1

ESC 8 - Teaching Science

in the Elementary Grades
(Chemistry & Biology)

This is a property of

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY

NOT FOR SALE
 2

ESC 8 – TEACHING SCIENCE IN THE ELEMENTARY GRADES

First Edition, 2021

Copyright. Republic Act 8293 Section 176 provides that “No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency or office may, among other things, impose as a condition the payment
of royalties.

Borrowed materials included in this module are owned by their respective copyright holders.
Every effort has been exerted to reach and seek permission to use these materials from their
respective copyright owners. The University and authors do not claim ownership over them.

Learning Module Development Team

Assigned Title Author/s
Chapter/Lesson

Chapter 1 Introduction Teresa V. Apagalang,

Chapter 2 The Process of Science MAED Lea F. Dollete,

Chapter 3 Basic Concepts and MAED
Principles for the
Elementary Science
Marilou Marave, MAED
Education Program: Chemistry

Chapter 4 Basic Concepts and Yesha M. Paje, LPT

Principles for the
Mae Joyce R. Velarde, LPT
Elementary Science
Education Program: Biology

Chapter 5 Science Teaching Strategies

Chapter 6 Instructional Materials

Development for
Elementary Science
Education and
Technology in Elementary
Science Education

Chapter 7 Assessing and Evaluating

Science Learning
 Chapter 8 Concept Mapping in
Elementary Science for
Lesson Planning, Instruction
and
Assessment

Chapter 9 Synthesis and Application

of Key Concepts and
Principles (Chemistry and
Biology)

Evaluators:
(First Name, Middle Initial, Last Name), Position
(First Name, Middle Initial, Last Name), Position
(First Name, Middle Initial, Last Name), Position

Course Overview
Introduction

ESC 8 – Teaching Science in the Elementary Grades (Chemistry & Biology) is a three – unit
course, which 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 and Plants, Heredity: Inheritance and
Variation, Biodiversity and Evolution and Ecosystems. (CMO 74 s. 2017)

Course General Objectives

By the end of the course, the students will be able to:

1. Describe the science framework in K to 12 Curriculum;
2. Explain the spiraling progression and mastered the basic science concepts in Chemistry
and Biology for the elementary level;
3. Gain pedagogical knowledge and utilized variety of effective strategies for teaching
and learning science;
4. Develop skills in making of appropriate instructional support materials; 5. Utilize
technology to promote creativity and innovations in elementary science; 6. Assess learning
through the use of appropriate tools/techniques; and 7. Practice scientific inquiry, positive
attitudes and values in teaching science in the elementary grades. (CMO No. 74 s. 2017)
Course Details:

Course Code: ESC 8

Course Title: Teaching Science in the Elementary Grades No. of Units: 3 units
Classification: Lecture-Demonstration
Pre-requisite / Co-Requisite: None
Semester and Academic Year: 1 st Semester 2021-2022
Schedule:
Name of Faculty:
Contact Details
Email:
Contact No.:
FB Account:
Consultation

Learning Management System

The University LMS will be used for asynchronous learning and assessment. The link and
class code for LMS will be provided at the start of class through the class official Facebook
Group. ∙ Edmodo

∙ Google Classroom
∙ University LMS

Assessment with Rubrics

Students will be assessed in a regular basis thru quizzes, long/unit/chapter tests,

individual/group outputs using synchronous and/or asynchronous modalities or submission of
SLM exercises. Rubrics are also provided for evaluation of individual/group outputs.

Major examinations will be given as scheduled. The scope and coverage of the examination
will be based on the lessons/topics as plotted in the course syllabus.

Module Overview
Introduction

This module introduces you to the K to 12 Science curriculum guide, the

understanding of the spiraling of basic science concepts and the Key Stage Standards, Grade -
Level standards for science learning areas for K-3, and 4-6. It also includes the sequence of
domains or strands per quarter from grades 3 to 6 in Biology and Chemistry areas.

It also deals with foundations of science teaching and learning, which will help you to
become an equipped science teacher, focuses on basic teaching approaches and strategies. It
emphasizes on how a science concept can be learned by a student effectively through hands on
activity and content mastery. It also presents the Learning Cycle and the 5E’s Instructional
Model. It also focuses on planning and implementing a sequence of meaningful learning
activities. This lesson will help you to demonstrate and apply the science concepts and
strategies in teaching Biology and Chemistry. (If possible, using video or via Zoom or any
possible means)

This lesson discusses the essential parts of the learning cycle which will enable you to
plan and develop your own functional daily/detailed/semi-detailed lesson log with an
appropriate format

An application of the lesson will be utilized in your micro-demo as a part of the

subject’s requirement.

