PRELIM

MC 5 - Teaching Science in the

Elementary Grades (Physics,
Earth and Space Science)
 LESSON 1: WHAT IS SCIENCE

INTRODUCTION
Science is valued because it has helped in satisfying many basic human
needs and improving living conditions. Advances in technology and
science are transforming our world at an incredible and unimaginable
pace. We cannot escape from and we cannot measure the significance of
science. Science has shaped the world. Technology and the products of
scientific knowledge surround us every day. Public and private policy
decisions that impact every aspect of our lives are driven by scientific
process and scientific evidence. The enormously complex physical world
around us illustrates boundless scientific concepts. Being “science
Unit I The Elementary Science Curriculum
Lesson 1: What is Science?
Science is our way of understanding the world – its wondrous structure,
natural events, interrelated elements and systems, and processes. It is an
exciting and, at the same time, a useful endeavor that benefits our
community and society at large. Another important goal of science has
emerged during the past decades: to find a way to responsibly and ethically
use natural resources to guarantee their continuity and that of humanity
itself; an endeavor and advocacy that is referred to as “sustainability”.
Aside from sustainability movement, education could become the most
important application of science in the next decades (“Importance of
Science…”, 2017). It is crucial to provide humanity with a basic
understanding of how science has shaped the world and human civilization.
It is for this reason that education institutions need to constantly equip
science educators with the tools and competence to advance science
education and to engage the learners in the love for learning and doing
science.
The word “science” is derived from the Latin word sciencia meaning
knowledge. Science is commonly referred to as a systematic and organized
body of knowledge in any area of inquiry that is acquired using “the
scientific method.” Science has many facets and definition that can be
summarized into the following:
 Science as a broad body of knowledge – Physical sciences consist of
disciplines such as physics (the science of physical objects), chemistry
(the science of matter), and astronomy (the science of celestial objects).
Earth sciences consist of disciplines such as geology (the science of the
earth).
 Science as a set of skills – The science process skills form the
foundation of scientific methods. There are six basic science process
skills: observation, communication, classification, measurement,
inference, and prediction. These basic skills are integrated when
scientists design and carry out experiments. All six basic skills are
important individually as well as when they are integrated.
 Science as an intellectual activity – Science is the intellectual,
practical, and systematic study of the structure and behavior of the
physical and natural world through observation and experiment.
 Science as a social activity – Science is a social activity shaped by
history, institutions, beliefs, and values. Society shapes science and vice
versa.
 Science as problem-solving – Problem-solving skills are necessary in
all areas of life, and the science class provides the students opportunity
to develop and utilize their problem-solving skills, which include the
ability to critically analyze a problem, determine all its elements, and
prepare a feasible solution. These are valuable skills one and acquire in
life.
 Science as a career – individuals who have devoted themselves in
studying and doing science have established careers in science, such as
biologists, chemists, environmentalists, astronomers, medical
practitioners, among others.
 Science as a global human endeavor – Science is a result of human
imagination, ingenuity, and creativity. Individuals and team from many
nations and cultures have contributed to advances in technology.
 Science as a process – The scientific methods is a set of steps for
verifying and building scientific knowledge. When performing this
process, one employs skills necessary to research a topic, develop a plan
and timeline, and draw conclusions from research results.

ANALYZE
Activity A.1: The Facets of Science
Science means several things to various individuals and institutions. You
can see the various facets of science in the first column below. On the
opposite column, write your insights and reflection about each of the facets
of science.
Facets of Science Insights and Reflection
Science as a broad body of
knowledge
Science as a set of skills
Science as an intellectual activity
Science as a social activity
Science as problem-solving
Science as a career
Science as a global human endeavor
Science as a process

Activity B.2. Designing My Future Science Class

Your goal as a future science teacher should be to engage your students to
love learning and doing science. What are the features of an ideal science
class? Characterize each of the elements below.
ELEMENTS CHARACTERISRICS/FEATURES

