question based on an authentic challenge, need, problem or concern.

• Project Based Learning is done collaboratively and within groups using a variety of
employability skills such as critical thinking, communication, and creativity.

• Project-based learning is a dynamic classroom approach in which students actively


explore real-world problems and challenges and acquire a deeper knowledge.
PROJECTS VS. PROJECT-BASED LEARNING
Project Project Based Learning Unit:
A culminating event that happens at the
 It poses an authentic problem, challenge, need, or
end of the unit after all student learning issue at the start of the unit in the form of an entry
has already taken place. event.
 Students receive the rubrics outlining what tasks
or end products they will have to create.
The knowledge and skills taught in the  From the very start of the project students see
unit are not necessarily needed to their need to learn the course content and skills in
order to complete each step or benchmark of the
complete the project and the project project.
itself does not typically reflect all of the  Their end goal is clear from the beginning and
student learning. their learning is meaningful because they need the
content and skills in order to solve the problem,
challenge, need, or issue that has been posed to
Oftentimes the project has no real-world them.
 The PBL unit involves a community partner and
connection and after being graded the
ends with a publicly presented product that will be
project is no longer used. used even after the unit has been completed.
• Project-based learning provides opportunities for
students to use technology.
• Project-based learning promotes lifelong learning.
• Project-based learning connect students and
schools with the real world.
• Project-based learning lends itself to formative
Why should you
and authentic assessment.
use project-based • Project-based learning encourages students to be
learning? more engaged and to learn actively
• Project-based learning builds skills for college,
career and life.
• Project-based learning encourages imagination
and creativity.
Project-based learning ideas for in your classroom

• Plant and manage a garden to feed local • Develop a brand new invention
homeless • Plan a school party
• Design an alert system to halt the spread • Work out a modern school library system
of a deadly disease that encourages students to read
• Artfully illustrate the global history of civil • Create and manage a YouTube channel for
rights a self-determined and authentic purpose
• Film a documentary on a social issue few • Design a book with educative physical
people see exercises to keep students moving during
• Redesign the complete school, including the day
new content areas, grading, collaboration • Help local businesses increase
and community involvement environmental sustainability
• Redesign public transport in your city • Solve your parent’s problem of being too
• Create an interactive family tree with busy.
voice-overs from family members. • Write to your congressman or mayor about
• How to survive on a deserted island? What problems in the community.
do you do? • Bridge building using local materials.
ANY THOUGHTS?
INSIGHTS? POINTS OF
VIEW? REFLECTION?
Teaching Science is one of the most interesting
tasks of a teacher. Science learning should be
fun and challenging. There are different
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.

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