Module 05: Teaching Science
observation; however, its purpose is to identify the
in the Elementary Grades
Unit One: The Scientific Skills
Carl Sagan once said that science is a way
of thinking much more than just a body of
knowledge. This means that science exists not
only to acquire and memorize facts, but science is
something that we engage with. In school,
students should not only learn science but as well
as do science in their class. Science teachers are
challenge to hone the students’ content knowledge
and develop their scientific skills through different
meaningful learning activities, task, and
experiences. These through different skills are
science process skills and manipulative skills.
Science process skills are divided into two: basic
science process skills and the integrated science
process skills. At the same time, the manipulative
skills are the ones used in handling apparatus and
equipment inside the laboratory.
Basic Science Process Skills
1. Observing
Is the most fundamental among the science
process skills that involve using the learner’s five
senses to collect critical information about
something they observe. Being a keen observer
will lead learners to become profitable in other
science skills. There are two types of observation,
qualitative and quantitative observation.
Qualitative is a type that does not involve
observation. The color, taste, texture, and odor can
be classified as qualitative since you do not need
to measure anything. On the other hand, the
quantitative type involves the employment of
measurements. An example of a quantitative
observation is that the learner found out using a
speedometer that his car runs 20 kph faster than
his friend’s car. For example, the teacher will ask
the students to describe the texture of an apple and
its color.
2. Classifying
This science process skills also involve
similarities and differences of things, processes, or
events. Upon comparing, classifying also includes
grouping according to similarities or differences.
For example, showing students pictures of animals
and asking them to classify mammals, birds,
reptiles, and amphibians.
3. Measuring
This is a process of comparing things to a
standard measurement. This involves the use of
measuring tools, devices, or equipment. In
measurement, there are three basic parts; these are
magnitude, unit, and uncertainty. Measuring is
critical to collecting, comparing, and interpreting
data. This process is as well crucial in quantitative
observation and analysis during a laboratory
activity. For example, you ask the learners to
measure their height in centimeters using a tape
measure.
4. Inferring
This is the process of deducing or
concluding information from evidence and
reasoning. In other meaning, it is a process of
making educated guesses or hypotheses based on
gathered information or data. This is a connection
of observation and what is currently known. For
example, you ask the learners to infer why solid
ices floats in liquid water.
5. Predicting
This is the process of stating future
occurrences based on experience, knowledge, or
evidence pattern. Observation is the fundamental
key before one can predict to identify patters. For
example, you ask the learners to predict rain based
on the formation of clouds.
6. Communicating
The observations, measurements,
classification, inference and prediction can be well
described though oral or written communication is
to share and report these results. For example, you
asked the learners to write a report about their
laboratory experiment results and state
conclusions.
Integrated Science Process

1. Formulating Hypothesis
The formulation of hypotheses is vital for
us to foresee the outcome of an experiment. The
formulation of the hypothesis is based on gathered
information and later on be tested through
experiment. For example, you asked your students
to hypothesize that is the gummy candies are
soaked in water, it will expand.
2. Controlling Variables
This skill involves identifying the
variables that may affect experimental outcomes
while manipulating only the independent variable.
A variable pertains to the measurable
characteristic that changes in value. Hence, in an
experiment, there are three types of variables,
dependent, independent and controlled variable.
For example, you asked the learners to observe the
effect of light on plants, moreover, asked them to
control how much light the plant receives and
observe the effect of controlling the light on the
plants’ growth.
In an activity or experiment, the data
collected through observations and measurements
are recorded and organized. Analysis of these data
is critical and an accurate interpretation of it is
very significant in an experiment.
6. Constructing Models
Models are essential to learners in order
for them to visualize the idea, concept, or
processes. If the learners created a model of a
concepts, it would help them to integrate facts and
visualize it as a whole concept though a mental or
physical model. For example, there is no real
picture of an atom until now, but there are
different models created to represent the atomic
theory of such proponent or scientist. Thus there is
Dalton’s model, Thomson’s model, Rutherford’s
model. Bohrs’ model or Schrodinger’s model.

3. Defining Operationally
This skill is essential in giving a clear and
concise, detailed definition. An operational
definition the learners can find in the dictionary;
rather, this definition describes what object can do
or what can be done to the object. This skill is
vital in gathering data.

4. Conducting Experiments
Experimenting needs the employment of
basic science process skills and integrated science
process skills such as formulating hypotheses and
controlling the variables. Experimenting is
essential in order for the learners to prove or
disprove the hypothesis.