TEACHER

CURRICULUM

STUDENTS

CLASSROOM
 LESSON 2: SCIENCE EDUCATION
Science education is concerned about learning, teaching, and
understanding science. There are three dimensions of science that are all
important in science education: science knowledge, processes of doing
science, and scientific attitudes. Science is one of the most important
subjects that must be learned because of its relevance to the students’
lives. In the science class the students use and develop life skills such as
problem-solving and critical thinking, which they need to succeed in school,
career, and beyond. These lifelong skills allow students to generate ideas,
weigh decisions objectively, understand the evidence.
Teaching Science is important because of several reasons. First, the
nation is dependent on the technical and scientific abilities of its citizens for
its economic growth and national activities. Moreover, Science is a
significant part of human culture and represents one of the highlights of
human capacity. Also, it provides a laboratory of common experience for
development of language, logic, and problem-solving skills. Finally, for some
of the students, it will become a lifelong vocation or career.
Understanding science is multifaceted. Current research indicates that
proficiency in one aspect of science is closely related to proficiency in
others. Like strands of a rope, the strands of scientific proficiency are linked.
The National Academy of Sciences developed the strands of scientific
proficiency that address the knowledge and skills that the students must
acquire to be considered fully proficient in science.
The students who are proficient in science:
 know, use, and interpret scientific explanations;
 generate and evaluate scientific evidence and explanations;
 understand the nature and development of scientific knowledge; and
 participate productively in scientific practices.

A. ACTIVATE
Activity A.1. The aims of the Study and Teaching of Sciences
The aims of teaching and learning science can be summarized below.
Recall classroom activities or learning experiences you had that aimed at
developing these outcomes among the students. Recall also your feelings
and insights when you experienced those activities in class.
AIMS Classroom Activities/ Your feelings and
Learning Insights
Experiences
1. Develop inquiring
minds
and curiosity about the
world
2. Acquire knowledge,
conceptual
understanding,
and skills to solve
problems
and make informed
decisions
3. Communicate
scientific
ideas, arguments, and
practical experiences
4.Think analytically,
critically, and creatively
to solve problems,
judge arguments and
make decisions
5. Appreciate the
benefits
and limitations of
science and
its applications
6. Understand the
international nature of
science and the
interdependence of
science,
technology and society
7. Demonstrate
attitudes and
develop values of
honesty,
responsibility and
respect for
oneself, for other and
for the
environment

Lesson 3: Elementary Science Curriculum Physics, Earth, and Space Science

 Science education aims to develop scientific literacy among the Filipino
learners that will prepare them to be active and engaged citizens in the
society. As a whole, the K-12 science curriculum is learner-centered and
inquiry-based, emphasizing the use of constructivist pedagogy in teaching.
Concepts and skills in life sciences, physics, chemistry, and earth sciences
are presented with increasing levels of complexity from one grade level to
another in spiral progression, thus paving the way to a deeper
understanding of core concepts. The science curriculum promotes a strong
link between science and technology, including indigenous technology, thus
preserving our country’s cultural heritage (K to 12 Curriculum Guide
Science, 2016).
This curriculum is designed around the three domains of learning
science: understanding and applying scientific knowledge in local setting as
well as global context, performing scientific processes and skills, and
developing and demonstrating scientific attitudes and values. The
acquisition of these domains is facilitated using the following approaches:
multi/interdisciplinary approach, science-technology-society approach,
contextual learning, problem/issue-based learning, and inquiry-based
approach. The approaches are based on constructivism, social cognition
learning model, learning style theory, and brain-based learning.
Science content and science processes are linked in the K-12
curriculum. Organizing the
curriculum around situations and problems that challenge the learners’
curiosity motivates them to learn and appreciate science. The aim of the K-
12 science curriculum is for the learners “to demonstrate understanding of
basic science concepts and application of science -inquiry skills. They
exhibit scientific attitudes and values to solve problems critically, innovate
beneficial products, protect the environment and conserve resources,
enhance the integrity and wellness of people, make informed decisions, and
engage in discussions of relevant issues that involve science, technology,
and environment “(K to12 Curriculum Guide Science, 2016).

A. ACTIVATE
How well do you know and understand science education in the
Philippines? Let us check your knowledge and understanding by performing
the following activities.

