EASTERN VISAYAS STATE UNIVERSITY

Tacloban City
Control No. EVSU-ACA-F-005
Title of Form: Course Syllabus Revision No. 0
Date

DOCUMENT: SYLLABUS COURSE: COPIES ISSUED TO:

Teaching Science in Elementary Grades II (Physics, College of Education
Learning Resource Center
Earth & Space Science) Faculty
DOCUMENT NO.: st
DATED: 1 semester SY 2024-2025
DATE OF EFFECTIVITY:

VISION CORE VALUES

A leading state university in technological and professional education. E – Excellence V – Value – Laden S – Service – Driven U – Unity in Diversity
MISSION
Develop a strong technologically and professionally competent human
resource imbued with positive values needed to propel sustainable GRADUATE ATTRIBUTES INTENDED FOR NATIONALIANS (GAINs) INSTITUTIONAL LEARNING OUTCOMES (ILOs)
development.
GOALS 1. Excellence a. Demonstrate personal and collective adherence to high standards and
1. Commit to train students to meet the standards of professional teachers in distinctive achievement.
basic education
2. Operationally develop potentials of faculty and students in various fields of
b. Instill the value for lifelong learning among graduates who are guided with
specialization for a more productive career.
2. Value Laden highest practice of ethics, principles and moral standards.
3. Empower faculty and students with research and extension capabilities
that would raise the standards of instruction and clientele’s quality of life 3. Service Driven c. Show commitment and motivation to exist with relevance and significance in
4. Develop a culture of excellence to continually increase the performance in providing assistance to clientele.
the Licensure Examination for Teachers and pre – employment skills
d. Create an environment which respect each other’s worth, beliefs and
4. Unity in Diversity
talents towards a synergetic goals.

ILOs
Program Learning Outcomes (PLOs) C
a b d
1. Demonstrate in-depth understanding of the diversity of learners in various learning areas. ✓
2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas ✓ ✓
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes ✓
4. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching. ✓
5. Demonstrate positive attributes of a model teacher, both as an individual and as a professional. ✓
6. Manifest a desire to continuously pursue personal and professional development. ✓
 7. To instill moral values and good work habits. ✓

COURSE DESCRIPTION

This 3-unit course includes understanding of spiraling basic concepts and application of science inquiry in Physics and Earth and Space, and the use of teaching strategies in
elementary science, development of instructional materials and assessment. Content topics in Physics include Force and Motion and Energy, while Earth and Space Science include
Geology, Meteorology, and Astronomy. This is a 3-unit lecture course for 2nd year students, to be taken for 54 hrs.

PRE-REQUISITE(S)
Prerequisite 1: Teaching Science in the Elementary Grades I (Biology and Chemistry))
Prerequisite 2: None
COURSE LEARNING OUTCOMES (CLO)
At the end of the course, the student will be able to: PLO
1 2 3 4 5 6
1. Acquire comprehensive understanding of EVSU-COED vision, mission, & program objectives. ✓
2. Internalize the vision, mission, goals & objectives of the college to achieve excellence in education. ✓
3. Describe the science framework in the K to 12 Curriculum. ✓
4. Explained the spiraling progression and mastered the basic science concepts in Physics, Earth, and Space Science for elementary level ✓ ✓
5. Gained Pedagogical knowledge and utilized variety of effective strategies for teaching and learning science. ✓
6. Developed skills in making appropriate instructional support materials ✓
7. Utilized technology to promote creativity and innovations in elementary science ✓
8. Assessed learning through the use of appropriate tools/techniques and ✓
9. Practiced scientific inquiry, positive attitudes and values in teaching science in the elementary grades. ✓ ✓

CREDIT

3 Units
TIME ALLOTMENT

3 hours lecture every week

COURSE REQUIREMENT

• Module/Learning Activity Sheets (Hard/Soft Copy)

• Attendance/ Oral Recitation/Quiz
• Scilympics (Major Performance Task)
• Demonstration Teaching
 • Individual Reporting & Written Report
• Mid Term and Final Exam

Non-submission/completion of any one of the above requirements will mean an automatic INC grade/failing final grade.

CLASS POLICIES
1. Attendance in classes is required and the University polices on dropping absentee students will be strictly followed.
2. Students are responsible for any missed lessons, written works, performance tasks, or major exams.
3. A student who accumulates absences beyond 10.8 hours/ 3 consecutive absences will automatically receive a grade of zero.
4. Cheating or any act of academic dishonesty is a MAJOR offense with corresponding sanction.

