LESSON 1: THE SCIENCE FRAMEWORK IN THE K TO 12

Lesson Outcomes:
1. Described the science framework in the K to 12
2. Discussed the framework relative to each grade level

The Science Framework in the K to 12

Science as whole, as provided by the national framework of the DepEd responds to the 21 th Century
Literacy which is the Science and Technological Literacy. It involves three important components.
1. Understanding and Applying Scientific Knowledge
2. Developing and Demonstrating Scientific Attitude and Values
Here are some of the scientific attitudes:
1. Curiosity
2. Humility
3. Open-mindedness
4. Perseverance
5. Skepticism
6. Creative and Innovative
7. Rational
8. Objectivity
9. Innovative
3. Performing Scientific Inquiry Skills
Based on these phases, all science learners who aim to be scientifically and technologically literate
should be:
 Critical and Creative Problem Solver
 Responsible steward of nature
 Innovative and Inventive thinker
 Informed decision maker, and
 Effective communicator

Approaches, Models, and Practices Used in the Framework:

1. Multidisciplinary-Indisciplinary Approach – Interrelationships and interaction of different
disciplines like science and mathematics, science and social studies, science, and history and many
more.
2. Science-Technology Society (STS) Approach – One way to appreciate science is to link it with
technology and how it influences people, and their ways of life.
3. Problem/Issue Based Learning – Making use of the identified problem or issues surrounding the
environment will more meaning in learning science.
4. Inquiry-based approach – The basic principle of inquiry-based approach the learners’ takes
ownership of a problem or a need and the desire to solve it.
5. Constructive – Constructive teaching is based on the belief that learning occurs as learners are
actively involved in the process of meaning and knowledge construction, Learners are the makers of
meaning and knowledge.
6. Social Cognition Learning Model – Learning can be directed to observing others while interacting
and experiencing.
7. Learning Style Theory – The VARK model identifies Visual, Auditory, Reading/Riting and
Kinesthetic learners who respond to different kinds of learning. There are also many other types of
learning style.
LESSON 2 CONTENTS OF ELEMENTARY SCIENCE IN A SPATIAL PROGRESSION
Lesson Outcomes:
1. Identified the contents of science in Grade 3 to 6 in spatial progression.
2. Explained that the contents or subject matter of science progresses in complexity from grade level to another.

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 knew process skills are developed. This will increase the breadth and the
depth of knowledge achieved. This is the curriculum design for signs in the basic education to start with a grade 3
to grade 6.

The subject area contents are not labeled 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 through grade 10.
Major Area: Chemistry
Description in the Elementary Curriculum Matter
The chart below shows the different topics that are taken in progression in Chemistry from one lower grade level
to another higher grade level. All the topics are anchored on one bigger topic's Properties and Structure.

Grade 3 Properties and Structure of Matter

* Characteristics of solids, liquids and gases
Matter * Changes in Solids, Liquids and Gases

Grade 4 Properties and Structure of Matter

* properties used to group and store materials (ability to
Matter absorb water, float or sink; Decaying or non decaying)
regrouping materials recycle, reduce, reuse, recover, repair.

Changes that materials undergo.

* Changes that are useful.
* Changes that are harmful.
Grade 5 Properties and Structure of Matter
* properties used to minimize ways.
Matter * Importance of reading product label

Changes that matter undergoes.

* evidence of change.
* Appropriate ways of storing materials
Grade 6 Properties and Structure of Matter
* mixture and their characteristics
Matter - Heterogeneous mixtures: solutions, and
suspensions
- Colloids
Separating mixture

Major Area: Living Things and Their Environment

The next major topic is biology which is described as Living Things in Their Environment. Let us see the
different topics and how these progress in the different grade levels.

Grade 3 Characteristics of Living Things

Parts and Function of Living Things
Living Things and * Humans
Their Environment * Animals
* Plants
Traits Passed on From Parents
* Humans
* Animals
* Plants
Interactions of Living Things with the Environment
* Basic needs
* Feeding relationships

Garde 4 Parts and Functions

* Humans
Living Things and - major organ of the body
Their Environment - caring for the major organs
- diseases that affect the major organs
 * Animals
- fairest real animals
- aquatic animals

* Plants
- there is three other plants
- aquatic plants

Life Cycles
* humans, animals and plants

Interactions
* beneficial interactions
* harmful interactions

Grade 5 parts and functions

* Humans
Living Things and - stages of growth
Their Environment - parts of the reproductive system
- development of secondary sex
characteristics
- menstrual cycle

* Animals
- parts of the reproductive system of
representative groups of animals and their
functions
- differences in the nodes of reproduction:
external fertilization, internal fertilization
 Birds (ducks)
 Fishes (tilapia)
 Toads/Frogs
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals

* Plants
- flowering plants (rice slash:, pichay,
mungo)
- non-flowering plants (conebearing, ferns.
liverworts)
- Protecting habitats of plants

Interactions among Living Things

Grade 6 Parts and Functions

Living Things and * Humans Body System

Their Environment - Musculoskeletal
- Digestive system
- Respiratory system
- Circulatory System
- Nervous System

* Animals
- Characteristics of vertebrates and
invertebrates
- economic importance of vertebrates and
invertebrates in the community
- Rare animals in the community
- Protecting and caring for animals

* Plants
- parts of spore bearing plants
 - lifecycles of ferns and mosses
- vegetative plant propagation

* Interactions
- physical condition of tropical rainforest,
coral reefs and mangrove swamps
- plants and animals living in these
ecosystems
- feeding relationships in these ecosystems
- protecting and conserving tropical forest
ecosystems

Separating mixture
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.