Activity A.1.
Read carefully the introduction and conceptual framework of the basic
education science curriculum guide and answer the question below:
1. What is the overall goal of basic education science?
____________________________________________
____________________________________________
____________________________________________
2. What is the content of science curriculum?
____________________________________________
____________________________________________
____________________________________________

3. How is the content of the science curriculum organized?

____________________________________________
____________________________________________
____________________________________________

Lesson 4: Constructivist Theory in Teaching Science

Constructivist teaching is anchored on the fundamental belief that

learning occurs as individuals are actively involved in meaning-making and
knowledge-construction processes. Dewey’s idea of transformative
education suggests that education must foster the development of critical
thinking among the learners via reflection, exploration of the environment,
and hands-on experiences. These experiences are generated through
playing from infancy to adulthood, which is necessary for learning.
In the constructivist classroom, the teacher’s role is to prompt and
facilitate meaningful exchange of ideas and learning. The teacher’s main
focus is guiding the students by asking questions that will lead them to
develop their own insights and conclusions on the subject. Constructivist
teaching is governed by the following principles:
 Engage the students in the discovery and examination of relevant and
meaningful problems
 Organize curriculum into activities and broad primary concepts
 Explore and value the students’ perspectives
 Encourage the students to investigate and challenge their assumptions
 Use assessment to diagnose and guide the student learning.

A. ACTIVATE
Activity A.1
 Recall the best moments you had in your science class. What where
you doing? What was your lesson? Who was your teacher? What made it the
best moment?

MIDTERM
LESSON 5: INSTRUCTIONAL PLANNING

What is Instructional Planning?

When we say instructional planning, it is the systematic selection of
educational goals and objectives and their design for use in the classroom
or in teaching.

Who is Robert Gagne?

An American Educator whose studies of learning and instruction
profoundly affected American schooling. Gagne developed nine events of
instruction that has guided trainers and educators in designing instruction
for trainings and classroom-based teaching.
These are the following:
RECEPTION – gaining attention.
EXPECTANCY – informing learners of the objectives.
RETRIEVAL – stimulating recall of prior learning.
SELECTIVE PERCEPTION – presenting the stimulus.
SEMANTIC ENCODING – providing learning guidance.
RESPONDING – eliciting performance.
REINFORCEMENT – providing feedback.
RETRIEVAL – assessing performance.
GENERALIZATION – enhancing retention and transfer.

TYPES OF INSTRUCTIONAL PLANNING

1) Long-Range Planning
– planning for the whole year.
 Curriculum Mapping
– the process of determining
when you will teach each topic or concept. (Beal and Bolick). Include
a particular grade level, topic, and content.
 Questions to ask to ourselves:
1.How is it best to divide the topics and standards into quarters and/or
semesters?
2.How could social studies be integrated with other subjects or with
holidays and celebration throughout the school year?
 Curriculum Guide
– teachers most important tool in long-range planning.
2) Unit Planning
- teaching with a unit plan makes your weekly lesson planning a snap. It also
helps you organize and plan your year.
 Start your Unit Planning with an Essential Question:
1.Before you even start your unit plan, you probably already have an idea
of what it will be about.
2.You may want to (or be required to) begin with an essential question for
your unit. This is an open-ended question that will help you frame your
unit and help develop a theme for it.
For example:
Let’s say you want your students to participate in book clubs. You
decide that you want your essential question to be:
 How does conflict and challenge lead to change in a character?
Once you choose your essential question, you can probably begin to
“see” your unit take shape. Your students will be looking at the characters
 of their books and how they respond to conflict, what that conflict looks
like, what the characters challenges are, and how they will change the
protagonist.
3.Lesson Planning
 a lesson plan serves as a guide that a teacher uses every day to
determine what the students will learn, how the lesson will be taught
as well as how learning will be evaluated. Lesson plans enable teachers
to function more effectively in the classroom by giving a detailed
outline that they adhere to during each class.

