MODULE TEACHING SCIENCE IN ELEMENTARY GRADES

CHAPTER 7: TECHNIQUES ON HOW TO TEACH SCIENCE IN ELEMENTARY

LEVELS

Objectives:
At the end of the lesson, the students will be able to:
a.) discuss the techniques on how to teach science in elementary;
b.) evaluate the guidelines in teaching science in elementary;
c.) make technique on how to teach science in elementary.

SOME OF THE TECHNIQUES IN TEACHING SCIENCE IN ELEMENTARY

Student engagement and understanding of

materials is given more emphasis in today’s
education over spoon feeding the facts.

Therefore, using black-boards or the typical

lecture methods are not adequate to teach
science and other related subjects. Many
scholars and researchers have proposed
advanced ideas and they claim that virtual
teaching scenarios or simulations can help to
build a better understanding of subjects amongst
students. More than just conveying facts or findings
in science, students will love to explore the world of
science. These innovative teaching methods in
science can substitute the typical teaching
techniques to achieve the goal.

Page 1
 MODULE TEACHING SCIENCE IN ELEMENTARY GRADES

1. HANDS ON LEARNING

This is the best teaching method invented so

far that involves the active participation of students to
experience scientific concepts than to just have an
audience view. Schools are promoting the use of low
cost apparatus in classrooms to helps students to
have hands on learning experience. It can be a string
telephone to teach about sound and communication,
matchstick mecanno to teach 3D structures, notched
pencil to teach rotation motion or anything similar.

2. STORY TELLING

Students love to hear stories and therefore,

storytelling is one of the best ways to get their
attention in class. Teacher can explain the facts of
biology or the laws of physics in the form of stories.
This is a mental organizer as human brains can
remember stories than just plain facts. Some
teachers present the whole concept as a story while
some others use a story to open and end the
session.

3. ROLE PLAY

This innovative method is becoming an

integral part of science education as students can
intellectually and physically involve through activities
while learning a new concept. Activities can be
organized in classroom sessions where a group of
students can take the role of atoms or molecules to
study a chemical reaction or they can represent a

Page 2
 MODULE TEACHING SCIENCE IN ELEMENTARY GRADES

scientist group to demonstrate the particular scientist’s laws.

4. SPORTS BASED LEARNING

This is an interesting approach to learn

problem-solving in physics or a stepwise method to
study complex chemical reactions. A game of
football or cricket helps them to learn about the
percentage, average or probability which can find its
use in physics problems. Sports are mostly played
in teams which also promote the importance of teamwork that helps them to
synchronize better in group projects.

5. VISUAL CLUES

Using visual clues easily supplements auditory

information and students can easily connect better with
ideas. The multi-sensory experiences improve their
understanding and memorization. This includes
drawings, diagrams, and pictures to assist theory and
setting up examples to show its application side.The
sequence of lab procedures can be better taught using
pictures with words approach.

6. INSTRUCTIONAL CONVERSATIONS

Building instructional conversations is a key

method to teach science vocabulary. Let them talk
in between the lectures about the experience they
had with an application related to the topic of
discussion. This promotes their dialogue
construction in science as they communicate using
scientific and technical terms. Make this a
classroom strategy to help students to easily learn science vocabulary.

Page 3
 MODULE TEACHING SCIENCE IN ELEMENTARY GRADES

7. SCIENCE TEXT CARDS

This is an innovative teaching method to convey

the science facts in an easy and organized way. In this
activity, statements related to science concepts are written
on index cards. Students can work individually, pairs or in
groups to sort the cards based on the given format. The
formats include true/false agree/disagree, matching pairs,
classification, sequencing and more.

8. WORD GAMES

This is a creative strategy to help elementary students

to experience the language of science. Hangman,
Pictionary, Dingbats, Bingo, Scrabble, Odd One Out,
Charades, Trivial Pursuit etc. are the common games.
Playing these games using scientific terms helps the
students to work closely with different hard to
understand words and use them fluently in their subject.

9. GRAPHIC ORGANIZERS

This teaching approach is helpful for students

to interact with science in a more organized and
structured way. Teachers can use different types of
templates to represent the data according to the topic
that is being handled. A typical format for graphic
organizer contains a central point from which
different branches are formed and there may be sub-
branches in certain cases. Arrows are used to point
the direction or sequence of a process.

Page 4
 MODULE TEACHING SCIENCE IN ELEMENTARY GRADES

10. WORD PARTS

This teaching strategy is followed by teachers

to educate the basics of science to elementary
students. While introducing new scientific terms, they
can reinforce the structure of words. Students are
asked to identify and understand prefix, suffix, and
base word, and to relate their meanings. For example,
metamorphosis — meta (large), morph (change), osis
(process); photosynthesis — photo (light), synth
(make), isis (process).

