Contents of

Elementary
Science for
Physics and
Earth Science
Objective
s
1.Identify the major contents to be
taught in Physics

2.Identify the major contents to be

taught in Earth Space
Based on the DepEd Curriculum, the content of Science in
Basic Education covers four major branches, namely
Chemistry, Biology, Physics and Earth and Space.

These four major areas make up the pie which is divided

into four parts, Each part is designated a label that
represents the branch of science as: Matter for Chemistry,
Living things and their Environment for Biology, Force and
Motion for Physics and Earth and Space for Astronomy and
Geology.
The contents in the four quadrants
are not stand alone but are
interconnected to each other.

The subject matter for each grade

level progresses in complexity from
kindergarten to grade six in a spiral
manner.

The two branches of science are

taught from Kindergarten to Grade
6 starting with fundamental
concepts to a more complicated
content.
School Grade 3 Grade 4 Grade 5 Grade 6
Year
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 and Earth and Earth and Earth and
Space Space Space Space
 CONTENT COVERAGE OF THE TWO MAJOR BRANCHES FOR
THE LAST TWO QUARTERS FOR EVERY GRADE LEVEL

A. QUARTER 3: PHYSICS- FORCE, MOTION AND ENERGY

Grade Level Subject Matter Content
Grade 3 1. Force and Motion
1.1 Position of an object in relation to a
reference point
1.2 Description of Motion
2. Energy
2.1 Sources of sound, heat and electricity
2.2 Uses of sound, heat and electricity
Grade Level Subject Matter Content
Grade 4 1. Force and Motion
1.1 Measuring Time, Distance Using Standard Tools
1.2 Descriptions of Force
1.3 Effects of Force on the Shape, Size, Movement of Objects
1.4 Magnetic Force and Interaction Between Magnets
2. Energy
2.1 How Light and Sound Travel
2.2 Properties and Characteristics of Sound and Light
2.3 Ways to Protect Oneself from Intense Light and Sound
Grade Level Subject Matter Content
Grade 5 1. Force and Motion
1.1 Measuring Speed
1.2 Graphical representation of speed
1.3 Friction
a. Description of Friction
b. Effects of friction on objects’ motion
2. Energy
2.1 Heat
2.2 Conductors of Heat and Electricity
2.3 Absorption and Transmission of Light and Heat
2.4 Electricity and Magnetism
a. Circuits
b. Electromagnets
Grade Level Subject Matter Content
Grade 6 1. Force and Motion
1.1 Measuring Velocity
1.2 Graphical representation of Velocity
1.3 Gravity
a. Description of gravitational force
b. Effects of gravitational force on objects motion
2. Energy
2.1 Forms of Energy
2.2 Energy transformation
B. QUARTER 4 – EARTH AND SPACE

Grade Level Subject Matter Content

Grade 3 1. The Earth and Its Processes
1.1 The Surroundings
a. Non-living Things
b. Landforms
c. Bodies of Water
2. Weather and Climate
2.1 Weather
a. Types of Weather
b. Activities during different types of weather
c. Weather-related hazards
d. Safety measures in different types of weather
3. Solar System and the Universe
3.1 Natural objects in the sky
a. Natural objects in the sky during daytime and nighttime
b. Activities during daytime and night time
c. Safety measures against heat and light from the sun
B. QUARTER 4 – EARTH AND SPACE

Grade Level Subject Matter Content

Grade 4 1. Earth and Its Processes
1.1 Types of Soil
1.2 Soil and growth of plants
1.3 Water in the environment
a. Sources of water
b. Importance of water
c. Water cycle
2. Weather and Climate
2.1 Elements of Weather
2.2 Weather instruments
2.3 Weather chart
2.4 Safety Precautions during inclement weather
3. Solar System and the Universe
3.1 The Sun and the star
3.2 Importance of the Sun
3.3 Effects of Sun on Living Things
B. QUARTER 4 – EARTH AND SPACE

