TEACHING

SCIENCE IN THE
ELEMENTARY
GRADES
Karizza Jane Bretaña Pejaner
University of Southern Mindanao
 TOPICS
Theories, Approaches, Guiding Principles and Methods of Teaching Science

Types of Instructional Materials

Types of Assessment Tools

Basic Types and Methods of Lesson Plan

Types of instructional Materials and Principles in selection and utilization of

Instructional Materials
OBJECTIVES
• discuss different theories, approaches, guiding principles, methods and strategies
used in teaching Biology and Chemistry in the elementary
• familiarize the different appropriate instructional materials in teaching biology
and chemistry in the elementary based on Dale’s Cone of Experience
• understand the proper use of different assessment tools and evaluation in
teaching science in the elementary;
OBJECTIVES
• review the basic types and models of lesson plan suggested by DepEd and its
guidelines;
• create a lesson plan applying the different principles of teaching and learning,
appropriate teaching methods and strategies, appropriate instructional materials
and suitable assessment tool;
• critique some sample lesson plans in science from peers;
• create both traditional and modern instructional materials
 THEORIES, APPROACHES, GUIDING
PRINCIPLES AND METHODS OF TEACHING
SCIENCE
• Deductive Method • Problem Solving Method
• Inductive Method • Field trip
• Laboratory Method
• Demonstration Method
• Inquiry-based Approach
SCIENCE PROCESSES

• Observing • Classifying

• Comparing • Measuring
 SCIENCE PROCESSES
How to develop?
Observing
• Learning activities require students to use the five senses
• a process wherein
• Include observation of things that are moving or objects that are
we react by using
likely to change
the five senses –
• Use materials/objects with different characteristics
sight, hearing,
• Allow numerical description
smelling, tasting and
touch • Include observations outside the classroom for a richer
experience
• Stick to statements about what they observe
 SCIENCE PROCESSES
What to do?
Observing
• Observe shape, size, color, changes and movement
• a process wherein
• Listen to sound intensity, pitch, music, and speech
we react by using
• Touch surfaces, different temperatures, and pressure
the five senses –
sight, hearing, • Smell substances, fruits and smelly objects

smelling, tasting and • Taste food, fruits and sweet and salty preparations
touch
 SCIENCE PROCESSES
How to develop?
Comparing
• Include materials with very similar characteristics first so that
• Ability to recognize
observations will be done to the minutest detail. Later, include
the similarities and materials with varied features to sharpen their ability.
differences of things • Refrain from pointing the property to be examined.
observed
• Contrasts can be both in qualitative and quantitative manner.
 SCIENCE PROCESSES
What to do?
Comparing
• Compare the texture of two surfaces
• Ability to recognize
• Compare the taste of two fruits of the same kind
the similarities and
• Compare the smell of two perfumes
differences of things
observed
 SCIENCE PROCESSES
How to develop?
Classifying
• Start by requiring students to classify their things at home
• A process of grouping
or sorting out a • Let them determine the criteria for classifying things
number of objects • Expose pupils to a learning are that is well-classified
according to • Use only one characteristic at a time in classifying things to avoid
observable confusion
characteristics they
possess
 SCIENCE PROCESSES
What to do?
Classifying
• Ask them to classify dresses in their cabinet, flowering plants in
• A process of grouping
the garden, shoes, and plates
or sorting out a
number of objects
according to
observable
characteristics they
possess
 SCIENCE PROCESSES
How to develop?
Measuring
• Require students to quantify their answers
• A process of
• Provide sufficient time in measuring
comparing an
• Make sure the measuring unit is accurate
unknown quantity to
a standard • Provide sufficient practice in using measuring instruments such
as weighing scale
• Emphasize the importance of accurate measurement
 SCIENCE PROCESSES
What to do?
Measuring
• How long does it take you to walk to school?
• A process of
• How far is your home from school?
comparing an
• What is your height?
unknown quantity to
a standard
 TECHNIQUE, METHOD, STRATEGY, AND
APPROACH

Technique Method Strategy Approach

a procedure or skill a way something is requires some sort treating something in
for completing a done. Perhaps used of planning. a certain way
specific task for routine tasks.
Methods are the way we teach, approaches explain
why we teach that way. The individual strategies
might be used within any other method or approaches
they are frequently intended to help foster maintain
creativity.

Approaches deal with general philosophies of

teaching; methods deal with more practical nuts and
bolts; and strategies deal with specific actions.
 DEDUCTIVE METHOD
AND INDUCTIVE METHOD
 EXPERIMENTING/
LABORATORY METHOD
A way of teaching where students are led to
gain knowledge and information by employing
investigative techniques and procedures
 EXPERIMENTING/ LABORATORY METHOD
POINTERS EFFECTIVENESS
• Involve students in planning • Students develop science processes

• Practice formulating hypothesis, inferences and tentative • Promotes systematic and orderly way of following a
solutions procedure

• Emphasize the testing of one variable at a time • Develops HOTS

• Refrain from revealing the kind of evidence that must be • Cultivate curiosity, objectivity and open-mindedness
gathered
• Students become wise decision-maker and independent
• The students must be active participants in the activities problem solver