11. SOCIAL MEDIA

The different social media platforms can be used

wisely to teach science to make the science classrooms
more interesting and engaging. For instance, students
can be asked to follow scientists in Twitter and share
his/her new thoughts and findings in class or to use
Feedly for improving the content of their research
projects. Students can also use Vine to document and to
share science videos, Pinterest account for sharing images for research projects or
writing prompts or WordPress class account for
peer-to-peer learning.

12. VIRTUAL SCIENCE LABS

There are many virtual science labs

available online for free and therefore, this
approach almost gives hands on experience of
learning the subject without much expense.
Detailed diagrams, illustrations or close up
pictures allow students to virtually get inside a

Page 5
 MODULE TEACHING SCIENCE IN ELEMENTARY GRADES

plant or animal part without actually doing it. Dissections in biology can be studied
thoughtfully with a virtual hands-on sensation without the problem of odour and
similarly, experiment a chemical reaction without
burns.

13. WORD WALLS

Science word walls in classrooms can

stimulate the interest of students in the subject and
an opportunity for them to illustrate different
concepts. In an advanced technique, a more in-
depth understanding of different scientific terms can
be made possible with pictures that accompany the
words. This is also an option to help them better
understand words with multiple meanings.
Teachers can design creative word walls or ask students to contribute to the idea
weekly or monthly.

14. THINKING MAPS

This is an ideal way to visually represent

different thought processes which help to
organize the science education with a better
flow. There are different types of thinking maps
available which can be chosen wisely to
represent the particular topic. This includes
bridge maps to teach relation between ideas,
brace maps to break larger objects into smaller
parts, flow maps to show sequence of events,
multi-flow maps to show effects or causes of an
event, tree maps to classify objects or ideas and more.

Page 6
 MODULE TEACHING SCIENCE IN ELEMENTARY GRADES

For more knowledge about techniques in teaching science please check the link provided:
https://youtu.be/cJcXVjlniu4

GUIDELINES IN TEACHING SCIENCE FROM GRADES 3-5

Students who are 8-12 years of age are becoming more relational and enjoy group
activities. At about age 10 they begin making decisions on their own and are thinking
more abstractly. They move from thinking concretely and literally to being able to think
more creatively or abstractly. Children at this age may become less secure due to bodily
changes, and the need to be correct becomes even stronger. This age group tends to
believe they are right and like justice to be carried out on the “wrong-doers.” They have
the tendency to be impatient, anxious, and easily discouraged. However, they are also
joyful, enthusiastic, and positive.

USE THE FOLLOWING GUIDELINE FOR TEACHING SCIENCE TO GRADES 3-5

AND ACHIEVING A POSITIVE LEARNING EXPERIENCE.

1. Utilize developing math skills and

problem-solving.

Math skills are increasing at this age and

students can measure accurately and begin
problem-solving. Provide opportunities for
students to measure a variety of materials,
both liquid and dry ingredients, using metric
and standard measurements. Allowing
these age group opportunities to solve
problems on their own or in a group setting
encourages independent thinking. An
example is letting students set up a
recycling center on their own.

Page 7
 MODULE TEACHING SCIENCE IN ELEMENTARY GRADES

2. Engage students by asking questions.

Critical thinking skills are part of brain

maturation of this age group and need to be
encouraged and stimulated. Forming a
hypothesis by predicting what will happen in
an experiment provides an ideal opportunity
to foster critical thinking. Help them along
by asking questions, such as: What will
happen next? Why did that happen? Do you
know the name for that? Thinking through
their answers pushes kids to order their
thoughts and helps them begin to see how
the world works.

3. Build confidence through participation.

Students in this age group understand the world

around them somewhat and often become
anxious about the future. They crave confidence
in their work and are usually eager and desire
involvement. Let them participate in or help set up
experiments. If possible, allow them to assist
younger students. All these activities instill
confidence in themselves and their developing
science skills, which will increase as they
participate and understand more.

Page 8
 MODULE TEACHING SCIENCE IN ELEMENTARY GRADES

4. Move from concrete to abstract concepts.

The 8-12 year olds are moving toward thinking

logically and abstractly. They are able to deal with
multiple variables, such as increased numbers and
adding several chemicals to an experiment. These
parts of thinking aid in understanding science better.
Hands-on experiments and concepts for this age
should have more detail than the early elementary
grades. An example is learning about changing
colors in leaves. In the earlier grades, students might
collect, sort, and observe leaves. But by third grade, students can perform an
experiment to determine why leaves change colors.

5. Alleviate boredom through activity.

This age group may become easily frustrated and

impatient while waiting for a part of an
experiment. During waits, they’ll do best to have
short spans of intense work. Examples of this are
utilizing a science notebook or setting up the next
step of an experiment. They can also collect
specimens such as rocks, insects, and plants.
Students may also benefit from reading interesting books on
the science topic they’re studying.