Grade Level Subject Matter Content

Grade 5 1. Earth and Its Processes
1.1 Processes that shape the earth's surface
a. Weathering
b. Erosion
2. Weather and Climate
2.1 Weather disturbances
a. Types of Weather Disturbances
b. Effects of Weather Disturbances on Daily Life
3. Solar System and the Universe
3.1 The Planets and the Solar System
3.2 The Phases of the Moon
B. QUARTER 4 – EARTH AND SPACE

Grade Level Subject Matter Content

1. Earth and Its Processes
Grade 6 1.1 Layers of the Earth
1.2 Earthquakes
1.3 Volcanic Structure
1.4 Safety Precautionary Measures Before, During and After Earthquakes,
Volcanic Eruption and Tsunami
2. Weather and Climate
2.1 Weather Patterns
a. Seasons in the Philippines
b. Seasons and Movement and Tilt of the Earth
c. Effects of Seasons to Human Activities
3. Solar System and the Universe
3.1 Motions of the Earth
3.2 Patterns of Stars
3.3 Space Technologies
a. Telescopes
b. Space Probes and Rockets
 LESSON 3 Teaching of Physics
and Earth Science in the
Lesson Outcomes Elementary Grades
1. Practice the different skills in the process approach and higher order
thinking skills to teach in the elementary level;

2 Identify the strategies and teaching methods appropriate in elementary

science level; and

3 Use varied strategies and methods that support the science framework.
Engag
e
Engag
e
What in the pictures can you teach as a subject
matter in Science?

Name at least five from the picture.

Explor
e
A. The Science Process and Inquiry Skills
Science is not learned by pure memorization alone. It is best learned if
the processes of science and inquiry are built in the learning
processes.

Every learner must master these tools in order to achieve meaningful

understanding of scientific knowledge.

These skills are clustered into three groups from basic

process skills to integrated process skills and to higher
order thinking skills. Each cluster is building from the
most fundamental to higher inquiry skills.
A. The Science Process and Inquiry Skills

1.Observing - a process where one uses the

sensory organs (eyes for seeing, tongue for tasting, nose
for smelling, ears for hearing and skin for
touching/feeling) in order to gather information. When
interpreted by the brain, the sensation becomes
perception.
A. The Science Process and Inquiry Skills

2. Classifying - grouping objects into

similarities or segregating objects that are not
similar. Putting objects together as big or small, tall
or short, sweet or sour, loud or soft. Classifying is
based on observing objects.
A. The Science Process and Inquiry Skills

3. Communicating - using words or graphic

symbols to describe an idea, objects or events.
Communicating can be done in either oral (verbal)
or written form. It can be quantitative when
numbers are used to describe or qualitative if only
words will describe.
A. The Science Process and Inquiry Skills

4. Measuring- using numbers in

either standard or non-standard measure. It is a
process of comparing two objects, one being
measured and the other is used to measure.
Measurement makes description more precise,
quantitative or accurate.
A. The Science Process and Inquiry Skills

5. Predicting - Based on the pattern of

events, the future outcome can be stated. A very
precise observation of a repeated pattern or event
is necessary to make a good prediction. Predicting
the time of sunrise every morning is based on
accurate quantitative measurement of the observed
event.
A. The Science Process and Inquiry Skills

6. Inferring - making an educated guess

about an object or event based on previously gathered
data or information. Inference is based on observations.
For example, what can you infer when you see people
lining up for dinner in a restaurant? I infer that the food
tastes good in the restaurant.
 Integrated Science Processes
As the learners move from the lower level to the next grade level, the subject
matter increases in complexity. This will require integrated science processes
necessary for understanding more complicated concepts, theories and
principles. The integrated science process skills will also introduce learners to
initial rigors of investigation.

1. Formulating hypothesis - A hypothesis is an intelligent guess based on

prior learning or previous studies of what will happen in an experiment. When
learners begin to think about an experiment or an investigatory activity, the
"If/When" and "Then" statement is always stated. An example is "If the seed is dry,
then it will not germinate." This is an example of formulating a hypothesis.
Integrated Science Processes
2. Controlling Variables - Variables are conditions or
factors that may affect the results of the experiment or investigation.