• Orderly distribution and retrieval of laboratory tools and • Students become responsible, resourceful and persistent
materials

• Guidance from the teacher

EXPERIMENTING/ LABORATORY METHOD

PHET Interactive Simulations

 DEMONSTRATION
METHOD
A direct instructional approach in teaching. It
requires expertise in operating expensive
equipment and materials. It is performed by a
student, a group or by a teacher in presenting a
lesson that is best learned by observing how a
particular process evolves or how a procedure is
followed up to completion
 DEMONSTRATION METHOD
POINTERS EFFECTIVENESS
• Operating equipment must be tried beforehand • Follows definite systematic procedure
• The use of appropriate materials must be • Make use of high quality equipment and
determined and prepared before the demonstration measuring instruments
• The demonstrator should know the whole • Leadership qualities and a strong feeling of
procedure and confident about the task confidence could be developed
• The length of time must be determined
• Observers must be provided with guides
 INQUIRY BASED
APPROACH
A way of teaching that leads the
students to use investigative
processes and procedure in
searching for information. It is a
self-directed way of learning
modeled after scientific approach.
 INQUIRY BASED APPROACH
POINTERS EFFECTIVENESS
• Teachers must be good in asking questions • Motivates students to undertake learning activities
through their own learning styles
• There should be minimal coaching
• Habitual use of scientific processes
• A conducive learning environment must be provided
• Develop a creative way of seeking knowledge and
• A teacher should act as a guide, facilitator and motivator
information

• Arriving at a conclusion or generalization after

investigation

• Students figure out on their own how to answer a

problem/question

• Students become skilled in problem solving and decision

making
 Sensing and defining the
problem clearly

PROBLEM SOLVING
METHOD
Formulating a tentative
Formulating a conclusion
guess, termed a hypothesis
A way of teaching that is patterned
after the way a scientist responds to a
puzzling situations.
Problem Solving as a strategy is
employed in presenting and
implementing lessons by following Choosing and testing the
Organizing, interpreting, and hypothesis by employing
scientific method. evaluating collected data appropriate science processes
and procedures
 PROBLEM SOLVING METHOD
POINTERS EFFECTIVENESS
• Problem to be solved should fit the students’ age, interest • Students develop skill in employing the science
and abilities processes

• Problem can be identified in the form of objective or • Guarantees the development of HOTS
question
• Cultivates curiosity, objectivity, and open-mindedness
• Ensure correct sequencing of activities

• Prepare necessary materials ahead of time

• Students must be involved from the planning to the

formulation of conclusion
 INNOVATIVE STRATEGIES

INTEREST VISITING
PROJECTS LEARNING COMMUNITY GAMIFICATION
CENTERS RESOURCES

COOPERATIVE
RESEARCH CASE STUDY ROLE PLAY
LEARNING
 TYPES OF INSTRUCTIONAL MATERIALS
Models,
Equipment and Bulletin boards
Printed materials miniatures and
tools and chalkboards
mock-ups

Projected still Overhead

pictures, video Audio recordings transparencies, DLP projector
tapes, films DLP

Realia, chemicals Computers

 Robert Gagne’s Nine Events of
Instruction
DEVELOPING A SCIENCE
1. Gaining attention (reception)
LESSON 2. Informing learners of the
objective (expectancy)
Parts of a Lesson Plan 3. Stimulating recall of prior
learning (retrieval)
1. Objectives 4. Presenting the stimulus
(selective perception)
2. Subject Matter 5. Providing learning guidance
(semantic encoding)
3. Procedure 6. Eliciting performance
a) Preliminary activities (responding)
7. Providing feedback
b) Lesson Proper (reinforcement)
c) Closure 8. Assessing performance
(retrieval)
4. Assessment 9. Enhancing retention and
transfer (generalization)
5. Assignment
 OBJECTIVES OF SCIENCE INSTRUCTION

COGNITIVE PSYCHOMOTOR AFFECTIVE

• Students can explain • Students can classify, predict, • Students develop open-
occurrence of events in their identify, and interpret things mindedness, creativity, and
surrounding as they investigate objectivity
• Students answer questions • Develop attitudes such as
they are confronted with caring, helpfulness, and
tolerance
• Use academic knowledge to
develop intellectual abilities • Leads to healthful and
of students enjoyable hobbies, pursuit of
science-based activities and
future plan
D
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D
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 Key three elements
FIVE E
1. Exploration
MODEL IN
PLANNING 2. Concept introduction
SCIENCE 3. Concept application
LESSONS
 ASSESSMENT

• An on-going process of • Should be:

gathering, analyzing and • Congruent with instruction
interpreting evidence of student • Based on authentic tasks and
learning meaningful science learning
processes and contexts
• Can be formative or summative
• Multi-dimensional and uses a
wide range of tools and methods
 ASSESSMENT STRATEGIES
• Observation • Journal entries
• Interview • Rubrics/checklists
• Group/Peer assessment • Visual displays
• Unit test • Laboratory report
• Quarter test • Research report
• Quiz bee • Drills
• Self-assessment • Oral recitation
• Performance task/demonstration • Computer-assisted games