DATA CENTER COLLEGE OF THE PHILIPPINES OF LAOAG CITY, INC.
BACHELOR OF ELEMENTARY EDUCATION
Laoag City, Ilocos Norte
OUTCOME-BASED COURSE SYLLABUS
MAJOR 2 – TEACHING SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY & CHEMISTRY)
First Semester, SY 2025--2026
Vision
Data Center College of the Philippines envisions itself as one of the leaders in tertiary education in the country producing graduates who are able to participate actively in
local, region and national development and who will be globally competitive to find employment here and abroad.
Mission
Pursuant to its vision, Data Center College of the Philippines is committed to nurture the physical, socio-cultural, and moral potentials of its students for their total
development as human beings, and to provide them with relevant and quality education in their fields of specialization to enable them to pursue competently their chosen
professions with honor and dignity.
Institutional Objectives
An unwavering advocacy for the rights of the students to quality and relevant education, Data Center College of the Philippines has adopted the following objectives:
1. To provide a culture of life-long learning;
2. To provide adequate and state-of-the-art instructional materials and facilities;
3. To develop globally competitive graduates who can help address the needs and problems of the region;
4. To employ qualified and competent faculty members and to continuously motivate them to upgrade their qualifications.
Institutional Outcomes
The Data Center College of the Philippines promotes competence in the various fields of knowledge, provides an academic foundation for lifelong learning and enrich
students’ lives through the following domains:
A. Cognitive
1. Connect and apply knowledge, skills and abilities in personal life, career and citizenship.
2. Demonstrate expertise in an academic or professional discipline, display proficiency in the discipline, and engage in the process of academic discovery.
3. Construct structured and vigorous experiments, gathering data and conducting researches o become globally competitive and find employment.
4. Think critically and creatively, communicate clearly, and act with integrity.
5. Frame questions clearly in a way which makes inquiring possible.
6. Understand and apply mathematical and analytical skills and other disciplines in real world situations.
7. Employ current standard technology and emerging techniques for communication and collaboration in the workplace, education, personal life and in the larger
community
B. Values
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1. Recognize and respect likeness and differences among human cultures and their contributions to society.
2. Exhibit the ability to engage with lessons from different backgrounds and perspectives.
3. Practice responsible conduct and allow decisions and directions to be informed by a value-centered life.
C. Psychomotor
1. Work collaboratively and constructively with others, share tasks and finish them on time.
2. Demonstrate the ability to thrive in a complex global world and its historical, economic and cultural challenges.
Demonstrate commitment to service and civic engagement.
Program Goals
The BEEd degree program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for elementary education.
Program Outcomes
The BEEd degree program are expressed in the following set of learning outcomes:
a. Demonstrate in-depth understanding of the diversity of learners in various learning areas.
b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
c. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching.
e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional.
f. Manifest a desire to continuously pursue personal and professional development.
Bachelor of Elementary Education Program Outcomes:
OUTCOMES Demonstrate in-depth Manifest meaningful and Utilize appropriate Manifest skill in Demonstrate positive Manifest a desire to
understanding of the comprehensive assessment and communication, higher attributes of a model continuously pursue
diversity of learners in pedagogical content evaluation tools to order thinking and use teacher, both as an and personal and
various learning areas. knowledge (PCK) of the measure learning of tools and technology individual and as a professional
different subject areas. outcomes. to accelerate learning professional. development.
and teaching.
Teaching Science
in the Elementary
Grade (Biology
and Chemistry)
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Course Information
Degree Program : BACHELOR OF ELEMENTARY EDUCATION
Course Code : MAJOR 2
Course Title : TEACHING SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY)
Course Credit : 3 units
Total Number of Hrs : 54
Total Number of Hrs/week :3
Laboratory :0
Prerequisites : None
Course Description
This course includes understanding of spiraling basic science concepts and application of science inquiry in Chemistry and Biology, strategies in teaching
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 and Plants, Heredity: Inheritance and Variation, Biodiversity
and Evolution and Ecosystems. Ultimately, the pre-service teachers will be equipped with the pedagogical content knowledge in science as well as skills in
instructional materials development and knowledge of the design, selection, organization and use of appropriate assessment strategies for the primary
elementary grades.
Course Outcomes
At the end of this term, the student should be able to:
A. demonstrate content knowledge of science for elementary grades including its nature, content, conceptual framework, domains of learning, pedagogical
approaches, and research-based knowledge and principles of teaching and learning the subject,
B. demonstrate pedagogical content knowledge that promotes scientific, technological and environmental literacies,
C. select, develop and use varied teaching and learning resources, including ICT, in teaching science and
D. design, select, organize and use appropriate and varied learning processes and assessment strategies consistent with the curriculum requirements..
Course Content
TEACHING ASSESMENT
TIME INSTRUCTIONAL TASK VALUES
LEARNING OUTCOMES LEARNING CONTENT LEARNING
ALLOTMENT MATERIALS INFUSED
ACTIVITY
1. Understand and relate the MVO I. Orientation: 3 hrs Present and discuss the PowerPoint Mutual
of the institution to their desire in A. Vision, Mission, VMGO of DCCP. Presentation Class Respect
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achieving their personal goals. Goals, and commitment Disciplined
2. Be familiar with the learnings of Objective. Discussion of the Cooperation
the course. B. Overview of the course outline and
3. Apply discipline in the learning syllabus and the house rules.
process. . course content
4. Inquire into the nature of science C. Setting house rules Sharing of
the scientific enterprise, products, D. Introductory Lesson Experiences
applications and attitudes and The Nature of Brainstorming Discipline
what this looks like in the Science
primary classroom Goals of
Elementary Science
5. Explain the goals appropriate for Education
the quality elementary science
program.