For beginners doing experiments like in the elementary level, of the

several factors or conditions that may affect the experiment, only one
factor is made to vary and the others are controlled.

The factor/conditions which are made different are called experimental

variables, and all the others which are controlled or made the same refers
to controlled variables.
Integrated Science
Processes
3. Defining Operationally - This means making a definition
that is applicable to the object, activity or event or how such
shall be done. It is not a definition that is given in
dictionaries or results of previous experiments.

Sometimes, it describes what an object can do or can be

done to the object. For example "A pencil is something that
can write on a paper" so anything that can write on a paper
is a pencil.
Integrated Science Processes
4. Experimenting - It is an integrated science
process that tries to test something to find
empirical or proven results.

It begins with establishing a hypothesis,

controlling variables, identifying the variables to
be tested or experimented and following a logical
procedure to establish a result.
 Integrated Science Processes

5. Interpreting Data - In an experiment, data are

generated which are more often in terms of quantities or numbers.
These numbers or quantitative information are converted to ideas
or concepts relative to the hypothesis of the experiments.

Simple quantitative information includes sum, percentage or ratio.

Furthermore, these quantitative data may be converted to
qualitative data as low, average, or high.
 Integrated Science Processes
6. Formulating models - Models are either mental or physical
models. Mental model is an explanation of how something
works which is an offshoot of an experiment. It is a new
concept, framework or world view that comes to mind.

Physical models are physical presentations of a mental model.

It is a replication of an abstract idea into something that can be
seen, touched or manipulated. An example of a model is a
model of the solar system.
Integrated Science Processes

All these processes shall be used in

teaching science. As the grade level
increases, the more processes are used in
teaching and learning. These are also used
in the next higher level skills.
 Higher Order Thinking Skills

1. Critical Thinking Skills - At the heart of science inquiry is

critical thinking. Asking why things happen or how things happen
are indicators of critical thinking.

Critical thinking begins with asking questions, gathering relevant

information related to the question, searching for solutions and make
a conclusion.
 Higher Order Thinking Skills
2. Creative Thinking Skills - Creativity is an evolving
concept in science. Innovation goes with creativity. Without creativity
and innovation, science never ever be interesting. Creativity and
innovation produce more inventions. The modern world has
advanced because of creativity and innovation which are the
products of science.

Look at your mobile phones, modern cars, even robots, these are
some examples of the results of creative minds. Hence, even in the
elementary grades, creativity and innovation skills are to be
developed.
 Higher Order Thinking Skills
3. Problem Solving Skills Problem-based learning is anchored
on the problem solving skills of the learners. It is a higher order
thinking skill that involves critical thinking, decision-making, creativity
and information processing.

Although these processes are more complex, however these should

be developed early on. The young learners should be guided to think
of new ideas, better ways of doing things, and make things easy to
understand.
 Higher Order Thinking Skills

Given all the process skills, it is very important that

accumulating scientific knowledge should be
accompanied by the practice of the different
science skills identified above.
 B. Inquiry-Based Science Pedagogies
Here are some strategies which are influenced by inquiry-based science.

➤5Es Model in Science Teaching

The 5 Es represent the following activities:
ENGAGE - This is the motivational part of the lesson. There are many motivational
strategies.

EXPLORE - This step may include activities of learners as guided by the teacher.

EXPLAIN - The learners provide explanations of what they have done.

ELABORATE - To clarify further explanations are given.

EVALUATE - To determine if the learners have learned, formative assessment concludes the
lesson.
 B. Inquiry-Based Science Pedagogies

 Q-M-S (Question, Means, Solution)

This strategy is easy to use by a science teacher. However the teacher must be
very good in asking low level to high level questions.

Q- It is the first step to ask a series of QUESTIONS or raise a

problem.

M- The second step is to execute the plan, a MEANS to answer the

questions in the class.