Teaching of science in elementary grades

A. The Science Process Skills
There are two important elements that are needed in learning science. 1. The content
where body of knowledge (facts, concepts, theories) and 2. the processes of science which are
the ways of thinking and doing that scientist used to arrive at the body of knowledge.
Any science learner, even at elementary level should develop the processes skills too.
The science processes were first introduced by the American Association for the Advancement
of Science (AAAS). With the speed of global development, the need to enhance the original
processes came into fore. Thus in addition to the Basic Science Processes and Integrated Science
Processes, another layer above the two are processes described as higher order thinking skills.

Higher Order Thinking Skills

Critical Thinking
Creative Thinking
Problem Solving
(in Real life context)
Integrated Process Skills
Formulating Hypothesis
Controlling Variables
Defining operationally
Basic Process Skills Experimenting
Observing Interpreting Data
Classifying Formulating Models
Communicating
Measuring
Infering
Predicting

Science Processes and Higher Order Thinking Skills

Basic Science Process Skills
As future teachers, you have to see to it that these processes are enhanced as they progress in the great levels.
They are repeatedly used as a way of thinking and doing. Mastery of these skills will make science learning more
meaningful and enjoyable.
1. Observing - it is using the senses (seeing, touching, tasting, smelling, hearing) to gather information about the
object or event.
2. Classifying - grouping objects or objects into categories based on the properties or criteria. To classify is based
on what has been observed.
3. Communicating - using words or graphic symbols to describe an action, object or event. This process is
dependent on what was observe, or classified. Communicating can be done in either oral or written form. It is
describing what has been observed in either qualitative or quantitative ways.
4. 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 standard or non standard.
5. Predicting - to state the outcomes of the future event based in a pattern of evidence. First an observation shall be
made, before one can predict.
6. Inferring - making an educated guess about an object or event based on previously gathered data or information.
Inference is also based on observation.

Integrated Science Process

Take note that the basic science processes are fundamental. These basic science skills need to be mastered ahead
of the integrated science processes.

1. Formulating hypothesis - stating the expected outcome of an experiment. It is an intelligent guess what will
happen in an experiment. To state the hypothesis, it is usually begins with the if and continues with then
example if the soil is fertilized, then more will seeds will grow with leaves greener. If the water is salty, then
the paper boat will not float.
Ex. 1. If the soil is fertilized, then mongo seeds will grow with leaves greener.
2. If the water is salty, then the paper boat will not float.

2. Controlling variables - being able to identify variables that can effect and 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 the condition shall be controlled or
made the same, except the one being tested.
Ex. 1. To test whether 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 amount of
sunlight. While the two are controlled, the kind of soil shall be made different. This variable is
called manipulated or experimental variables.
2. If you want to find out if the weight of a steel ball affects it speed enrolled in a plane
surface, the variables 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 would be the difference in the
weight of the two balls.
3. Defining operationally - making a definition that is specifically applicable to the activity or how should it 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 as a result of a previous experiment. Sometimes it describes what an object can do or
what could be done to the object.

Ex. 1. An operational definition of a pencil is something that can write. So anything that can
write, will be operationally defined as a pencil.
2. solids can be defined operationally as anything that has mass, form and can be healed by
the hand.
 4. Experimenting - having learned the basic science skills, how to formulate hypothesis and control variables,
the experimental or manipulated variables will be tested. The variables are operationally defined and an
experimental design is made. It is an experimenting where the hypothesis is proven to be true or not, thus a
conclusion is arrived at.
5. Interpreting data - a data is an information derived from the results of the experiment. Most often it is in
terms of quantities or numbers. To give meaning to the data, a correct interpretation shall be made. Accurate
recording data is very important before an interpretation is made. Data may be in nominal, ordinal. It can be
converted to sum, percentages, means, and many more. On the other hand, a quantitative data can be
described qualitatively as high, low, or more or less, effective or not effective.
6. 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. For example, a model of the processes of evaporation
and condensation are interrelated in the water cycle. Formulating models will develop creativity and
innovation. It will enhance higher order 30 thinking skills too.

Inquiry – Based Science

Strategies that are influenced by inquiry-based science

 5 Es Model in Science Teaching

o E-engage – the hook. Motivation, trigger questions
o E-explore - science activities of learners are guided by teacher
o E-explain - learners provide explanation of what they have done
o Elaborate - for their explanation is made
o Evaluate -n feedback or assessment plus reflection

 Q-M-S strategy
o Q - question of problems
o M - means or how the plan will be carried out
o S – solution

 3E-P Exciting Examples of Everyday Phenomena

 4 As in Science Teaching
o ASK question
o Conduct ACTIVITY
o ANALYZE the Data
o APPLY the science concepts in similar/related situations
 Use of Discrepant Event (POE-E)
o Prediction
o Observe
o Explore
o Explain