SCIENCE 1 Teaching Science in the Elementary Grades Lesson 2-3

Teaching Science in the Elementary Grades Lesson 2-3

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

2. 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. 2

3. Science curriculum framework science in a spiral curriculum design “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. The curriculum design for science in the basic education to start with the Grade 3 to Grade 6

4. The content of Science in the 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) D. Earth and Space (Surroundings 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 to Grade 6 and even up to Grade 10. -the four quadrants represent the total coverage of Science in the elementary level -there is a continuous flow of topics in every quadrant -implies integration, interdisciplinarity and multidisciplinarity of Science

5. 5 -starting in 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 subjects. -the Science Curriculum Guide of the Department of Education begins with the Topic on Chemistry: Matter. Major Area: Chemistry (Description in the Elementary Curriculum: Matter)

6. 6 Major Area: Living Things and Their Environment

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8. 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 integrated. 2. Identify the strategies and teaching methods appropriate in elementary science. 3. Use other strategies and methods in teaching science. 8

9. a. The science process skills 9 2 important elements needed in learning science: 1. content or body of knowledge- facts, concepts, and theories 2. processes of science- ways of thinking and doing that scientist used to arrive at the body of knowledge. American Association for the Advancement of Science (AAAS)- first introduced the science processes: 1. Basic Science Processes 2. Integrated Process Skills 3. Higher Order Thinking Skills

10. 1. Basic science process skills 10 As future teachers, you have to see to it that these processes are enhanced as they progress in the grade levels and they are repeatedly used as a way of thinking and doing Mastery of these skills will make science learning more meaningful and enjoyable a. Observing- it is using the senses (seeing, touching, tasting, smelling, hearing) to gather information about the object or event. Example: seeing the leaves as green. b. Classifying- grouping objects into categories based on the properties or criteria. To classify is based on what has been observed. Example: placing objects as plants or animals c. Communicating- using words or graphic symbols to describe an action, object or event. This process is dependent on what was observed or classified. It can be done in either oral or written form. - it is describing what has been observed in either qualitative or quantitative ways - Example: (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 d. Measuring- using both non-standard or 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 standard). - Examples : (1) using a “ dangaw ”- non-standard to measure side of the table; (2) using a meter stick- standard to measure the length of a piece of cloth

11. 11 e. Predicting- to state the outcomes of a future event based on a pattern of evidence -an observation shall be made first 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 pattern has been recorded. f. Inferring- making an educated guess about an object or event based on previously gathered or information. It is also based on observation. Example: (1) observing that many trees have fallen, one can infer that a strong wind must have knock these trees 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. 2. INTEGRATED SCIENCE PROCESS Basic Science Processes should be mastered ahead of the Integrated Science Processes a. Formulating hypothesis- stating the expected outcome of an experiment. It is an intelligent guess of what will happened in an experiment. It usually begins with IF and continues with THEN. Example: (1) IF the soil is fertilized, THEN the mongo seeds will grow with leaves greener; (2) IF the water is salty, THEN the paper boat will not float

12. 12 b. Controlling variables- being able to identify variables that can affect an 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 conditions should be controlled or made the same, except the one being tested. Examples: 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 ore experimental variable 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.

13. 13 c. 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 a definition that is stated in dictionaries or a result of a previous experiments. It can be described as what an object can do or what could be done to the object. -Examples: (1) an operational definition of a pencil is something that can write, so anything that can write, will be operationally defined as pencil; (2) solids can be defined operationally as anything that has mass, form and can be held by the hand. d. Experimenting- having learned the basic science skills, how to formulate hypothesis and control variables, the experimental/manipulated variable will be tested. It is in experimenting where the hypothesis is proven to be true or not, thus a conclusion is arrived at. e. Interpreting data- a data is an information derived from the results of the experiment. It is in terms of quantities or numbers. To give meaning to the data, a correct interpretation shall be made. It may be in nominal, ordinal or ratio. It can be converted to sum, percentages, means and many more. A quantitative data can be described qualitatively as high, low, or more or less, effective or not effective. f. Formulating models- 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 (Example- a model of the processes of evaporation and condensation are interrelated in the water cycle). This will develop creativity and innovation, and enhance higher order thinking skills.

14. 14 3. INQUIRY-BASED SCIENCE Involves learners to do science when given the opportunities to explore possible solutions, 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. Strategies that are influenced by inquiry-based science: a. 5 Es Model in Science Teaching E-engage- the hook. Motivation, trigger questions E-explore- science activities of learners as guided by teacher E-explain- learners provide explanation of what they have done E-elaborate- further explanation is made E-evaluate- feedback or assessment plus reflection b. Q-M-S Strategy Q- question of problem M- means or how the plan will be carried out S- solution c. 3E-P- Exciting Examples of Everyday Phenomena

15. 15 d. 4As in Science Teaching ASK question Conduct ACTIVITY ANALYZE the data APPLY the science concepts in similar/related situations e. Use of Discrepant Event (POEE) 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

16. SHORT QUIZ YES OR NO 1. In teaching science, is it appropriate to make learners master and practice the basic science processes first? 2. Does teaching the basic science processes require sophisticated laboratory equipment? 3. Will teaching science in the elementary grades provide a good foundation for learning science in the higher grade levels? 4. Is there only one method of teaching science? 5. Are higher order thinking skills developed if one teaches the integrated science skills? For Questions 6-10, kindly based your answers on Lesson 2. 6. In both topics (Matter and Living Things In Their Environment), the concepts in grade 3 are simpler than grade 4. 7. There is a consistent title of the major topics from Grade 3 to Grade 6. 8. The Chemistry component of Elementary Science revolve around Matter that progressively advance in complexity from Grade 3 to Grade 6. 9. In the elementary science framework, Chemistry which is considered by many as difficult subject is taught in Grade 3. 10. Elementary Science should lead learners to scientific literacy. Choose the correct answer from the options given. 1. Science in the elementary level in the 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 16

17. 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 a 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. Spiral progression in science means that grade three pupils learn simpler contents than grade four. A. This statement is true. C. This statement is partly true. B. This statement is false. D. This statement is doubtful. Which statement is TRUE about teaching in the elementary grade level for K to 12? A. All elementary grade 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 17

18. Thank you