Instructional Module

in
EED 102
Teaching Science in the Elementary Grades 1 (Biology and Chemistry)
First Semester AY 2021-2022

Prof. Cheryl M. Biclar

Professor

Course Description:
The course includes understanding of spiraling basic science concepts
and application of science inquiry in Chemistry and Biology and the use of
teaching strategies in elementary science, development of instructional
materials and assessment. Content topics in Chemistry include Properties
and Structure of Matter and Changes that Matter Undergo. In Biology,
content topics include Parts and Functions of Animals, Heredity: Inheritance
and Variation, Biodiversity and Evolution and Ecosystems.

No. of Units: 3 (3 hours/week) 54 hours/ semester

Course Outcomes:
At the end of the course, the students must have:
A. Described the science framework in K to 12 Curriculum;
B. Explained the spiraling progression and mastered the basic
science concepts in Chemistry and Biology for the elementary level;
C. Gained pedagogical knowledge and utilized a variety of
effective strategies for teaching and learning science;
D. Developed skills in the making of appropriate instructional
support materials;
E. Utilized technology to promote creativity and innovations in
elementary science;
F. Assessed learning through the use of used appropriate
tools/techniques; and,
G. Practiced scientific inquiry, positive attitudes and values in
teaching science in the elementary grades.

EED 102 | Module 1

Module No. 1
Teaching Science in the Elementary Grades: A Guided Tour

Time Allotment: 3 hours

I. Introduction

Science is a most interesting field of human endeavor especially two of

its branches, Biology and Chemistry. Starting students to love science at a
young age is a great challenge for elementary science teachers, thus, the
need to be able to teach it in a most engaging manner. Also, scientific
literacy is essential as these young ones grow up to be citizens living in a
highly technological society in which the results of scientific research can
have a great effect on such aspects of society as food, health care, work,
communication and transportation.

II. Learning Outcomes

In this module, you are expected to have:
1. Described the K to 12 Science Framework; and,
2. Discussed the effect of the framework to ideas and practices as an
elementary science teacher in the future.

III. Learning Content/Topic

In our elementary schools, science in the early years of the K to 12

curriculum is incorporated in other subject area to develop Healthy Habits,
Curiosity about Self and Environment, Use of Basic Process Skills and
Develop Basic Scientific Knowledge and Concepts. In the upper grade levels
from Grade 3 to Grade 6, Science as a learning area include essential skills
in Scientific Inquiry to include Designing Simple Investigations, Using
Appropriate Procedure and Tools to gather evidence, observe patterns,
determine relationship, draw conclusion and communicate ideas. Further, to
develop essential skills for scientific inquiry, the learners will apply content
and skills to maintain good health, ensure protection of the environment and
practice safety measures.

3
As a future science teacher, you will be using these key standards for
Science in the Elementary Grades. You will have the wonderful task of
motivating, inspiring and guiding learners in the amazing world of science.
EED 102 | Module 1
This introductory portion will inform elementary grades teachers What to
Teach, How to Teach and Why Teach Science in the Elementary level.
The K to 12 Curriculum of the Department of Education is the basic anchor
of our course.

Engage
What are your expectations on being a science teacher? What comes
to mind when you are to teach Science? Can you picture yourself as an
elementary science teacher?
Have you encountered the acronym STL? It means Science and
Technology Literacy. It includes the ability to apply scientific and
technological concepts, use the process skills and embrace science attitudes
and values in life.
This lesson will involve you actively in all of these as the Science
Framework from Kindergarten to Grade 6 and beyond.

Explore

The Science Framework in the K to 12

Science as a whole, as provided by the national framework of the
DepEd responds to the 21st 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
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

As a future teacher, you should have in mind that you will be assisting 3
or guiding your learners to acquire these scientific and technological skills.