S- The third and last step is to present a SOLUTION by the

learners based on the means they have planned.
 B. Inquiry-Based Science Pedagogies

➤4As (ACTIVATE, ACQUIRE, APPLY, ASSESS)

ACTIVATE - Questions are asked about prior learning.

ACQUIRE - A science activity follows to learn new knowledge.

APPLY- The acquired new knowledge is then used in a new

situation.

ASSESS - The end of the lesson is assessment to determine if

learning has occurred.
 B. Inquiry-Based Science Pedagogies

➤ 5As (ACTIVITY, ANALYSIS, ABSTRACTION, APPLICATION, ASSESSMENT)

ACTIVITY - The lesson is introduced with experiential learning activities with motivation.

ANALYSIS - Then, the learners in groups or as a whole class analyze and discuss the
results of the experiential learning activity.

ABSTRACTION - From the analysis, the learners will make their generalization or form
concepts as outputs of the discussion and analysis.

APPLICATION - In this step, the formed concepts of generalization will be applied to a new
situation.

ASSESSMENT - Lastly to determine if the learners were able to achieve the objectives of
the lesson as lesson outcomes, an assessment in the form of short quiz
will be given.
 B. Inquiry-Based Science Pedagogies
➤ POE-E (PREDICT, OBSERVE, EXPLORE, EXPLAIN)
This strategy is simple but can be used in all levels depending on the
content or subject matter.
PREDICT - The class starts with the question, "what will happen, if..?" Learners will
PREDICT based on previous knowledge.

OBSERVE - In this step, a demonstration of a science activity by the teacher or learner

follows, while the whole class observes. This can utilize a video, powerpoint
presentation of an actual face-to-face demonstration.

EXPLORE - After the demonstration-observation, the learners, EXPLORE or find various

solutions to the problems presented in the demonstration by groups.

EXPLAIN Finally, each group will present and explain their solutions through oral
presentation or written report.
 B. Inquiry-Based Science Pedagogies
 Hand- on, Minds – On
Active learning by doing hands-on activities the learners,
learn by doing, using their heads, their hands with their heart,
while minds-on, the learners thinks about what they are doing.

All of the above strategies and many more respond to the

inquiry-based science teaching and learning .
There are many ways of teaching and learning.
However, it has been found out that the most
effective are strategies that support inquiry-
based learning, problem-based learning, and
project-based learning.

Science teaching should be based on sound

pedagogical principles and theories as
presented in the framework.
There is no one best strategy that is
recommended in teaching science. But there are
multiple ways of guiding learners to learn in their
learning environment.
Some tips to try in Teaching Science

Guided exploration
Free exploration or discovery
Peer-led learning

Differentiated instruction to include field trips, real world

exploration, spaced or bite-size learning, doing research,
reflection, student talk.
With so many alternative teaching strategies useful in
science teaching, what are some considerations in the
choice of the strategies? Here are some:

1. The learners' profile. Science lessons should be learner

centered. It should consider the background of the learners, their
prior learning and their readiness to learn. The learning style
theory addresses this element.

2. Class size. The number of learners in the class has to be considered in the
management of learning. It would always be easier to teach with fewer
learners than more. If there are less, a teacher can easily spot individual
differences, thus engaging them in a small group learning or even
individualized learning. However, if the class size is big, the teacher should
strategize that all will be engaged, such that no one is left behind.
3. The Learning Objectives or Outcomes. What does the lesson
aim to achieve? What would be the learning outcomes? This
is the immediate goal of the lesson. At the end of the
specific teaching episode, this outcome must have been
achieved as evidenced by the formative assessment.

4. Instructional Support Materials. Are there substantial

instructional materials needed to teach the lesson. Is the
science facility enough to support the particular lesson? Are
there alternatives by using local indigenous materials
available?
5. The Science Teacher Skills. There are more attributes
needed by the science teacher, but for the meantime
as a beginning teacher, this will suffice. As the teacher
stays in teaches science, more professional
development shall be done. Continuous professional
development is necessary to upskill, re-skill or learn,
unlearn, and re-learn.
.