At the end of the unit, the students UNIT I. The Science 4.5
should have : Framework hours
1. Discuss the current state of Lecture Discussion
primary science the status and
provision of science education in Current Developments in Lecture/Demonstration
Book
elementary schools Primary Science Unit test
Power Point
Group Activities Quizzes
2. Identify what recent and Presentation Cooperation
relevant research in science Recitation and
The Science Framework Sharing of Reflection
education has to say about compassion
in the K to 12 Experiences paper
primary science (what works and
what challenges to consider) Brainstorming
3. Describe the Science
Framework in the K to 12 Library research
At the end of the unit, the student should UNIT II. The Teaching of 4.5 HOURS Lecture/Demonstration
be able to: Science in the Elementary
1. Elucidate on the basic processes Grade Group Activities
that form the foundation for Book
2. Elucidate on the basic processes A. The Science Processes Sharing of Power Point Output:
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that form the foundation for scientific Skills Experiences Presentation Lesson Plan
investigation and the integrated B. Inquiry Based Science Handouts Quizzes
processes that form the method of Brainstorming
actual scientific inquiry. Cooperation,
3. Examine the constructivist view Video Clip Viewing appreciation
of learning. and
preparedness
4. Trace indications/manifestations
of spiral progression approach as
seen in the science curriculum guide.
5. Discuss and apply the process-
oriented guided- inquiry
methodology of science teaching.
At the end of the unit, the student should Unit III. Basic Concepts 4.5
be able to: and Principles
Lecture/Demonstration
for the Elementary
1. Synthesize information about Science
scientific principles Group Activities Output:
Education Program: Lesson Plan
2. Examine the scope and sequence of Book
Chemistry includes Sharing of Quizzes
science in the primary grades Power Point Honesty
Properties and Structure of Experiences
Presentation
3. Develop sound lesson plans to guide Matter and Handouts
children in their investigations with Brainstorming
corresponding instructional materials and Changes that Matter
assessment tools Undergo. Video Clip Viewing
PRELIM EXAMINATION -1.5 HOURS
At the end of the unit, the students UNIT III. Basic Concepts 9 hrs Lecture/Demonstration
should have: and Principles
1. Synthesize information about A. Education Program: Group Activities
scientific principles Biology includes Book
2. Develop sound lesson plans to Parts and Functions Sharing of Power Point Output: Preparedness,
guide children in their of Animals and Experiences Presentation Lesson Plan punctuality
Plants, Handouts Quizzes and
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investigations with corresponding B. Heredity: An Brainstorming cooperation
instructional materials and Inheritance
assessment tool C. Variation, Video Clip Viewing
Biodiversity and
Evolution and
Ecosystems.
Preparedness,
punctuality
and
cooperation
At the end of the unit, the students UNIT IV. Instructional 7.5 hrs
should have: Materials Development
1. Describe the current technologies for Elementary
that may be used in teaching
science A. Science Education and Output:
2. Infuse technologies into scientific Technology in Elementary Lecture/Demonstration
Lesson Plan Cooperation
investigation Science Education Quizzes and
3. Identify practical suggestions B. Strategies for Successful rationality
Group Activities
pertaining to implementing a Science Activities
constructivist, process-oriented, Book
[Link]-oriented, Sharing of
inquiry science program in the Power Point
Problem based, Inquiry- Experiences
elementary classroom Presentation
based Handouts
Brainstorming
b. Animals and Plants in
the Classroom Video Clip Viewing
c. Outdoor classrooms
d. Others based on
students’ research
Cooperation
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and
rationality
MIDTERM EXAMINATION - 1.5 HOURS
At the end of the unit, the students should UNIT V. Assessment 6 hrs
have: a. Assessment of process
1. Devise ways in which process- skills
oriented inquiry science teachers b. Assessment of inquiry Output:
can assess the learning of their Lecture/Demonstration Lesson Plan
students c. Assessment of attitude Quizzes
d. Assessment of content Group Activities
Cooperation,
Book
preparedness,
Authentic Assessment Sharing of Power Point
diligence,
Techniques Experiences Presentation
rationality
Handouts
a. Interviewing Brainstorming
b. Journals
c. Portfolios Video Clip Viewing
10 hrs
DEMO TEACHING
FINAL EXAMINATION -2 HOURS
Grading System:
Criteria Percentage
Attendance 10%
Recitation/Participation 25%
Quizzes/Long Quiz 30%
Output/Projects 35%
TOTAL 100%
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PRELIM MIDTERM FINALS
Determine Prelim Grade Determine Midterm Grade Determine Final Grade
Formula: Formula: Formula:
PG = (CS x 2) + PE MG = (CS x 2) + ME + PG FG = (CS x 2) + FE + MG
3 3 3
2 2
References:
Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE). Quezon City: LORIMAR Publishing. Martin, D. J. (2003.). Elementary science methods: A
constructivist approach. Wadsworth McCrory, A. & Worthington, K. (2018). Mastering primary science. London, UK: Bloomsbury Publishing.
National Research Council of the National Academies (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: The National
Academies Press.
PPST-RPMS Manual
Prepared by: Recommending Approval: Approved by:
PROF. ELMORE E. RIOTOC MR. ELMORE E. RIOTOC, RN, LPT, MAED DR. MATHEW P. LANGBIS
Faculty In Charge Program Head Vice- President for Academic Affairs
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