SCIENCE 1 Teaching Science in the Elementary Grades

Teaching Science in the Elementary Grades Lesson 1

1. Science 1: Teaching science IN THE ELEMENTARY GRADES CHEMISTRY AND BIOLOGY

2. Lesson 1: THE DEPED SCIENCE FRAMEWORK & CURRICULUM KEY STAGES IN K TO 12 Lesson Outcomes At the end of the lesson, the learner should have: 1. Described the science conceptual framework and the curriculum key stages in K-12. 2. Discussed the key stages relative to the grade levels and the two branches of science. 2

3. Science curriculum framework a. science curriculum framework

4. THE ULTIMATE GOAL OF THE SCIENCE CURRICULUM IS TO PRODUCE WHO ARE SCIENTIFICALLY, ENVIRONMENTALLY, TECHNOLOGICALLY and engineering LITERATE YOUNG ADULTS Science and Technology Literacy (STL)- includes the ability to apply scientific and technological concepts, use the process skills and embrace science attitudes and values in life. 3 COMPONENTS TO ACHIEVE THE GOAL: 1. Understanding and applying scientific knowledge, 2. Performing scientific processes and skills, 3. Developing and demonstrating scientific attitudes and values . INDICATORS: Learners become- Critical and creative problem solver Responsible steward of nature Innovative and inventive thinker Informed decision maker; and Effective communicator

5. What are the components at the core of the framework? 1. Understanding and Applying Scientific Knowledge A science literate learner UNDERSTANDS what science is and APPLIES processes to know more about science. As a body of knowledge, science is divided into different branches-CHEMISTRY, BIOLOGY, PHYSICS and EARTH AND SPACE. 2. Performing Scientific Inquiry Skills In Science, it is not all about knowledge, concepts, ideas, theories, principles that are memorized and understood. The science-oriented mind is a questioning mind. It continues to inquire or wonder. It continues to search for an answer to the question the framework provides. 5

6. What are the components at the core of the framework? 3. Developing and Demonstrating Scientific Attitudes and Values Positive attitudes that a young science learner should develop: CURIOSITY - an attitude that implies inquisitiveness. A desire for exploration and investigation to learn new knowledge. OPEN-MINDEDNESS – means the willingness to search for evidence before making conclusions. PERSEVERANCE – A positive attitude characterized by patience in doing something persistently even how difficult it is to achieve a goal. SKEPTICISM – a science literate person always leaves a DOUBT BEFORE TOTALLY BELIEVING. The search for EVIDENCE prior to BELIEVING is a rule of thumb. CREATIVITY AND INNOVATION – maximizes the use of an imaginative mind to produce something new. OBJECTIVITY – an attitude that removes bias. A personal opinion or feelings are not considered to represent facts or ideas. 6

7. What are the approaches, models and practices recommended by the framework? 1 . MULTI-DISCIPLINARY – interrelationships and interaction of different discplines like science and mathematics, science and social studies, science and history and many more . 2. CONTEXTUALLY-BASED – the science curriculum is approached within the context of the learning environment. TECHNOLOGY AND SOCIETY play a great role in designing learning activities. 3. PROBLEM/ISSUES BASED – believes that science learners should focus not only on the WHAT, but on HOW and WHY they learn. 4. INQUIRY-BASED – based on the idea of seeking information, knowledge or truth. Asking questions to find answers will lead to a better understanding of facts, ideas or information. 7

8. Time-tested and emerging sound educational pedagogy are recommended: CONSTRUCTIVISM- a learning theory that explains how individuals construct understanding and knowledge through prior learning and reflection. ACTIVE LEARNING or USE OF EXPERIENTAL SCIENCE ACTIVITIES is a nature of constructivism in science. SOCIAL COGNITION- introduced by LEV VYGOTSKY, who asserted that CULTURE is the foundation of individual development. Culture teaches learners both WHAT TO THINK and HOW TO THINK on their own or in groups. LEARNING STYLES – anchored on the premise that learners are created equally but learn differently. The VARK model indentifies Visual, Auditory, Reading and Kinesthetic learners who respond to different kinds of learning. 8