Since the standards set in the K to 12 Curriculum are stated in standards

and competencies, there is a need for the teacher to unpack these
standards to less complex skills. Therefore, in order to decide what to teach,
teachers undergo the following process:
1. Assessing learners’ skills.
Being a teacher, we have to consider that the tasks we provide our
learners are within their abilities. Teachers need to ensure to gather
pertinent data to assess the level of skill the learners. This could be done
using various tool such as their diagnostic tests, achievement tests, or an
assessment of the learners’ performance in previous activities.
2. Analyzing instructional tasks.
Other than analyzing the learners’ skills, the teachers also need to be
sure of what they want the learners to do. Teachers analyze the task they
want the learners to accomplish by breaking down complex tasks, to
simpler, manageable ones that are within the learners’ skills and abilities.
3. Establishing logical sequence.
Along with the analysis of the instructional tasks, the teacher then,
needs to sequence these tasks in a logical and appropriate manner based
again on the learners' developmental abilities. This could be done by
prioritizing the lower-level ones to the more complex ones.
4. Considering contextual variables.
In deciding what to teach, teachers may need to look into the
contextual variables, which may include how long the lesson will take, the
availability of materials needed, or the time of the day the lesson will take
place (class schedule).
5. Analyzing instructional groupings.
As a language learning involves sociolinguistic interactions, creating
opportunities for the learners to make meaningful interactions in the
classroom needs consideration. Having an idea how learners work with each
other helps in deciding how to give them instruction, keep them engaged,
and have them perform better.
6. Identifying gaps in actual and expected performance.
As the teacher understands the level of performance of the learners, it
is now imperative to understand how to bridge their current understanding
with the new material being presented to them. This goes to show how
important the initial preparations are before the teacher can even decide
what to teach the learners.
THE 5E`S INQUIRY-BASED LEARNING PLAN

The main goal of studying this is to be able to develop scientific

 Inquiry practices and habits of the mind among future students.
Although inquiry-based learning (IBL) is used in different subjects, it is
one of the most popular teaching methods used in science. Scientific
 inquiry is flexible and involves the following: asking questions or
developing hypotheses that can be investigated, designing and doing
the investigation, and communicating the results or explanation.
 In this method of teaching, the students take ownership of their ownlea
rning, explore their own questions, and have already been trained to
think of scientific ways on how to find the answers to their questions.
Students learn what is essential instead of just repeating through drills
of what they already know.
Developing Instructional Plan for Elementary Science
SEMI-FINAL

Lesson 6: Student-Centered Instructional Strategies for

Science
Teaching science requires more than merely imparting knowledge; it
involves encouraging students' critical thinking skills, natural curiosity, and
passion for science as a lifelong pursuit.
To achieve these objectives, educators must adopt student-centered
strategies that are highly engaging, demonstrate positive results on
standardized tests, and promote the development of skills that can be
applied to higher education and careers.

Different Types of Student-Centered Instructional

Strategies for Science
 HANDS-ON EXPERIMENTS
For young scientists, nothing is more captivating than hands-on
investigations. Teachers can encourage a deeper understanding of scientific
ideas by giving students opportunities to manipulate objects, gather data,
and observe outcomes (Sadi & Çakıroğlu, 2011). Experiments that students
carry out themselves encourage critical thinking, skills in solving problems,
and a sense of ownership over the learning process. Additionally, they foster
opportunities for peer-to-peer learning and collaboration, resulting in a
stimulating learning environment in the classroom.
 REAL-WORLD CONNECTIONS
Making connections between scientific ideas and students’ lived
experiences can significantly increase student engagement (Akers, 2017).
One way for teachers to do this is by using case studies, videos, and news
stories that show how scientific knowledge is used in real-world situations.
Field trips to research facilities, parks, or museums can give students first-
hand experiences and reinforce the importance of science in their daily
lives. Teachers can also find those working in STEM fields and invite them to
interact with students live or remotely. Not only does this demonstrate to
students how science is being used to solve real problems, but it can also
encourage students to think about STEM careers, especially if you can find
STEM professionals who reflect the makeup of your classroom. Interested
teachers might start with Skype a Scientist, STEM Professionals in
Schools, Engineers in Classrooms, or National Girls Collaborative Project.
  COLLABORATIVE LEARNING
Collaborative learning places a high priority on the value of
communication and peer engagement. Teachers can create an inclusive and
cooperative learning atmosphere by incorporating group projects,
discussions, and group work into scientific lessons. Using this strategy,
students are encouraged to discuss issues, engage in meaningful debate,
and assimilate different points of view. Students' comprehension of scientific
principles is improved through collaborative learning, which also helps them
develop crucial interpersonal and communication skills (Laal & Ghodsi,
2012). These are precisely the skills students need to pursue higher
education and are sought after by employers.
 INQUIRY-BASED LEARNING
Inquiry-based learning is an effective technique that motivates students
to actively investigate scientific ideas via inquiry, investigation, and
discovery. Teachers can encourage autonomous thinking and pique
students' curiosity by offering challenging topics and assisting them in
designing experiments. This method makes it easier for students to connect
theoretical ideas to practical applications, which improves their
comprehension, interest in the subject, and achievement on standardized
assessments (Geier, Blumenfeld, Marx, Krajcik, Fishman, Soloway, & Clay‐
Chambers, 2008).
 INTEGRATION OF TECHNOLOGY
A common concern of teachers in modern classrooms is the constant
competition for student attention with technology. Rather than fight against
it, many teachers are learning to harness students’ inevitable and strong
affinity for their devices by integrating it into lessons. Including technology
in science lessons improves student engagement (Banitt, Theis, & Van
Leeuwe, 2013) and expands the variety of learning opportunities. Students
can investigate scientific phenomena that might be difficult to access
otherwise through virtual simulations, interactive web pages, and
educational apps. Additionally, technology makes data collection and
analysis easier, enabling students to make decisions based on solid
evidence. Using digital tools, teachers can create engaging learning
experiences for students, enhancing their comprehension of scientific ideas.
 DIFFERENTIATED INSTRUCTION
Differentiated instruction is essential in science classes, given
students' wide range of learning interests and skills. All students
can become actively engaged in lessons, provided they are
designed to accommodate various modes of learning and
comprehension levels. Incorporating visual aids, auditory
components, and hands-on exercises are among the methods
used to achieve this, in addition to offering alternate assessments
and additional resources. Every student can feel acknowledged
and empowered (Drapeau, 2021) when learning takes place in an
inclusive atmosphere that makes use of differentiated instruction.
 PROJECT-BASED LEARNING
Project-Based Learning (PBL) is more than a simple strategy. It’s a highly-
effective pedagogical approach to STEM education. What’s more, the PBL
approach derives its effectiveness by incorporating all the strategies
described in the preceding paragraphs. The projects that form the core of
PBL are, by definition, hands-on learning experiences tied to real-world
phenomena. These projects provide multiple opportunities over time for
extended collaborative learning as students work together on inquiry-based
investigations. The cooperative groups that are the functional components
of PBL allow for differentiated instruction as different team members take
on roles that best suit their interests and skills. Furthermore, the PBL
approach provides many opportunities for the integration of technology as
students use devices and work in digital environments to collect and
analyze data, communicate, collaborate, and develop final products and
presentations.

