AS4 Scie 2- BEED 2

INTRODUCTORY MODULE
Lesson 3: Teaching of Physics and Earth and Space in the
Elementary Grades

LESSON CONCEPT: Teaching Physics and Earth and Space in the elementary grades
includes learners understanding science knowledge, using scientific processes and
inquiry skill and developing positive attitudes and values.

LESSON OUTCOMES

At the end of the lesson, the learner should have:

1. Practiced the different skills in the process approach and higher order thinking skills to
teach in the elementary level;

2. Identified the strategies and teaching methods appropriate in elementary science level;
and

3. Used varied strategies and methods that support the science framework.

ENGAGE
WHERE IS SCIENCE? “Science is all around us as shown in the pictures A, B, C, and D.”
What in the pictures can you teach as a subject matter in Science? Name at least five from the
picture.

1.

2.

3.

4.

5.

As a Science teacher, your role is a guide at the side, a motivator, and inspirer. Learners
will always be excited to participate in a science class, if the lesson is relevant in their lives. This
is what is meant by contextualization.

After exploring the different subject matter or scientific knowledge in the previous
lesson, let us dive into how you are going to teach so that your learners will learn. How will you
guide them in their different lessons they will go through? The more ways or strategies you will
use, the more interested the learners will be.
Remember the approaches and pedagogies that support science learning? These describe
the nature of elementary science: multi disciplinary, contextual, and issue/problem based inquiry.
Further, time-tested and emerging theories which are applicable in science teaching like
constructivism, social cognition, learning styles and brain-based learning are considered.

EXPLORE

Let us explore deeper into these pedagogical strategies and inquiry skills that should be
practiced in the science learning spaces or environment.

A. The Science Process and Inquiry Skills

Science is not learned by pure memorization alone. It is best learned if the processes of science
and inquiry are built in the learning processes. Thus, every learner must master these tools in
order to achieve meaningful understanding of scientific knowledge.

These skills are clustered into three groups from basic process skills to integrated process skills
and to higher order thinking skills. Each cluster is building from the most fundamental to higher
inquiry skills.

• Observing
• Classifying
• etc)
Basic Science Process Skills

In our everyday life, we often use these basic science skills. Learners in kindergarten are
already trained to observe. Getting aware of the surroundings is a process that involves both the
sensation and the perception.

1. Observing – a process where one uses the sensory organs (eyes for seeing, tongue for
tasting, nose for smelling, ears for hearing, and skin for touching/feeling) in order to
gather information. When interpreted by the brain, the sensation becomes perception.

2. Classifying – grouping objects into similarities or segregating objects that are not similar.
Putting objects together as big or small, tall or short, sweet or sour, loud or soft.
Classifying is based on observed objects.

3. Communicating – using words or graphic symbols to describe an idea, objects or events.

Communicating can be done in either oral (verbal) or written form. It can be quantitative
when numbers are used to describe or qualitative if only words will describe.

4. Measuring – using numbers in either standard or non-standard measure. It is a process of

comparing two objects, one being measured and the other is used to measure.
Measurement makes description more precise, quantitative or accurate.

5. Predicting – Based on the pattern of events, the future outcome can be stated. A very
precise observation of a repeated pattern or event is necessary to make a good prediction.
Predicting the time of sunrise every morning is based on accurate quantitative
measurement of the observed event.

6. Inferring – making an educated guess about an object or event based on previously

gathered data or information. Inference is based on observations. For example, what can
you infer when you see people lining up for dinner in a restaurant? I infer that the food
tastes good in the restaurant.

Integrated Science Processes

As the learners move from the lower level to the next grade level, the subject matter increases in
complexity. This will require integrated science processes necessary for understanding more
complicated concepts, theories and principles. The integrated science process skills also
introduce learners to initial rigors of investigation.

