SHEPHERDVILLE COLLEGE

Formerly Jesus the Loving Shepherd Christian College

Talojongon, Tigaon, Camarines Sur

COLLEGE OF EDUCATION
First Semester, AY 2021-2022

SCI. TEACHING SCIENCE IN THE PRIMARY GRADES (BILOGY & CHEMISTRY)

MODULE 3

A. INTRODUCTION

https://www.google.com
Young children, particularly those between three to eight years of age, learn best through hands-on
science, or simply “doing.”

Abstract thoughts and concepts are difficult for them to grasp because they primarily learn about the
world around them by experiencing it through their senses. For this reason it is important to focus science
lessons around things that they can see, hear, touch, taste, and smell so that they are continually immersed in
science as they discover all sorts of new and different things about the world around them, how things work,
and about themselves and others. These types of discoveries are science in a very real way.

Because children are naturally very curious and love to experiment, the years of early childhood
provide a perfect opportunity to help kids develop a love for learning and especially a love for science. By
providing plenty of opportunities for your children to experience things in a hands-on way, you will
encourage and increase their curiosity and soon everything they encounter will become an important science
investigation.

Children also learn by finding answers to their many questions, which flow out of their curiosity and
are a very important part of their thought process.

Question-asking helps kids make connections in their minds between different things they have
experienced. You may get tired of answering the ‘who, what, when, where, why, and how” type of questions
your kids ask you on a daily basis and at times they may even ask you questions that you don’t have answers
to.

1
 Make it a goal to help them find the answer to those questions, or else give them the resources they
need to discover the answer themselves. You can also encourage kids to think by asking leading questions and
encouraging them to explain their answers. This is also a great way to find out what your children already
know about a topic.

B. COMPETENCY 3: Biology and Chemistry Instruction in the Elementary Grades

Objectives:
At the end of the lesson, the students should be able to:
1. identify the way Biology and Chemistry are taught in the elementary grades;
2. enumerate the ways Biology and Chemistry are taught in the elementary grades; and
3. evaluate the identified ways.

Definition of Terms:
1. Teaching - is the specialized application of knowledge, skills and attributes designed to provide
unique service to meet the educational needs of the individual and of society. (Nature of Teaching,
2012)
2. Learning- is an active process of engaging and manipulating objects, experiences, and
conversations in order to build mental models of the world (Dewey, 1938; Piaget, 1964;
Vygotsky, 1986).

Context:

Methods of Teaching Science

All the methods of teaching science can be classified into two types:

Teacher-Centered
This type of teaching methods focuses on telling, memorizing, and recalling information.
The student’s participation is very limited wherein they only ask questions or answers questions.
Most of the time, students are passive listeners and receive the knowledge.
The teacher is the center of process that goes on in the classroom.

Pupil-Centered
This process emphasizes on need, requirement, interest and capability of students.
The students are active participants where in their skills and abilities are developed.
The climate in the classroom is conducive where in flexibility in there.
Teacher and students jointly explore the different aspects of problem.
The role of the teacher is to create situations, makes materials and resources available to the students,
and helps them identify issues, state hypotheses, clarify and test hypotheses and draw conclusions.
Lecture-Cum-Discussion Method
1. This method is a combination of lecture method and discussion method.
2. This is very helpful in building an active verbal interaction between the teachers and students.
3. The teacher delivers the lecture and provides some time after the lecture for discussion among the students
and teacher in the classroom.
4. The student’s views, comments experiences, problems, difficulties in understanding any point or portion
of the lecture come to teacher’s knowledge and teacher replies, and clarifies the doubts.
5. It is an important strategy in stimulating the student’s interests and assesses their understanding of the
concept.

2
 6. It is a process in which interaction goes on in between teacher and students, where in question and answer
are asked and given by both the teacher and students making the process interactive, and effective.
7. The basic purpose of this method is to disseminate information and attain educational objectives by
learning.
8. The discussion in the class is intended to be a give and take between teacher and students.
9. This method helps students to apply critical thinking power in various situations. Higher learning skills
like analyzing, synthesizing, generalizing are given front seat.

Principles of Lecture-Cum-Discussion Method

The Principles are as follows:
1. The teacher should be aware of needs of learners.
2. The teacher must arouse interest in the subject and sustain in the mind of students.
3. Teacher must use visual aids and use ICT.
4. The teacher must take enough time to build mental pictures, with new concepts, previous
knowledge, moving from simple to difficult ideas, for better conceptual development.