THE POWER OF OBSERVATION

What is Observation?
 "People's minds are changed through observation and not
through argument" - Will Rogers
 "Reason, Observation, and Experience, the Holy Trinity of Science"
-Robert Green Ingersoll
 Of all the inquiry processes, observation may be the most
important to scientists and other experts. Without observation, very
few questions would be asked. Observation is the core,
foundation, principle, and rationale for the existence of science.
Moreover, it is driven by curiosity and the need to find
patterns and answers to questions. Inquiry depends upon
observations to provide data for processes such as predicting,
hypothesizing, and inferring. Unexplained events and occurrences
are constructed through inquiry processes. The unexplained becomes
reality by creating conclusions, theories, principles, and laws.
Without special attention to observations, there would be little
advancement in science.
 Definition of Observation
  For some people,
observing could be
described
 using the song "For
Your Eyes Only." But
 observation is much
more than the use of eyes
 to see. It involves the use
of all senses: seeing,
 tasting, hearing
touching, and smelling.
The
 sense of sight is often
predominant so that we
 become aware of the
natural world, but a better
 understanding of
ourselves and our
 surroundings is
possible as a result of
the
 interaction of our
different senses.
 Definition of Observation
  For some people,
observing could be
described
 using the song "For
Your Eyes Only." But
 observation is much
more than the use of eyes
 to see. It involves the use
of all senses: seeing,
 tasting, hearing
touching, and smelling.
The
 sense of sight is often
predominant so that we
 become aware of the
natural world, but a better
 understanding of
ourselves and our
 surroundings is
possible as a result of
the
 interaction of our
different senses.
 Definition of Observation
  For some people,
observing could be
described
 using the song "For
Your Eyes Only." But
 observation is much
more than the use of eyes
 to see. It involves the use
of all senses: seeing,
 tasting, hearing
touching, and smelling.
The
 sense of sight is often
predominant so that we
 become aware of the
natural world, but a better
 understanding of
ourselves and our
 surroundings is
possible as a result of
the
 interaction of our
different senses.
 Definition of Observation
  For some people,
observing could be
described
 using the song "For
Your Eyes Only." But
 observation is much
more than the use of eyes
 to see. It involves the use
of all senses: seeing,
 tasting, hearing
touching, and smelling.
The
 sense of sight is often
predominant so that we
 become aware of the
natural world, but a better
 understanding of
ourselves and our
 surroundings is
possible as a result of
the
 interaction of our
different senses.
 Definition of Observation
  For some people,
observing could be
described
 using the song "For
Your Eyes Only." But
 observation is much
more than the use of eyes
 to see. It involves the use
of all senses: seeing,
 tasting, hearing
touching, and smelling.
The
 sense of sight is often
predominant so that we
 become aware of the
natural world, but a better
 understanding of
ourselves and our
 surroundings is
possible as a result of
the
 interaction of our
different senses.
Importance of Observation
 EXPERIMENTATION
What is experimentation?
Experiments are the teacher’s another way of introducing a new idea
to the students to stimulate their engagement in class. The use of
experiments allows the teachers to transform the class into an active
learning environment that fosters involvement of the students and
stimulates their mental, affective, and physical activities. The traditional
way of using chalk and board can be improved by facilitating experiments in
class so they can better understand and appreciate the principle involved in
various scientific processes.