1. Formulating hypothesis – A hypothesis is an intelligent guess based on prior learning or

previous studies of what will happen in an experiment. When learners begin to think
about an experiment or an investigatory activity, the “If/When” and “Then” statement is
always stated. An example is “If the seed is dry, then it will not germinate.” This is an
example of formulating a hypothesis.
 2. Controlling Variables – Variables are conditions or factors that may affect the results of
the experiment or investigation. For beginners doing experiments like in the elementary
level, of the several factors or conditions that may affect the experiment, only one factor
is made to vary and the others are controlled. The factor/conditions which are made
different are called experimental variables, and all the others which are controlled or
made the same refers to controlled variables.

3. Defining Operationally – This means making a definition that is applicable to the object,
activity or event or how such shall be done. It is not a definition that is given in
dictionaries or results of previous experiments. Sometimes, it describes what an object
can do or can be done to the object. For example “A pencil is something that can write on
a paper” so anything that can write on a paper is pencil.

4. Experimenting – It is an integrated science process that tries to test something to find

empirical or proven results. It begins with establishing hypothesis, controlling variables,
identifying the variables to be tested or experimented and following a logical procedure
to establish a result.
5. Interpreting Data – In an experiment, data are generated which are more often in terms
of quantities or numbers. These numbers or quantitative information are converted to
ideas or concepts relative to the hypothesis of the experiments. Simple quantitative
information includes sum, percentage or ratio. Furthermore, these quantitative data may
be converted to qualitative data as low, average, or high.

6. Formulating models – Models are either mental or physical models. Mental model is an
explanation of how something works which is an offshoot of an experiment. It is a new
concept, framework or world view that comes to mind. Physical models are physical
presentations of a mental model. It is a replication of an abstract idea into something that
can be seen, touched or manipulated. An example of a model is a model of the solar
system.

All these processes shall be used in teaching science. As the grade level increases, the more
processes are used in teaching and learning. These are also used in the next higher level skills.

Higher Order Thinking Skills

1. Critical Thinking Skills – At the heart of science inquiry is critical thinking. Asking why
things happen or how things happen are indicators of critical thinking. Critical thinking
begins with asking questions, gathering relevant information related to the question,
searching for solutions and make a conclusion.

2. Creative Thinking Skills – Creativity is an evolving concept in science. Innovation goes

with creativity. Without creativity and innovation, science never ever be interesting.
Creativity and innovation produce more inventions. The modern world has advanced
because of creativity and innovation which are the products of science. Look at your
 mobile phones, modern cars, even robots, these are some examples of the results of
creative minds. Hence, even in the elementary grades, creativity and innovation skills are
to be developed.

3. Problem Solving Skills – Problem-based learning is anchored on the problem solving

skills of the learners. It is a higher order thinking skill that involves critical thinking,
decision-making, creativity and information processing. Although these processes are
more complex, however these should be guided early on. The young learners should be
guided to think of new ideas, better ways of doing things, and make things easy to
understand.

Given all the process skills, it is very important that accumulating scientific knowledge should be
accompanied by the practice of the different science skills identified above.

B. Inquiry-Based Science Pedagogies

These are teacher-guided but learner centered for knowledge and skills development.
Likewise lessons are activity-oriented.
Here are some strategies which are influenced by inquiry-based science.

5Es Model in Science Teaching

The 5 Es represent the following activities:

ENGAGE – This is the motivational part of the lesson. There are many motivational strategies.
EXPLORE – This step may include activities of learners as guided by the teacher.
EXPLAIN – The learners provide explanations of what they have done.
ELABORATE – To clarify further explanations are given.
EVALUATE – To determine if the learners have learned, formative assessment concludes the
lesson.

Q-M-S (Question, Means, Solution)

This strategy is easy to use by a science teacher. However the teacher must be very good in
asking low level to high level questions.
Q – It is the first step to ask a series of QUESTIONS or raise a problem.
M – The second step is to execute the plan, a MEANS to answer the questions in the class.
S – The third and last step is to present a SOLUTION by the learners based on the means they
have planned.
4As (ACTIVATE, ACQUIRE, APPLY, ASSESS)

The strategy has only four steps.