GRADING SYSTEM

1. A 75% passing score shall be implemented for all types of assessments. That is, if the total score of an assessment is 100 points, then a score of 75 gets an equivalent
percentage grade of 75%; a score of 50 is equivalent to 50%; while a perfect score of 100 is equivalent to 100%. Percentage grades for scores between 75 and 100 as
well as between 0 and 75 will be computed using transmutation table.
2. There will be two grading periods for a regular semester, midterm period and final period.
3. Assessments will be in three forms: (a) written works such as pen-and-paper tests/Module/Learning Activity Sheets, (b) performance tasks such as recitation,
individual/group presentation, demonstration, attendance during online link up, etc, and (c) major exams (final).
4. For classes on a regular semester, the midterm grade shall be comprised of written works, performance tasks, attendance and midterm exam. The final grade on
the other hand shall be comprised of accumulated written works, accumulated performance tasks, accumulated attendance, midterm exam, and final exam.
5. Percentages for each grade component in computing the midterm and final are shown on the first table below. The computed midterm and final percentage grades
will then be re-transmuted into point-grade equivalents and codes using the second table.

Grade Component Midterm Final Grade Equivalent 3.1-4.0 Equivalent

Grade Grade
Written Works 40% 40% 1.00 95% - 100% 4.1-5.0 65% - 74%
Performance Tasks 40% 40% 1.1-1.5 90% - 94% 3.1-4.0 55% - 64%
Midterm Exam 20% 10% 1.6-2.0 85% - 89% 0.00 Cheating, Excessive Absences
Final Exam 10% 2.1-2.5 80% - 84% DRP Officially Dropped
100% INC Incomplete
COURSE CONTENTS
LEARNING TOPIC LEARNING
OUTCOMES OBJECTIVES
Hours TOPICS METHODOLOGY RESOURCES ASSESSMENT

At the end of the lesson, • EVSU Mission and Vision Laptop, Handouts,
students will be able to: • University Handbook Manuals/
• EVSU-COED policies and standard University
• Familiarized themselves guidelines of the school Asynchronous: Independent Handbook
with the MVGO of EVSU. Study and class participation PPts, Videos Recitation Essay/Reflection
2 hrs. • Course Syllabus
• Practices the values and the during Paper
CLO 1, • Leveling of Expectations face to face classes
CLO 2, aspiration of the college.
CLO 8 • Discuss students EVSU-
COED policies and standard
guidelines of the school and
what are expected of them.
CLO 4,
CLO 6, Unit I.
• Define Science
CLO 8
• Characterize
Introduction to Teaching
scientist Science in the Elementary
• Discuss the steps in
the scientific process Curriculum Lesson 1:
• Explore why some
students love
What is Science?
science and others

•
do not
Brainstorm ways on
Lesson 2: Science • PowerPoint • KWL
• Modular • Quiz (Multiple choice,
how teachers can Education • Learning Online
presentation
make the teaching • Internet • Comparison and
and learning of Lecture/Discussion • Laptop • Contrast)
7 hrs.
Science engaging for Lesson 3: Elementary Internet/Library • Dictionary • Group presentation on
students • Research • Books
• Characterized Science • Pen and
internet/ library research
Brainstorming output
features and
elements of an
Curriculum Paper

engaging science Physics,

classroom
• Discuss the purpose Earth, and Space
and objectives of the

•
science education
Reflect on one’s
Lesson 4: Constructivist
competence in Theory in
science in light of the
Teaching Science
 strands of scientific
proficiency
• Explain the intent,
content and structure
of the basic
education science
curriculum
• Discuss the science
curriculum
framework for basic
education
• Explain the
importance of
science education to
national development
• Discuss the historical
development of
science
education in the
Philippines
Identify the opportunities
and challenges in
teaching science in the
Philippines
• Familiarize yourself with
the principles of
constructivist teaching
• Describe how one wishes
to be taught in science
class
• Classify teaching
strategies as a
constructivist or
nonconstructivist
• Select appropriate
teaching strategies to
match target topics and
competencies
Examine the effective ness of
constructivist teaching
approaches
 • Describe what is a typical Unit II.
instructional planning
process Identify events INSTRUCTIONAL
that must be included in PLANNING
an instructional plan
• Examine the elements of
an effective instruction
Lesson 5: Components of Instructional
and their relationship Planning
• Characterize an
effective Lesson 6: Instructional Planning Cycle • Modular • PowerPoint
• • Completed
CLO 3,
instructional plan • Learning Online presentation
CLO 4, • Explain the importance Lesson 7: Five E Model in Planning • Comparison and
Lecture/Discussion • Laptop
15 hrs. CLO 5, and purpose of • Contrast Chart
CLO 6 Science Diagram making • Book
instructional • Online Quiz
• planning cycle Lessons • Think-pair share • Dictionary • Map Model
• Examine the selected • Video analysis • Map
• instructional planning Lesson 8: Developing Instructional Plans
model Discuss the for Elementary Science
relationship among
the steps in ADDIE
(Analysis, Design,
• Development,
Implementation and
Evaluation) instruction
design process.