How to Use Experimentation as Teaching Strategy?

The experimental approach requires the teacher to explain the
following steps and
guide students during the entire experiment. The goal is for the students
to be able to understand the steps and develop their own experiment. The
following steps are adapted
from SERC (2019):
a. Identify/select a problem
To be worthy of investigation, the problem must be a problem for
the students as
well. It is a product of their observation from the classroom, the
environment, their homes,
or the community.
b. Formulate a hypothesis
Hypothesis is an educated guess; a supposition of proposed
explanation made on the basis of limited evidence as a starting point for
further investigation.
c. Test the hypothesis
d. Control variables
e. Make operational definitions
f. Perform the experiment
g. Record and interpret data
h. Draw a conclusion

INDUCTIVE GUIDED INQUIRY

 Cooperative Learning
Cooperative Learning involves structuring classes around small groups
that work together in such a way that each group member's success is
dependent on the group's success.
Research-based Teaching Strategies
 Researchers have studied teaching strategies for decades and we now
have evidence of those strategies that seem to have greatest influence
on academic achievement. Robert Marzano (2017) conducted a meta-
analyses of education research on teaching strategies to see which
strategies seemed most related to student academic achievement—at
all levels and across all subjects. Interesting ideas.
Using Case Studies to Teach
 Many students are more inductive than deductive reasoners, which
means that they learn better from examples than from logical
development starting with basic principles. The use of case studies can
therefore be a very effective classroom technique.
 Case studies are had long been used in business schools, law schools,
medical schools and the social sciences, but they can be used in any
discipline when instructors want students to explore how what they
have learned applies to real world situations. Cases come in many
formats, from a simple “What would you do in this situation?” question
to a detailed description of a situation with accompanying data to
analyze. Whether to use a simple scenario-type case or a complex
detailed one depends on your course objectives.
 Most case assignments require students to answer an open-ended
question or develop a solution to an open-ended problem with multiple
potential solutions. Requirements can range from a one-paragraph
answer to a fully developed group action plan, proposal or decision.

Using Role-Play as a Teaching Strategy

Role plays exercises give students the opportunity to assume the role
of a person or act out a given situation. These roles can be performed by
individual students, in pairs, or in groups which can play out a more
complex scenario. Role plays engage students in real-life situations or
scenarios that can be “stressful, unfamiliar, complex, or controversial”
which requires them to examine personal feelings toward others and their
circumstances (Bonwell & Eison, 1991, p.47).
Benefits of Role Playing
Role playing can be effectively used in the classroom to:
 Motivate and engage students
 Enhance current teaching strategies
 Provide real-world scenarios to help students learn
 Learn skills used in real-world situations (negotiation, debate,
teamwork, cooperation, persuasion)
  Provide opportunities for critical observation of peers

Gamification - is the process of using game elements in a non-game

context. It has many advantages over traditional learning approaches,
including:
 Increasing learner motivation levels
 Improving knowledge retention
 Better learner engagement through social mechanisms like badges,
points, or leaderboards
In our modern world, technology is naturally a driving force behind
learning and the development of curricula. To achieve better results from
learners, today’s educators are increasingly utilizing cutting-edge digital
tools and strategies in their teaching methods. Gamification for learning is
one of these strategies used increasingly by teachers around the world.
Using gamified elements can positively impact student engagement and
collaboration, allowing them to learn more efficiently as a result.
Gamification is about applying gaming strategies to improve learning and
make it more engaging for individuals. Gamification for learning can be
beneficial because games instill lifelong skills such as problem-solving,
critical thinking, social awareness, cooperation, and collaboration. Games
also motivate individuals, increase interest in certain subjects, reduce the
rate of attrition among learners, improve grades, and enhance their
cognitive abilities.