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How are these skills developed? Based on the framework, the
foundations of scientific and technological literacy are characterized by the
following models, approaches and practices which are fully anchored on
several learning theories:
1. Multidisciplinary- Interdisciplinary 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 way of life.
3. Problem/Issue Based Learning- Making use of identified
problems or issues surrounding the environment will give more
meaning to learning science.
4. Inquiry- based approach- The basic principle of inquiry- based
approach is that the learners take ownership of a problem or a need
and the desire to solve it.
5. Constructivism- Constructivist 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. These are also many others types of
learning style.
8. Brain-based learning is a paradigm of learning which addresses
student learning and learning outcomes from the point of view of
the human brain. It involves specific strategies for learning which
are designed based on how human attention, memory, motivation,
and conceptual knowledge acquisition works.

This means that to teach science for learners to learn, a future teacher
like you, will use the above theories, principles and models in teaching. 3

EED 102 | Module 1

A
S
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S
S
M
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Figure 1 K to 12 Science Framework

Explain 3

EED 102 | Module 1

Science and Technological Literacy is the ultimate goal in science
learning. Its development starts early and formally begins in Kindergarten
(K), to a completion of a degree and throughout life. A country whose
citizens are science and technologically literate will be educationally and
scientifically advanced.
To achieve this goal, there are three intervening skills that need to be
addressed.
Understanding and Applying Scientific Knowledge. Science
literacy starts with acquisition of knowledge, ideas, concepts,
generalizations, theories). However, such knowledge should be understood
and applied. Thus, in teaching science, teachers should remember that
although memorization of facts is important, however, these facts,
knowledge, generalization and theories should be understood and used in
the daily lives.
Performing Scientific Inquiry Skills. Other than understanding and
applying science knowledge, it is also the foundation of scientific and
technological literacy to perform inquiry skills. Scientific inquiry skills can be
seen as a set of skills to be learned by the students to include the science
processes of the AAAs, the performance of the scientific investigations and
cognitive outcomes the students will achieve. What students will be able to
do is the performance of inquiry and based on what the students know about
inquiry. In short, scientific inquiry is a systematic approach used by
scientists in order to answer mind boggling questions.
Developing and Demonstrating Scientific Attitude and Values.
The development and demonstration of scientific attitudes and values is a
very important component of scientific literacy. What are scientific attitude
and values?

Elaborate

Further Elaboration of the Framework

A. The Components of Scientific and Technological Literacy
 Understanding and Applying Scientific Knowledge
To understand better scientific knowledge, it is best to 3
understand first what science is. Science consists of two
things: a body of knowledge and the process by which that

EED 102 | Module 1

knowledge is produced. However, science processes is the
other component that describes the way of thinking and
knowing about the world. Scientific knowledge is not
absolute or certain. Knowledge, including facts, theories,
and laws, is all tentative and subject to change due to new
evidence brought about by advances in theory and
technology. Science knowledge is also socially and
culturally embedded.
 Developing and Demonstrating Scientific Attitude
and Values
What is scientific attitude? It can be defined as a way
of viewing things, a curiosity to know how and why things
happen with an open mind on govern facts. It is a way of
thinking, feeling, acting and a disposition towards science.
Attitude can be positive or negative. Science attitude is
oftentimes attributed to characteristics of scientists, but
learners can also develop scientific attitudes. Here are
some of the scientific attitudes.
1. A scientist must be curious about the world.
(Curiosity)
2. A scientist admits failures and recognizes that
there are better ideas. (Humility)
3. A scientist listens and respects the ideas of others.
(Open-mindedness)
4. A scientist gives due credit to others’ work or idea.
(Intellectual honesty)
5. A scientist works hard and is persistent.
(Perseverance)
6. A scientist does not jump to conclusions.
(Skepticism)
7. A scientist is creative and critical thinker.
(Creative and Innovative)
8. A scientist uses reason or logical thinking before
giving answers. (Rational) 3
9. A scientist is willing to suspend judgment until he
is sure of his results. (Objectivity)

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10. A scientist tries new approaches to arrive at
solutions. (Innovative.)