SAQ #1 (5 points): What are your key takeaways on the Lecture-cum-discussion

method that you want to apply in teaching?

LABORATORY METHOD
This method in commonly thought of as a hands on and minds on approach to teach science where in
students have the opportunity to gain some experience with phenomena associated with their course
of study.
In this method either student participates alone or in small groups.
They produce or manipulate various variables that are under exploration.
The degree to which student has control over exploration can vary over a wide range.
Here the students learn by actual doing rather than my observing the experiments.
As young children do it by themselves, the experience is impressed more firmly in their minds.
Thus this method in psychologically sound as it satisfies the natural urge for activity.
This method broadens interest of the students.
They learn many virtues through laboratory activity.
The experience in a laboratory is very rich in personal satisfaction as they gain it firsthand. The sense
of excitement and challenge help them to achieve some tangible him.

Principles of Laboratory Method:

1. It follows the principle of learning by doing.
2. It follows psychological principle, where students age, lord and interest is taken into consideration.
3. The work should be Pre-organized and Pre-selected.

Observation Method
In this method, the student observes and acquires knowledge.
Though we cannot call this as a specific method of science teaching but as a matter of fact, almost all
science begins with observation the students observe nature, in groups, in lab at school at home or in
gardens.
The result of this process information of a concept of nature which in permanent in mind.
The training of pupils in observation is really strong his mind with suitable experiences all thoroughly
classified and digested.
Science provides remarkable training in observation and reasoning.

3
 The learner’s reasons from the once established facts and form concepts about further observed
phenomena.

Principles of Observation
1. Principle of freedom
2. Principle of experience
3. Principle of play-way
4. Principle of individual effort

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:

Utilize developing Science skills and problem-solving. Science 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.

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.

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.

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.

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.

4
 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.

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

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.
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.

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

SAQ #2 (5 points): Which of these ways could best encourage learners to do and
perform well in Science?

The term “science” is one that encompasses a broad world of phenomena and events such as
weather, the solar system, animal and plant life and more. And while students will surely explore these niche
aspects of science as they mature in the K-12 school system, at the elementary level it’s the job of the teacher
to essentially introduce science and some of its categories to the student. This is best done through visual,
hands-on activities that allow students to observe and analyze a particular phenomenon, while at the same
time getting some entertainment out of it.
Here are some science teaching ideas in elementary that teachers can use in the classroom:
1. Experiments
One key focus at the elementary level should be teaching students the scientific method. That
is, problem, hypothesis, experiment, evaluation and conclusion. Specifically, the scientific method is an
organized way to observe specific phenomena and learn by experimenting with it. There are a variety of
experiments teachers can carry out with their students in the classroom, ranging from simple to more
advanced. Elementary school teachers, however, should lean more toward simple experiments. Common
examples of science experiments include determining objects that either sink or float, building a
classroom volcano or analyzing static electricity.

Teachers should make sure to follow each step of the scientific method with each experiment
and get students to be as involved as possible with helping to formulate a hypothesis and help to solve the
problem or question at hand. The more involved students are in the process, the more likely they are to
retain the information following the experiment. Teachers should also consider having the students write
out and document the steps of the scientific method as the project progresses. This encourages students to

5
 formulate their own personal opinions and come to their own conclusions, whereas in a group, they may
fall back on the work of their peers.

2. Projects
One way to get students more involved and enthusiastic about science is to host a classroom
science fair where each student is tasked with creating a science project to demonstrate some sort of
scientific phenomenon (teachers should approve all projects before the student gets to work). Some
common examples of science fair projects are dioramas of the solar system, demonstrating on a scale
model how far each planet is away from the sun, demonstrating photosynthesis in plants or, as mentioned
in the previous section, building a volcano to demonstrate the flow of lava and how pressure builds up
over time, and causing eruptions.

Teachers should encourage parents to help their children with these projects. On the day of the
science fair, teachers should also consider including some fun activities such as a project contest where a
panel of guest judges rate the best projects. Additionally, teachers should ensure that each student has an
opportunity to present his/her project to the class and explain what their project demonstrates.