What is Design Thinking?

Design Thinking is a human-centered problem-solving approach that
places empathy for the end-user at the core of the creative process. Coined
by David Kelley and Tim Brown of IDEO, this methodology has since
transcended its origins in design and has been embraced across various
fields, including education. The key stages of Design Thinking typically
involve empathizing, defining the problem, ideating, prototyping, and
testing.
How can Design Thinking be used in classroom teaching?
Here’s a handy acronym to help remember the stages of Design Thinking:
E.D.I.P.T.
 Empathize
 Define
 Ideate
 Prototype
 Test
Let’s go through each stage one-by-one:
Empathize - Design Thinking encourages educators to understand their
students on a deeper level by empathizing with their needs, challenges, and
perspectives. By gaining insights into students’ lives, educators can tailor
their teaching methods to address individual learning styles and needs.
Define - The second stage of Design Thinking involves clearly defining the
problem at hand. In a classroom setting, this translates to identifying the
learning objectives and challenges faced by students. This step sets the
foundation for targeted and effective teaching strategies.
Ideate - Design Thinking encourages a culture of brainstorming and
creative thinking. In the classroom, this means fostering an environment
where students feel free to express their ideas without fear of judgment.
Educators can facilitate brainstorming sessions to generate diverse
solutions to educational challenges.
Prototype - Just as designers create prototypes to test their ideas, students
can develop prototypes of their learning solutions. This might involve
creating projects, presentations, or interactive activities that demonstrate
their understanding of a concept. Prototyping allows for hands-on learning
and experimentation.
Testing - Design Thinking emphasizes an iterative process. In education,
this means encouraging students to gracefully receive feedback on their
work, reflect on their learning experiences, and make improvements. The
iterative cycle fosters a growth mindset and resilience in the face of
challenges.

Suggested Activities that Explore Earth Science

1. Explode a Volcano
The number one earth science experiment we don't want you to miss is
to explode a volcano at home! This has been a favorite of my kiddos for
years - they still talk about the different volcano creations we have
explodes.
2. Eat Edible Rocks
Who doesn't love science projects where you can eat what you create? And
this edible rock cycle is made with chocolate, which makes it even better! Of
course you could use crayons instead, but either way, your kiddos will see
how rocks change and form due to heat and pressure.
3. Create Cloud Collages
The early years are a great time to incorporate art and science projects
- creating a cloud collage is a wonderful way to do this. Your children will
learn about the three main types of clouds as they manipulate cotton balls
into different shapes. By the end, they will have a cloud poster to display
and return to for years to come.
4. Have an Indoor Rainstorm
This simple earth science activity is sure to delight your students. With a bit
of water, shaving cream, and food coloring, you can make it rain in your
kitchen or dining room, or bathroom, or . . . well, you get the point!
5. Play with Homemade Snow
Just like the indoor rainstorm, you can make a bit of snow to play with
indoors with two simple ingredients. All you need is a box of cornstarch and
a can of shaving cream to be able to mix up a batch of indoor snow to
create a snowman!
6. Watch Ocean Currents
The ocean is constantly in motion thanks to two types of currents - surface
currents from wind and deep currents due to changes in temperature.
This earth science activity uses water and food coloring to show your
students what deep ocean currents look like and helps them understand
what causes them!
7. Study the Seasons
Studying the seasons is another earth science activity perfect for the
younger crowd! This seasons book is a great start for helping your students
to see the changes in the seasons. You can also add in a year-long tree
study to see how the seasons affect your own backyard!
8. Keep a Rock Collection
And finally, no earth science education would be complete without a rock
collection! Of course, you can buy a small (or large) pre-made one, but we
prefer following these 5 steps to make our own rock collection from the
rocks that surround us every day or from the rocks we collect on a vacation!
FINAL