6. Encourage skills through a science notebook.

Students develop their increasing written communication

abilities by using a science notebook. It’s a permanent place to
record thoughts, data, and drawings about observations and
experiments, as well as results based on experiences. Using a
science notebook also strengthens students’ grasp of the

Page 9
 MODULE TEACHING SCIENCE IN ELEMENTARY GRADES

scientific method as they record each step of an experiment while it’s performed.

7. Encourage independent investigation.

This age group is naturally curious and interested in

investigation. Provide them with science tools, such as
a magnifying glass, magnets, and beakers. Also
provide access to safe household items, like Alka-
Seltzer, vinegar, and baking soda. Offer supervision
and guidance, but allow students to experiment
independently. They are able to make their own
discoveries using their science supplies. Seeing
results in action helps kids develop critical thinking
and science skills.

8. Develop the mind further through vocabulary.

Recording vocabulary words in a science notebook

provides a reference for future use. Vocabulary
words are essential for grasping foundational
science concepts and deepening comprehension.
Learning vocabulary words also increases students’
ability to think, reason, draw conclusions, and
communicate effectively.

9. Tell students they are scientists.

Through observation and experimentation, students

are performing “real science.” Students in third
through fifth grade understand the importance of
science in society. Ask them what areas of science
interest them. Then, provide as much opportunity as
possible for them to independently pursue it. Fostering

Page 10
 MODULE TEACHING SCIENCE IN ELEMENTARY GRADES

a love for science helps students encounter the world at a deeper level. It may even set
a course for future science careers.

-
For more knowledge about guidelines in teaching science is elementary please check the link
provided:
https://youtu.be/3GM0b7vO7F8

TEACHING SCIENCE IN ELEMENTARY SCHOOL

Teaching elementary school science has to be approached in a way that differs from
higher education levels of science. Young children are best suited to learn through
hands-on experimentation and an integration of other subjects into the science
curriculum. Concepts should be broad enough to cover many areas of science and
include mathematics whenever possible. The National Science Teachers Association
has published a position statement on elementary school science instruction, including
many strategies and ideals.

MOST EFFECTIVE LEARNING TECHNIQUES

- Involve students in science activities that encourage exploration and questioning.

- Nurture and develop a child's conceptual framework. This framework is the
foundation for students to learn more detailed and specific knowledge. Without a
proper conceptual framework, students will have difficulty processing ideas that
are foreign to them, as are many science topics.

Page 11
 MODULE TEACHING SCIENCE IN ELEMENTARY GRADES

- Teach ideas through integrated science topics, rather than specific experiments.
For example, integrate botany and plant growing with mathematics by
encouraging charting and measurements of the plant growth.
- Another idea is to integrate artwork through the study of science. Have children
create artwork related to science topics, such as water cycles, animals, flowers
and other science topics. Encourage detailed artwork by asking students to
describe what they are drawing and how those details are important in a scientific
role.

TEACHING ELEMENTARY SCHOOL SCIENCE HAS TO BE APPROACHED IN A

WAY THAT DIFFERS FROM HIGHER EDUCATION LEVELS OF SCIENCE.

- Young children are best suited to learn through hands-on experimentation and an
integration of other subjects into the science curriculum.
- Concepts should be broad enough to cover many areas of science and include
mathematics whenever possible. The National Science Teachers Association
has published a position statement on elementary school science instruction,
including many strategies and ideals.

VALUING SCIENCE

Vary teaching methods to keep students

interested. Considering in mixing up
traditional curriculum topics with kid-
designed science shows, "Bill Nye the
Science Guy," "Beakman's World" and
"Slim Goodbody" are examples of
television shows that provide a fresh
and exciting perspective on science.
When possible, talk about discoveries
made by scientists with different ethnic and personal backgrounds, including gender.
Showing diversity in science may encourage students to work harder if given a feeling
that anyone can succeed. Students will value science more, if they feel confident

Page 12
 MODULE TEACHING SCIENCE IN ELEMENTARY GRADES

ENCOURAGE CRITICAL GROUP THINKING

Assemble classrooms into groups and ask students to

work together to solve different scenarios. Provide
scenarios and see if groups can figure out what
happened and possibly what the next step might be.
Encourage problem solving and teamwork in figuring
out scenarios. Allow students to become freethinkers
without guidance and monitor how things develop.
Instead of students clinging to teachers for help,
encourage them to rely on one another. This will help breed confidence and
independent-thinking capabilities within the students.

For more knowledge about valuing science please check the link provided:
https://youtu.be/J4G2DT1MBPY

Page 13