3. Nature
There’s plenty of science to be seen in nature and kids like being outdoors, so why not arrange
outdoor lesson plans that demonstrate science in the natural world? For instance, teachers can take their
students on a field trip to a nature center and have a professional explain some of the natural phenomena
and how it pertains to plants and animals. Another idea is to embark on a nature hike with students
through a wooded area, pointing out phenomena along the way, whether it be how much more vegetation
there is in sunlit area compared to dark forested areas, or taking samples of pond water for organisms.

Of course, learning about science in nature does not have to extend outside of the classroom.
Teachers can keep tadpoles present in the classroom and allow students to observe them transforming into
frogs. The same logic can be applied to caterpillars and butterflies. Setting up a terrarium with various
types of plant life or planting seeds and observing them grow over time are other activities that teachers
can use as lesson plans for science.

SAQ #3 (5 points): Which of the mentioned science teaching ideas can you consider as
mostly used by teachers? In what way/s?

Enrichment/ ICT Integration

For further understanding of the lesson, please read the following articles:
Teaching Science to Young Children
https://learning-center.homesciencetools.com/article/science-for-young-children-science-lesson/
Tips for Teaching Science to Elementary Students (Grades 3-5)
https://learning-center.homesciencetools.com/article/tips-for-teaching-science-to-elementary/
Three Ideas for Teaching Science to Elementary Students
https://resilienteducator.com/classroom-resources/3-ideas-for-teaching-science-to-elementary-
students/

C. SUMMARY
All the methods of teaching science can be classified into two types: Teacher-Centered and Pupil-
Centered
Lecture-Cum-Discussion Method is a method that is a combination of lecture method and
discussion method.
6
 Laboratory Method is commonly thought of as hands on and minds on approach to teach science
where in students have the opportunity to gain some experience with phenomena associated with
their course of study.
In Observation Method, the student observes and acquires knowledge.
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.

D. REFERENCES
The Importance of Learning Science: Teaching Strategies for Today’s Educator
https://www.waldenu.edu/programs/education/resource/the-importance-of-learning-science-
teaching-strategies-for-todays-educators
Learning styles and the nature of learning
https://www.emeraldgrouppublishing.com/archived/teaching/insights/learning_styles.htm#a1
What is Learning?
https://teaching.berkeley.edu/resources/learn/what-learning

E. EVALUATION
General Instruction: Read thoroughly the questions and follow what is being asked in every task.
A. Explain the following:
1. Lecture-Cum-Discussion Method
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. Laboratory Method
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3. Observation Method
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

7
 F. ASSIGNMENT
Look for a sample DepEd Lesson Plan in Science (Grade 1-3). Identify the strategies employed
by the teacher that made the learning effective and motivating.

SHEPHERDVILLE COLLEGE
Formerly Jesus the Loving Shepherd Christian College
Talojongon, Tigaon, Camarines Sur

COLLEGE OF EDUCATION
First Semester, AY 2021-2022

SCI. TEACHING SCIENCE IN THE PRIMARY GRADES (BIOLOGY & CHEMISTRY)

ANSWER SHEET (SAQ)
MODULE 3
8
 Name: ___________________________________ Course/Year: BEEd- 2F Date:________________
Contact No.: ______________ Subject: SCI1 Teacher: Ledelyn A. Contante, LPT, MAEd

SAQ #1 (5 points): What are your key takeaways on the Lecture-cum-discussion method that you want to apply
in teaching?
ASAQ #1 _________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

SAQ #2 (5 points): Which of these ways could best encourage learners to do and perform well in Science?
ASAQ #2 _________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

SAQ #3 (5 points): Which of the mentioned science teaching ideas can you consider as mostly used by teachers?
In what way/s?
ASAQ #3 _________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

SHEPHERDVILLE COLLEGE
Formerly Jesus the Loving Shepherd Christian College
Talojongon, Tigaon, Camarines Sur

COLLEGE OF EDUCATION
First Semester, AY 2021-2022

SCI. TEACHING SCIENCE IN THE PRIMARY GRADES (BIOLOGY & CHEMISTRY)

ANSWER SHEET (EVALUATION)
MODULE 3

Name: ___________________________________ Course/Year: BEEd- 2F Date:________________

9
 Contact No.: ______________ Subject: SCI1 Teacher: Ledelyn A. Contante, LPT, MAEd

General Instruction: Read thoroughly the questions and follow what is being asked in every task.
A. Explain the following:
1. Lecture-Cum-Discussion Method
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. Laboratory Method
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3. Observation Method
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

10