5. Interpreting Data
 Unit Two: Approaches, Models and
Practices in Teaching Science in the
Elementary
1. Multidisciplinary Approach
This is also called as interdisciplinary,
which is an approach that integrated other
disciplines to illustrate a topic in science. For
example, the teacher can integrate history to give
context on the development of one theory or
invention. Another is the use of musical
instruments to study sound waves in physics.
2. Contextual Approach
Contextual teaching and learning (CTL) is
a conception of teaching and learning that helps
teachers relate subject matter content to the real
world situations; and motivate students to make
connections between knowledge and its
applications to their lives as family members,
citizens and workers and engage in the hard work
that learning requires. (Ohio State University,
2000).
3. Problem-based Learning
This is considered a student-centered
approach that allows students to solve problems
using what they already know and what they need
to know. This is a way of motivating students to
learn new concepts or principles unlike the
traditional direct discussion of the lesson. There
are lots of science process skills that can be
developed by employing problem-based learning
to your classroom, such as communication skills,
critical thinking and analysis, and collaborating
with team members.
4. Inquiry-based Learning
This is a way of triggering students to ask
questions, instead of them just listening and be
passive learners. Inquiry-based learning, just like
PBL, makes the students be more active learners
because the teacher allows the students to develop
questions that they want to answer. And then
allow them to research the answer, present it to
class and evaluate their answer and how did they
come with that answer. This is just like putting the
learners in charge of their learning.
5. Constructivism
This is a learning theory that explains how
individuals learn through constructing their own
understanding and knowledge of the world by
experiences and reflecting on those experiences.
Students tend have prior knowledge that they have
gained through experience or formal education,
these existing knowledge can be used by teachers
to reconcile or connect the new knowledge that
the learners will have to gain. Problem-based
learning, inquiry-based learning, contextual
Approach and collaborative method are
approaches and methods that uses constructivist
theory in learning and teaching. These approaches
and methods allow students to be generators of
knowledge and not consumers of knowledge,
making them active learners inside the class and
teachers as facilitators of the class.
6. Social Cognition Learning Model
Lev Vygotsky stressed the critical role that
social interaction plays in the development of
cognition to individuals. Moreover, he also
emphasized the role of culture in the development
of higher mental functions. In this model, it can be
said that individuals learn by observing others
while interacting and experiencing,
7. Learning Style Theory
This theory suggest that individual learners
are unique in terms of their learning styles and
modalities, thus they have their peculiar ways on
how they learn. In order to at least cater the
individual needs or the unique learning modalities
of the students, the teachers uses differentiated
instruction. The teachers may differentiate the
content, process, projects and learning
environment depending on the varied learning
styles of the learners. One of the common model
of this theory is VARK, which stands for the four
learning styles of the learners. These are the The model is a five-phase approach to teaching
visual, auditory, reading or writing preference, science concepts.
and kinesthetic.

1. Engagement
In this first phase, the teacher will have to
arouse the student’s interest and enliven their
curiosity about the new lesson. If the teaching
caught them students’ interest and let them be
curious, it will help them be focused and mindful
of what will be the next lesson. The teacher may
check the students’ prior knowledge by giving an
activity connected to their experiences or things
that they already know. Some students may be
curious and asked question, but in the end be
motivated to answer it by focusing on the lesson.

2. Exploration
The next phase is the exploration part,
wherein the teacher allows the students to do an
investigation, experiment or meaningful activities
that will strengthen engagement and boost their
curiosity. In this part, the teacher may begin to
give activities such as laboratory activity, inquiry-
based activity, or problem-based activity that
students can do collaboratively to investigate and
explore the concepts. Collaboration is encouraged
in this part to hone the student’s teamwork skills,
critical thinking skills, and communication skills.
What should the students observe during this
phase? The students should note patterns,
establish causal or correlative relationship,
identify differences, and evaluate their
investigation or experiment results.