• Discuss the distinct

features of the 5 E
Model
• Describe each of the
elements of the 5E
model
• Gather and revise
examples of 5E
instructional plans
• Differentiate what is a
teacher’s guide to
Curriculum guide
 • Determine the
nature of
competencies
• Identify topic or content
of instruction
• Identify assessment
strategies

Midterm Examinations

Unit III.
INSTRUCTIONAL STRATEGIES
FOR SCIENCE
Lesson 9: Strategy 1- The Power of
Observation

Lesson 10: Strategy 2- Experimentation

• Discuss various • PowerPoint • Completed Comparison
• Modular
teaching strategies Lesson 11: Strategy 3- Inductive Guided presentation and Contrast Chart
CLO 3, • Learning Online
CLO 4, that can be adopted Inquiry • Laptop • Reaction Paper
15 hrs. Lecturediscussion
CLO 5,
in the classroom for • Book • Group Reports
CLO 8 Diagram making
teaching physics and Lesson 12: Strategy 4- Cooperative Learning • Dictionary • Demo Teaching
• Think-pairshare
Earth science. • Video analysis
Lesson 13: Strategy 5- Using Research as a
Teaching Strategy

Lesson 14: Strategy 6- Using Case Study as

a Teaching Strategy
 Lesson 15: Strategy 7- Using Roleplay as a
Teaching Strategy

Lesson 16: Strategy 8- Gamification

Lesson 17: Strategy 9- Design Thinking

Lesson 18: Strategy 10- Suggested Activities

that Explore Earth Science

• Discuss what is
effective assessment
CLO 4, • Discuss principles of
CLO 6,
CLO 8
15 assessing learning in Unit IV. • FGD • PowerPoint • Completed Comparison and
hrs. science • Lecture presentation Contrast Chart
• Explain the emphasis ASSESSMENT STRATEGIES FOR • Discussion • Laptop • Reaction Paper
or focus of modern SCIENCE • Book •
• Brainstorming Hands- • Dictionary
Group Reports
assessments in • Demo Teaching
science Lesson 19: Assessing Learning in •
on
group activity
• Examine assessment
strategies in terms of
Science
their advantages and Lesson 20: Traditional
implementation
guidelines Assessment in
• Explain ways on
how to make
Science
assessment Lesson 21: Using Performance
engaging and
effective Task
• Discuss what is the
use of performance Lesson 22: Designing Learning
task in classroom
instruction
Portfolios
• Discuss guidelines in
designing and
implementing
performance task
• Distinguish among
the types of
performance task
 • Design performance
task for earth and
physics lessons
• Describe what is a
portfolio and its
purpose
• Distinguish among
the types of
portfolios
• Discuss the elements
of portfolio
• Explain the
advantages in using a
portfolio
• Discuss guidelines
when
• using portfolio
assessment
• Design a portfolio
assessment for
elementary science

REFERENCE
Textbook:
• Alata, Eden Joy P. et al. (2022) Teaching Strategies for Elementary Science (Physics, Earth and Space Science). Rexbookstore, Inc.
• Bilbao,Purita P. et al. (2024) Teaching Science in the Elementary Science Volume 2: Physics, Earth and Space Science. Lorimar Publishing, Inc.
Prepared by:

ELIDITHA EASTER H. GERVACIO, LPT, MAIS

Faculty
Reviewed by:

BRYAN H. GERVACIO, PhD

Head, Elementary Education Department

Noted by: Approved by:

JOVITO B. MADEJA, PhD LYDIA M. MORANTE, DA

Dean, College of Education Vice President for Academic Affairs