 Performing Scientific Inquiry Skills

A science-oriented mind is a questioning mind.
To inquire is to ask a series of questions and find answers
to questions asked. The series of questioning and finding
answers to the questions refer to scientific inquiry.
Students’ abilities that are needed to enable them to
be science inquirers are presented for K to 4 and G 5 to 8
learners.

These are found in the matrix below:

Kindergarten to Grade 4 Learners Grade 5 to Grade 8 Learners

Ask questions about objects, Identify questions that can be
organisms and events in the answered through scientific
environment. investigations.
Plan and conduct a simple Design and conduct simple scientific
investigation. investigations.
Employ simple equipment and tools Use appropriate tools and techniques
to gather data and extend senses. to gather, analyze and interpret data.
Use data to construct reasonable Develop descriptions, explanations,
explanation. predictions and models using
evidence.
Communicate investigations and Think critically and logically to make
explanations. the relationship between evidence
and explanations.

B. Approaches, Models and Practices in the Framework

3
Based on the framework, there are dominant approaches, models and
practices that can be utilized in teaching and learning science in the

EED 102 | Module 1

elementary grades. Being a future science teacher, you must be able to
understand the processes or the pedagogy of each.
1. Multidisciplinary- Interdisciplinary Approach is the use of two or
more subject areas in one lesson or activity. For example, Science
and History can go together when the topic is about discoveries and
inventions.
2. Science- Technology Society (STS) Approach is an
interdisciplinary field that examines how science and technology
shape societies, cultures and environments and how social, cultural
and environmental factors shape the development of science and
technology.
3. Problem/Issue Based Learning (PBL) is a method of teaching
which allows students to focus on how and what they will learn. An
unfamiliar problem, situation or task is what will learn. An
unfamiliar problem, situation or task is presented to the students
and they are encouraged to determine for themselves how they will
go about solving the problem. This usually occurs through small
group work and allows students to utilize their prior knowledge in
the topic area and identify the gaps in their knowledge as they
attempt to solve the problem. PBL is a student- centered approach
to learning that encourages students to be self- directed,
interdependent and independent as they attempt to solve the set
problem.
4. Inquiry- based approach is anchored on the idea of seeking for
truth, information or knowledge. Memorizing facts and information
is not as useful as asking questions that will lead to the
understanding of such data and information. It is not looking for the
right answer but seeking the appropriate solution. No one can learn
everything, but everyone can learn the skills of an inquiring
attitude. Skills and ability and habits of the mind to continue
learning through inquiry- based approach teaching- learning.
5. Constructivism is a theory that explains about how people learn
by constructing their own understanding and knowledge of the
world through prior experiences and reflecting on those 3
experiences. When something new is learned, this has to be
compared with the previous experiences, perhaps discarding the old

EED 102 | Module 1

if the new information is relevant. Thus, in constructivism, there is
a continuous asking of questions asking of questions, exploration
and assessment. In teaching- learning, it means encouraging the
use of active learning like experimenting and real world problem
solving to create more knowledge. Discussing about what the
students are doing themselves, will allow them to realize that their
understanding may also be changing, thus constructing their own
knowledge.
6. Social Cognition Learning Model has been introduced by Lev
Vygotsky where he asserts that culture is the primary factor of
individual development. First through culture, children acquire
much of the content of their thinking which is their knowledge and
second, the surrounding culture provides the learners the means or
process of thinking. In short, in social cognition learning model,
culture teaches the learners both what to think and how to think.
Thus, since children learn much through interactions, lessons
should be designed to emphasize between learners and learning
task. Further, appropriate adult help or scaffolding is needed for
independent problem solvers.
7. Learning Style Theory stands on the premise that “All learners
are created equal but learn differently.” Each individual has a
preference on how they learn. Individual learning style depends on
cognitive, emotional, environmental factors and one’s prior
knowledge. Individualized teaching and learning or differentiated
instructions are likewise anchored on the learning styles of the
learners. It is widely accepted that learners fall into three
categories: Visual, Auditory (Oral-Aural) and Tactile or Kinesthetic.
 Visual learners prefer to use images, maps and graphic
organizers to access and understand information
 Auditory (Oral-Aural) learners best understand new
concepts through speaking and listening. Mnemonic
devices, use of repetition, music, discussion and lectures
are some of the strategies learners prefer.
 Kinesthetic (Tactile) learners prefer to touch, move and 3
manipulate. They learn best though hands- on activities,
practicum and other similar activities.