ACTIVATE – Questions are asked about prior learning.

ACQUIRE – A science activity follows to learn new knowledge.
APPLY – The acquired new knowledge is then used in a new situation.
ASSESS – The end of the lesson is assessment to determine if learning has occurred.

5As (ACTIVITY, ANALYSIS, ABSTRACTION, APPLICATION, ASSESSMENT)

ACTIVITY – The lesson is introduced with experiential learning activities with motivation.
ANALYSIS – Then, the learners in groups or as a whole class analyze and discuss the results of
the experiential learning activity.
ABSTRACTION – From the analysis, the learners will make their generalization or form
concepts as outputs of the discussion and analysis.
APPLICATION – In this step, the formed concepts of generalization will be applied to a new
situation.
ASSESSMENT – Lastly to determine if the learners were able to achieve the objectives of the
lesson or lesson outcomes, an assessment in the form of short quiz will be given.

POE-E (PREDICT, OBSERVE, EXPLORE, EXPLAIN)

This strategy is simple but can be used in all levels depending on the content or subject matter.

PREDICT – The class starts with the question, “what will happen, if…” Learners will
PREDICT based on previous knowledge.
OBSERVE – In this step, a demonstration of a science activity by the teacher or learner follows,
while the whole class observes. This can utilize a video, powerpoint presentation or an actual
face-to-face demonstration.
EXPLORE – After the demonstration-observation, the learners EXPLORE or find various
solutions to the problems presented in the demonstration by groups.
EXPLAIN – Finally, each group will present and explain their solutions through oral
presentation or written report.

Hands-on, Minds-On Active Learning

Hands-on active learning refers to learning by doing hands-on activities. The learners learn by
doing, using their heads, their hands, and their heart. While in minds-on learning, the learners
think about what they are doing. All of the above strategies and many more respond to inquiry-
based science teaching and learning.
EXPLAIN

There are many ways of teaching and learning. However, it has been found out that the most
effective strategies are those that support inquiry-based learning, problem-based learning, and
project-based learning. Science teaching should be based on sound pedagogical principles and
theories as presented in the framework.

There is no one best strategy that is recommended in teaching science. Instead, there are multiple
ways of guiding learners to learn in their learning environment. Some tips to try in teaching
science include the following:

 Guided exploration

 Free exploration or discovery

 Peer-led learning

 Differentiated instruction, such as:

o Field trips

o Real-world exploration

o Spaced or bite-size learning

o Doing research

o Reflection

o Student talk

ELABORATE

With so many alternative teaching strategies useful in science teaching, there are several
considerations in choosing appropriate strategies. These include the following:
1. The Learners’ Profile
Science lessons should be learner-centered. They should consider the background of the learners,
their prior learning, and their readiness to learn. The learning style theory addresses this element.

2. Class Size
The number of learners in the class must be considered in the management of learning. It is
generally easier to teach fewer learners than many learners. With a smaller class size, a teacher
can easily identify individual differences and engage learners in small-group or even
individualized learning. However, if the class size is large, the teacher should strategize so that
all learners are engaged and no one is left behind.

3. The Learning Objectives or Outcomes

What does the lesson aim to achieve? What would be the learning outcomes? These serve as the
immediate goals of the lesson. At the end of the specific teaching episode, these outcomes must
have been achieved as evidenced by the formative assessment.
4. Instructional Support Materials
Are there substantial instructional materials needed to teach the lesson? Is the science facility
enough to support the particular lesson? Are there alternatives by using local indigenous
materials available?

5. The Science Teacher Skills

There are more attributes needed by the science teacher, but for the meantime, as a beginning
teacher, this will suffice. As the teacher stays in teaching science, more professional development
shall be done. Continuous professional development is necessary to upskill, re-skill, or learn,
unlearn, and re-learn.