9. Time-tested and emerging sound educational pedagogy are recommended: - LEARNING STYLES – differentiated instruction and individualized learning. Most common categories of learning style: Visual Auditory Kinesthetic (tactile) 4. BRAIN-BASED LEARNING- a student-centered learning that utilizes the whole brain and recognizes that not all learners learn the same way. It centers around neuroplasticity or remapping of the brain connections when learning concepts. 9

10. b. Key stages in science curriculum KEY STAGE 1 Standards-Kindergarten to G4 Acquires understanding of the properties of objects around them Practices basic science process skills necessary for the conduct of scientific investigations; and Exhibits curiosity and appreciation of the natural world. KEY STAGE 2 Standards-Grade 5-Grade 8 Acquires knowledge and skills necessary to explain natural phenomena Understands and recalls science concepts and connects them with the information Conducts investigation safely using appropriate equipment; and Communicates scientific observations and ideas accurately 10

11. b. Key stages in science curriculum KEY STAGE 3 Standards-Grade 9-Grade 12 Applies scientific concepts in designing scientific investigations and or possible solutions to real-world problems; Evaluates scientific evidence in drawing interpretations and conclusions; Exhibits ethical and analytical thinking in making decisions in scientific contexts; and Demonstrates desirable attitudes and skills in conducting scientific investigation. 11

12. SHORT QUIZ Answer the following questions: 1. What are the most important knowledge, skills and values that I learned based on Lesson 1? 2. As a future teacher, what will I do with what I know? 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. 21 st Century Literacy B. Science and Technology Literacy C. Science, Technology and Society D. Develop innovators and inventors 12

13. 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. Advocated in the theories that support science learning D. Acceptable based on the science framework 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 Styles B. Social Cognition D. Hands-On, Minds On Creative, critical thinker, innovative, informed decision maker. These are the characteristics of: A. Pure and applied scientists C. Digital natives B. Science and Technology Literates D. None of the A, B, C 13

14. Thank you

15. Lesson 2: Contents of elementary science for physics and earth & space LESSON OUTCOMES : At the end of the lesson, the learner should have: 1. Identified the major contents to be taught in Physics; and, 2. Identified the major contents to be taught in Earth and Space . 15

16. Lesson 2 CONTENT – in SCIENCE provides KNOWLEDGE that every learner must HAVE. Based on the DEPED Curriculum, the content of SCIENCE in BASIC EDUCATION covers 4 major branches: CHEMISTRY, BIOLOGY, PHYSICS, and EARTH AND SPACE. 16

17. 17

18. Lesson 3: teaching of physics and earth and space in the elementary grades Lesson Outcomes: At the end of the lesson, the learner should have: 1. Practiced the different skills in the process approach and higher order thinking skills to teach in the elementary level; 2. Identified the strategies and teaching methods appropriate in elementary science level; and 3. Used varied strategies and methods that support the science framework . 18

19. Basic science process skills O BSERVING – a process where one uses the sensory organs in order to gather information. When interpreted by the brain, the sensation becomes perception. C LASSIFYING – grouping objects into similarities or segregating objects that are not similar. Classifying is based on observing objects. C OMMUNICATING – using words or graphic symbols to describe an idea, objects or events. Can be oral(verbal) or written form. It can be quantitative or qualitative. M EASURING- 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. It makes description more precise, quantitative or accurate. P REDICTING- 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. I NFERRING- making an educated guess about an object or event based on previously gathered data or information. 19