EED 102 | Module 1

8. Brain- based learning came as a result of researches on the brain
which accelerated in the 1990s with the 1994 “Core principles
directing brain-based education“ that were formulated by Geoffrey
Caine and Renate Nummela Caine. This includes setting a positive
tone in the beginning, allowing students to talk about what they
are learning, incorporating visual elements, chunking, and doing
unfreezing activities.
C. Characteristics of a Scientifically and Technologically Literate
Person
If the learners are able to model, theories, and practices that are
imbibed based on the framework, how then should the learner be
characterized? It is expected that science teachers should be able to
develop learners who have characteristics exemplified below.
 Critical and creative problem solver. Learners have
developed skills that enable them to analyze and find solutions
to any perplexing questions or problems. They devise other ways
of solving problems.
 Responsible steward of nature. Learners demonstrate
concern in keeping the environment safe for themselves and for
everybody. They become citizens who take responsibility for
their actions in protecting and preserving the environment.
 Innovative and inventive thinker. Science as a discipline will
enable learners to create and innovate something simple for
humanity. They will become scientists and inventors of the
future.
 Informed decision maker. As the science learners are growing
up, they should be able to develop the ability to make informed
decisions as they are also becoming independent learners.
 Effective communicator. Science literacy also develops the
ability of the learners to convey the correct message to others,
whether orally or in writing from their wealth of knowledge,
results of inquiry, investigations and many more. There is a need
for science learners to share their findings. 3

EED 102 | Module 1

Monitoring and Assessment
All throughout the process of science teaching and learning, and based
on the framework, there is continuous monitoring and assessment of
learning. These are very important elements that need to be addressed in all
educational endeavor including science teaching and learning.

IV. EVALUATE
Instruction:
In 200- 250 words, write a reflection paper on the effects of the K to
12 science framework on your ideas and possible practices as an elementary
science teacher in the future. This rubric will be used in grading your
reflection paper.

Rubric for Grading the Reflection Paper

3 2 1
The reflection paper The reflection paper The reflection paper
shows a very shows a moderately shows a slightly
substantive substantive substantive
Content understanding of K understanding of K to understanding of K
to 12 Science 12 Science to 12 Science
Framework Framework Framework
The reflection paper The reflection paper The reflection paper
shows a very good shows a good effect shows a poor effect
Effect on ideas effect of the K to 12 of the K to 12 of the K to 12
and possible Science Curriculum Science Curriculum Science Curriculum
practices in the on ideas and future on ideas and future on ideas and future
future practice practice practice

Points Grade
6 95
5 90
4 85
3 80
2 75

If you have limited internet connectivity, you may take a picture of your
Reflection Paper written on any clean sheet of paper and send to my FB
Messenger account, Cheryl Manriquez- Biclar. You may also choose to type
your answer as a Word [Link] name the file as EED102B_1_(your 3
family name and first name),for example, EED102A_1_Lustre_Nadine and

EED 102 | Module 1

send to my email account cmbiclar@[Link]. Please submit your answers
on or before October 14, 2021.

V. REFERENCES

Bilbao, P.B., Jusayan, S.R.,Morano, L.N.& Tingson, L.C. (2019).Teaching

Science in the Elementary Grades Volume 1: Chemistry and Biology.
Quezon City: Lorimar Publishing, Inc.

Corpuz, B.B. & Salandanan, G.G. (2015). Principles of Teaching 2 (with

TLE). Quezon City: Lorimar Publishing, Inc.

5 brain- based strategies to boost learning, retention, and focus. (2021,

January 15). Retrieved from [Link]
based-learning-strategies-boost-learning-retention-and-focus

EED 102 | Module 1