3. Explanation
In this part, the students will discuss the
activity’s findings in the exploration stage. Here,
the students can also share the experience while
doing the exercise and cite their analysis. In this
phase, both oral and written communication skills
are developed through graphical or tabular
presentation and their explanation. Moreover,
Unit Three: The 5E Model in Teaching after the learner’s explanation, the teacher will
Science have to give inputs about their explanation and
give them a way to frame their experiences within
this formal explanation. In short, the teacher’s part
is to validate the student’s answer.
4. Elaboration
This phase will allow the learners to
expand the concepts or ideas they have learned
through various activities such as simulation, role-
playing, hands-on activities, and other games.
Here the concepts are put into context as applied
to the daily experiences of the students.
Contextualization of the concept learned is
emphasized in this part. Moreover, the teacher can
also integrate other disciplines to have a broader
context on applying the concepts or ideas learned.
5. Evaluation
In this stage, both the teachers and the
learners can measure the learned conceptual and
procedural understanding. A formative evaluation
can be done at any time of this model to check the
students’ knowledge and give feedback promptly
regularly. The summative assessment is provided
at the end of the lesson and can be informal
assessments such as quizzes, exams, or
assignments. However, activities can also serve as
evaluation activities; these are performance
assessment, product development, journal entry,
and portfolio. It is good to note that using a rubric
to assess performance and products is essential.
Unit Four: Teaching Methods in
Science
Here are suggested innovative teaching
methods in science that will make your students
be more active learners than just being consumers
of knowledge. These methods will also hone the
basic and integrated science process skills that
will encourage the students not just to learn
science but also to do science in a more enjoyable
and fun way.
1. Story Telling
One of the best ways to catch the attention
most especially of the young learners, is by telling
stories. Stories can convey the description of facts
and even can open up curiosity about the new
concept to be learned in science. Moreover,
listening to stories will entail imaginations from
students; thus it will hone the critical, analytical,
and creative thinking skills of students. This is far
better than delivering the lesson with the
traditional, direct lecturing to the, you can use
names that familiar to students as the characters or
even names of scientists that they know, so that it
may arouse their interest to listen. For example,
you want to teach your pupils how to prevent
getting infected by the Coronavirus, you can
create a story of a boy doing all preventive
measures, and at the end, you may ask your pupils
if they can suggest other measure of prevention.
2. Role Playing
Role-playing in teaching science will
enhance a deeper understanding of the concept to
students and as well as honing their
communication and collaborative skills. This
method allows the students to act out a certain
character. This method can be employed in
playing a scientist that uses the scientific method
to solve a problem. Another activity is you ask
students to act as weather forecaster that discusses
the elements of the weather or the different
weather condition. Role-playing will contextualize
the concepts that are taught and learned by the
students because it will deliver the concepts in the
context that they are used or applied by people
(usually portrayed in the role play) in their daily
lives.
3. Visual Clues
 This method involves the use of drawings,
diagrams, and pictures to aid instructions of a
certain concept or theory. This will help the
teachers to visually convey the facts and the
concepts to be learned by students and to
distinctly give examples or applications of these
concepts. Visual clues aid retention, and according
to Dale’s cone of experience, that learner
generally remembers 30% of what they see.
4. Science Text Cards
This is a method that will develop the
science vocabulary of the pupils. This method
uses cards that have words written on it that has
something to do with science concepts and the
students will have to put meaning to it. The
procedure in using this instructional material can
be done collaboratively by classifying, agreeing,
or disagreeing or arranging it according to
patterns. This is a fun way of developing the
critical thinking skills of students as well as their
communication skills. More than that this is a
good strategy to encourage students put meaning
on words or concepts that are presented.
5. Advance Organizers
This method is often used as a starter in
presenting a new lesson. Moreover, one purpose
of this method is to organizer the prior knowledge
of students that is necessary to connect to the new
knowledge to be taught or learned. In this way,
connecting prior to new knowledge makes the
lesson more retentive. Examples of advance
organizers are text organizers, graphic organizers,
and narrative organizers. This method is important
to emphasize the essential or key concepts. This is
as well critical in establishing relationship among
facts, ideas or concepts.
6. Word Parts
This method is used to reinforcing the
structure of scientific terms to pupils. In other
words, this is all about the etymology of the
words. This method can help student’s associate
common prefixes, suffixes, and base words and
relate the meaning to the scientific words. For
example, the term Biology came from the words
“bios”, which means life, and “logia”, which
means a branch of study.
7. Simulation
This refers to activities or instructional
materials that involves imitation of a situation or a
process. There are also virtual simulations that
will allow students to visualize and interact with
concepts simulations that will allow students to
visualize and interact with concepts that are
outside the realm of conventional laboratory.
Using simulations in class will allow for more
laboratory experiences. Moreover, in simulations,
students will be encouraged to involve themselves
in the activity and hone their scientific skills.
Because simulation is interactive, retention of the
concept is high. Furthermore, it can provide
prompt feedback. There are a lot of mobile
applications and computer software or websites
that feature simulation that is readily available and
downloadable.
8. Science Fairs
During science fairs, students may expose
the output of their research or product
development. This activity can be a culmination of
the exit outcomes of students. During science
fairs, students present their researches and
products; thus it will develop their communication
skills. Creativity is also one skill that the students
are also master during a science fair because they
should present their outputs in a more creative and
persuasive way. Critical analysis can also be
honed during on the spot question and answer part
if there are viewers of their station in the fair.
9. Learning Stations
This is a method that involves physical
locations in your classroom where groups of
learners work as a team on varied task
simultaneously to learn a concept and practice
skills related to the topic. Given a certain period of
time, the groups will transfer to another station
until all groups have hopped all the learning
stations. Teachers should consider the following
tips in order to have an effective execution of
learning stations; (1) each station should have a
problem for the students to solve; (2) activities
should be fairly straightforward; and (3) important
concepts should be explicitly stated by students.
The learning stations may provide benefits to both
the teacher and the students. To the teachers, they
can provide differentiated or varied activities that
decrease the amount of material and the time
required for the setup. For the students, this will
help them to become focused and be challenged
because of the time constrain on each task per
station.

10. Mobile Technology

Mobile phones are common devices a
Filipino student has in this modern era. Thus, this
gadget can also be used as a tool for learning.
There is a myriad of mobile applications that
teachers can use to innovate their instructions.
Several studies supported that the use of mobile
applications in teaching helped enhance students’
achievement and learning. An example of mobile
application that can be used in teaching the
constellation is Star Chart that learners will have
an experience of a planetarium in their mobile
phones.