20. Integrated science processes Formulating Hypothesis- A hypothesis is an intelligent guess based on prior learning or previous studies of what will happen in an experiment. “If/When” and “Then” is always stated. Example: “If the seed is dry, then it will not germinate.” 2. Controlling Variables – variables are conditions or factors that may affect the results of the experiment or investigation. The factors/conditions that are made different are called EXPERIMENTAL VARIABLES. The factors/conditions that are made the same are called CONTROLLED VARIABLES. 20

21. Integrated science processes 3. Defining Operationally- This means making a definition that is applicable to the object, activity or event. It describes what an obeject can door can be done to the object. Example: “A pencil is something that can write on a paper” so anything that can write on a paper is a pencil. 4. Experimenting– 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. 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 experiment. 21

22. Integrated science processes 3. 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 representations of a mental model. It is a replication of an abstract idea into something that can be seen, touched or manipulated. 22

23. Integrated science processes 3. Formulating Models- models are either mental or physical models. 23

24. Higher order thinking skills CRITICAL THINKING SKILLS- At the heart of science inquiry is CRITICAL THINKING . Asking why things happen or how things happen Begins with asking questions, gathering relevant information, searching for solutions and making a conclusion. 24

25. Higher order thinking skills 2. CREATIVE THINKING SKILLS- Creativity is an evolving concept in science. Innovation goes with creativity. It produces more inventions. 25

26. Higher order thinking skills 3. PROBLEM-SOLVINGS SKILLS It is a higher order thinking skill that involves critical thinking, decision-making, creativity and information processing. 26

27. Inquiry-based science pedaGogies These are TEACHER-GUIDED and LEARNER CENTERED method of teaching for KNOWLEDGED and SKILLS DEVELOPMENT. 27

28. Inquiry-based science pedaGogies These are TEACHER-GUIDED and LEARNER CENTERED method of teaching for KNOWLEDGED and SKILLS DEVELOPMENT. 5ES MODEL IN SCIENCE TEACHING ENGAGE – the motivational part of the lesson EXPLORE – activities of learners as guided by the teacher EXPLAIN – learners provide explanations of what they have done ELABORATE – to clarify further, explanations are given EVALUATE – assessment to determine if the learners have learned 28

29. Inquiry-based science pedaGogies These are TEACHER-GUIDED and LEARNER CENTERED method of teaching for KNOWLEDGED and SKILLS DEVELOPMENT. 29

30. Inquiry-based science pedaGogies These are TEACHER-GUIDED and LEARNER CENTERED method of teaching for KNOWLEDGED and SKILLS DEVELOPMENT. 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 – assessment is conducted to determine if learning has occurred. 30

31. Inquiry-based science pedaGogies These are TEACHER-GUIDED and LEARNER CENTERED method of teaching for KNOWLEDGED and SKILLS DEVELOPMENT. 5As (ACTIVITY, ANALYSIS, ABSTRACTION,APPLICATION, ASSESSMENT) ACTIVITY – the lesson is introduced with experiential learning activities with motivation. ANALYSIS – learners 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- the new concepts will be applied to a new situation ASSESSMENT – SHORT QUIZ 31

32. Inquiry-based science pedaGogies These are TEACHER-GUIDED and LEARNER CENTERED method of teaching for KNOWLEDGED and SKILLS DEVELOPMENT. POE-E (PREDICT, OBSERVE, EXPLORE, EXPLAIN) 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. EXPLORE – after the demo/observation, the learners explore or find various solutions to the problems presented in the demo. EXPLAIN – finally, each group will present and explain their solutions thru oral presentation or written report. 32

33. Inquiry-based science pedaGogies These are TEACHER-GUIDED and LEARNER CENTERED method of teaching for KNOWLEDGED and SKILLS DEVELOPMENT. POE-E (PREDICT, OBSERVE, EXPLORE, EXPLAIN) 33

34. Inquiry-based science pedaGogies These are TEACHER-GUIDED and LEARNER CENTERED method of teaching for KNOWLEDGED and SKILLS DEVELOPMENT. HANDS-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. 34

35. Thank you