Teaching Science in the Elementary

Grades

(Chemistry & Biology)

Chapter 4

Basic Concepts and

Principles for the
Elementary Science
Education Program:
Biology

Introduction
Biology is a branch of science that deals with living organisms and their vital
processes. This chapter will introduce you to the parts and functions of human beings,
heredity, inheritance and variations, biodiversity and evolution, and ecosystem.

The succeeding lessons provide thorough discussion on the Biology part of the
Science Curriculum. Sample activities are also provided to better understand the lesson.

Specific Objectives

At the end of the lesson, the students should be able to:

1. synthesize information about scientific principles; and

2. examine the scope and sequence of science in the primary grades.

Duration
Program: Biology
Chapter 4: Basic Concepts and Principles Lesson 1 The K to 12 BEC Spiralling of
for the Elementary Science Education Concepts in
Grades 3 to 6 Grades 3 to 6 (Biology)
Lesson 2 Lessons Under Each Grade Level 3 hours

LESSON 1
The K to 12 BEC Spiralling of Concepts in
Grades 3 to 6
The content of Science in the K to 12 Curriculum is made up of the four major fields or disciplines:

A. Chemistry (Matter: Diversity of Materials, Properties and Structures, Changes and

Interactions)
B. Biology (Living Things and Their Environment)
C. Physics (Force, Motion and Energy); and
D. Earth and Space (Surroundings and Land, Water and Air, Weather, Climate and Solar System)
 The science Curriculum Guide of the Department of Education begins with the topic on
Chemistry: Matter and followed by the next topic on Biology: Living things and their Environment.
Let us see how is the big concept of Living things and their Environment presented in the curriculum
in its spiral progression.

Table 1. Sequence of Topics for Every Grade Level in Every Quarter.

The Spiralling of Science Concepts in Biology

Grade 3 Grade 4 Grade 5 Grade 6

Parts and Function of Animals and Plants

In Grade 3, In Grade 4, the After learning in In Grade 6,
learners observe learners are Grade 4 how the learners describe
and describe the introduced to the major organs of the
different parts of major organs of the human body interactions
living things the human body. work together, the among parts of
focusing on the They also learn learners now focus the major organs
sense organs of about on the organs of of the human
humans and the some parts that the reproductive body. They also
more help plants and systems of learn how
familiar external animals survive humans, animals, vertebrates and
parts of animals in places and plants. invertebrates
and plants. They where they live. differ and how
also explore and nonflowering
describe plants reproduce.
characteristics of
living things that
distinguish them
from non-living
things.

Heredity: Inheritance and Variation

Learners learn Learners learn Learners learn Learners learn

that living things that humans, how flowering how non-flowering
reproduce and animals, and plants and some plants
certain traits are plants go non-flowering (spore-bearing and
passed on to through life cycles. plants cone-bearing
their Some inherited reproduce. plants, ferns, and
offspring/s. traits may be They are also mosses)
affected by the introduced to the reproduce.
environment at sexual and
certain stages in asexual modes
their life cycles. of
reproduction.

Biodiversity and Evolution

Different kinds Learners Learners learn They learn that

of living things investigate that that reproductive plants and
are animals and structures serve animals share
found in plants live in as one of the common
different specific habitats. bases for characteristics
places. classifying living which serve as
things. bases for their
classification.

Ecosystems
 Learners learn that Learners learn Learners are Learners are
living things that there are introduced to the introduced to the
depend on their beneficial and interactions interactions
environment for harmful among among
food, air, and interactions that components of components of
water to survive. occur among larger habitats habitats such as
living things and such as estuaries tropical
their and rainforests, coral
environment as intertidal zones, reefs, and
they obtain their as well as the mangrove swamps.
basic needs. conditions that
enable certain
organisms to live.

