LESSON 3:

The Teaching of Science in the

Elementary Grades

| The Teaching of Science in the Elementary Grades

 LESSON OUTCOMES

• Demonstrate the different skills in the process approach

(AAAs) from basic to integrated
• Identify the strategies and teaching methods appropriate in
elementary science
• Use other strategies and methods in teaching science

| The Teaching of Science in the Elementary Grades

Questions to ponder . . .
Do you think you can make your learner be
excited to learn science? How?

| The Teaching of Science in the Elementary Grades

Teaching Science in the Elementary Grades
A. The Science Process Skills

Two important elements in teaching science

• Content or body of knowledge
• Processes of science

| The Teaching of Science in the Elementary Grades

American Association for the Advancement of Science (AAAS) first
introduced the science processes
1. Basic Science Processes
2. Integrated Science Processes

| The Teaching of Science in the Elementary Grades

HOTS:
- Thinking Skills
- Critical Thinking
- Creative Thinking
- Problem Solving Higher Order Thinking Skills

IPS:
- Formulating Hypothesis Integrated Process Skills
- Controlling Variables
- Defining Operationally
- Experimenting
- Interpreting Data Basic Process Skills
- Formulating Models

BPS
- Observing, Classifying, Communicating,
Measuring, Infering, Predicting
| The Teaching of Science in the Elementary Grades
Basic Science Process Skills
- provides the foundation for science learning

| The Teaching of Science in the Elementary Grades

| The Teaching of Science in the Elementary Grades
Using of sense to gather
information about the object or
event.

OBSERVING

| The Teaching of Science in the Elementary Grades

| The Teaching of Science in the Elementary Grades
Grouping objects or objects in
categories based on the properties
or criteria. To classify is based on
what has been observed.

CLASSIFYING

| The Teaching of Science in the Elementary Grades

| The Teaching of Science in the Elementary Grades
Using words or graphic symbols to
describe an action, object or event.
Depends on what has been
observed and classified.

COMMUNICATING

| The Teaching of Science in the Elementary Grades

| The Teaching of Science in the Elementary Grades
Using both non-standard or
standard measures or estimates to
describe the dimensions of an
object or event.

MEASURING

| The Teaching of Science in the Elementary Grades

| The Teaching of Science in the Elementary Grades
To state the outcomes of a future
event based on a pattern of
evidence. Observation first, then
prediction.

PREDICTING

| The Teaching of Science in the Elementary Grades

| The Teaching of Science in the Elementary Grades
Making an educated guess about
an object or event based on
previously gathered data or
information. Inference is also based
on observation.

INFERRING

| The Teaching of Science in the Elementary Grades

Integrated Science Process Skills
- Intermediate science skills that needs the mastery of the basic
science process skills

| The Teaching of Science in the Elementary Grades

Integrated Science Process Skills

1. Formulating hypothesis
Stating the expected outcome of an
experiment. To state a hypothesis, it
usually begins with the If and continues
with Then.

| The Teaching of Science in the Elementary Grades

If I catch this butterfly, then …
| The Teaching of Science in the Elementary Grades
Integrated Science Process Skills

2. Controlling variables
Being able to identify variables that can
affect an experimental outcomes, keeping
most constant while manipulating only the
independent variable.

| The Teaching of Science in the Elementary Grades

Which of the following factor is the INDEPENDENT VARIABLE?

e of
ic Us e
d em ph on
Aca ce smart
form an
per

POV: Study about the adverse effects of using smartphone in the academic performance of 2nd
year BEED students
| The Teaching of Science in the Elementary Grades
Which of the following factor is the INDEPENDENT VARIABLE?

e of
ic Us e
d em ph on
Aca ce smart
form an
per

POV: Study about the adverse effects of using smartphone in the academic performance of 2nd
year BEED students
| The Teaching of Science in the Elementary Grades
Integrated Science Process Skills

3. Defining operationally
Making a definition that is specifically
applicable to the activity or how it shall be
done. Not a definition stated in dictionaries
or a result of previous experiments.
Sometimes it describes what an object
can do or what could be done to the
object.

| The Teaching of Science in the Elementary Grades

Integrated Science Process Skills
4. Experimenting
Having learned the basic science skills,
how to formulate hypothesis and control
variables, the experimental/manipulated
variable will be tested. Variables are
operationally defined, and an experimental
design is made. It is where the hypothesis
is proven to be true or not, thus a
conclusion will follow.

| The Teaching of Science in the Elementary Grades

Integrated Science Process Skills
5. Interpreting data
Data is information derived from the
results of the given experiment.
Most often in quantities, and correct
interpretation shall be made.

| The Teaching of Science in the Elementary Grades

Integrated Science Process Skills
6. Formulating models
Models are either mental or physical
model of processes or events.
Formulating models will develop creativity
and innovation and enhance HOTS.

| The Teaching of Science in the Elementary Grades

Inquiry-Based Science
Involves learners to do science when given the opportunities to
explore possible solutions, make explanations for the
phenomena under study, elaborate explanations on the concepts
and processes and make assessment of how these are
understood based on available evidences.

| The Teaching of Science in the Elementary Grades

5 Es Model in Science Teaching
Engage – the hook. Motivation, trigger questions.
Explore – science activities of learners as guided by teacher
Explain – Learners provide explanation of what they have done
Elaborate – Further explanation is made
Evaluate – Feedback or assessment plus reflection
3 E-P
Exciting Examples of Everyday Phenomena

| The Teaching of Science in the Elementary Grades

Q-M-S Strategy
Q. Question of problem
M. Means or how the plan will be carried out
S. Solution

4 As in Science Teaching
Ask question
Conduct Activity
Analyze the data
Apply the science concepts in similar/related trend

| The Teaching of Science in the Elementary Grades

Use of Discrepant Event (POE-E)
Prediction – What do you think will happen?
Observe – What did you observe?
Explore – Find solutions to the problem.
Explain – Describe what you think happened in words and
pictures.

| The Teaching of Science in the Elementary Grades

Which of the approaches mentioned are you
familiar with?

| The Teaching of Science in the Elementary Grades

In teaching science, is it appropriate to make
learners master and practice the basic science
processes first? Yes/No/Why

| The Teaching of Science in the Elementary Grades

Does teaching the basic science processes require
sophisticated laboratory equipment? Yes/No/Why

| The Teaching of Science in the Elementary Grades

Are all science activities called experimenting?
Yes/No/Why

| The Teaching of Science in the Elementary Grades

Will teaching science in the elementary grades
provide a good foundation for learning science in
the higher grade levels? Yes/No/Why

| The Teaching of Science in the Elementary Grades

Is there only one way of teaching science?
Yes/No/Why

| The Teaching of Science in the Elementary Grades

EVALUATION

| The Teaching of Science in the Elementary Grades