References/Additional Resources/Readings

Bagni, D. (2012. Philippine Basic Education: K+12 did not change old teaching system
(http://www.nordis.net?p=12823www.nordis,.net
Braund M (2007). 'Bridging work and its role in improving progression and continuity: An
example for science education. British Educational Research Journal, 33 (6), 905-26
[4] Corpuz, B.B. (2012). The Spiral Progression Approach in the K to 12 Curriculum.
Congressional Commission on Education (EDCOM). 1991. Making education work:
an agenda for reform. EDCOM, House of Representatives.
Department of Education. 2010. Enhanced K+12 Basic Education Program [online].
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/K12new. pdf [Accessed March
2012]. [6] Lacanilao, D. (2010). A critique of some commentaries on the Philippine
K12 .http://philbasiceducation.blogspot.com/2012/04/critique-of-some-commentaries
on.html
 10

LESSON 2
Lesson Under Each Grade Level
(Grades 3 to 6) Biology
MAJOR AREA: Biology
The next major topic is Biology which is described as Living Things and Their
Environment. The table below shows the different topics and how these progress in the
different grade levels.
Grade 3 Characteristics of Living Things
Parts and Functions of Living Things
• Humans
• Animals
Living Things • Plants
and their Traits Passed on from Parents
Environment • Humans
• Animals
• Plants
Interactions of Living Things with the Environment
• Basic needs
• Feeding relationships

Grade 4 Parts and Functions

• Humans
1. Major organs of the body
2. Caring for the major organs
3. Diseases that affect the major organs
• Animals
Living Things 1. Terrestrial animals
and their 2. Aquatic animals
Environment • Plants
1. Terrestrial plants
2. Aquatic plants
Life Cycles
• Humans, animals and plants
Interactions
• Beneficial interactions
• Harmful interactions

11
Grade 5 Parts and Functions
• Humans
1. Stages of growth
2. Parts of the reproductive system
3. Development of secondary sex characteristics
4. Menstrual cycle
Living Things • Animals
and their 1. Parts of the reproductive system of representative
Environment groups of animals and their functions
 2. Differences in the modes of reproduction: external
fertilization, internal fertilization
• Birds (ducks)
• Fishes (tilapia)
• Toads/ Frogs
• Crustaceans (crabs and shrimps)
• Dragonflies and butterflies
3. Protecting habitats of animals
• Plants
1. Flowering Plants (rice/corn, pechay, mongo)
2. Non-flowering plants (cone bearing, ferns,
liverworts)
3. Protecting habitats of plants Interactions among
Living things

Grade 6 Parts and Functions

• Human Body System
1. Musculoskeletal System
2. Digestive System
3. Respiratory System
4. Circulatory System
5. Nervous System
• Animals
1. Characteristics of vertebrates and invertebrates
2. Economic importance of vertebrates and
Living Things invertebrates in the community
and their 3. Rare animals in the community
Environment 4. Protecting and caring for animals
• Plants
1. Parts of spore-bearing plants
2. Life cycles of ferns and mosses
3. Vegetative plant propagation
• Interactions
1. Physical condition of tropical rainforest, coral reefs
and mangrove swamps
2. Plants and animals living in these ecosystems
3. Feeding relationships in these ecosystems
4. Protecting and conserving tropical forest
ecosystems

12

References/Additional Resources/Readings

Bagni, D. (2012. Philippine Basic Education: K+12 did not change old teaching system
(http://www.nordis.net?p=12823www.nordis,.net
Braund M (2007). 'Bridging work and its role in improving progression and continuity: An
example for science education. British Educational Research Journal, 33 (6), 905-26
 [4] Corpuz, B.B. (2012). The Spiral Progression Approach in the K to 12 Curriculum.
Congressional Commission on Education (EDCOM). 1991. Making education work:
an agenda for reform. EDCOM, House of Representatives.
Department of Education. 2010. Enhanced K+12 Basic Education Program [online].
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/K12new. pdf [Accessed March
2012]. [6] Lacanilao, D. (2010). A critique of some commentaries on the Philippine
K12 .http://philbasiceducation.blogspot.com/2012/04/critique-of-some-commentaries
on.html

13

Learner’s Feedback Form

Name of Student: _______________________________________________________

 Program: _______________________________________________________ Year
Level: _____________________________ Section: ________________ Faculty:
_______________________________________________________ Schedule:
_______________________________________________________

Learning Module: ________ Number: _______ Title: _______________________

How do you feel about the topic or concept presented?

□I completely get it. □ I’m struggling.
□I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or lost?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

If No, state your reason?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

How do you want it to be enhanced?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

NOTE: This is an essential part of course module. This must be submitted to the subject
teacher (within the 1st week of the class).