EED SCI 001: THE TEACHING B.

APPROACHES, MODELS, AND

PRACTICES USED IN THE FRAMEWORK
SCIENCE
1. Multidisciplinary Interdisciplinary
(GROUP 1) Approach
LESSON 1: THE SCIENCE -is the use of two or more subject areas in one
FRAMEWORK IN THE K TO 12 lesson or activity. For example, Science and
History can go together when the topic is about
A. THE COMPONENTS OF SCIENTIFIC AND discoveries and inventions.
TECHNOLOGICAL LITERACY
2. Science Technology Society (STS)
1. Understanding and Applying Scientific Approach
Knowledge
-is an interdisciplinary field that examines how
-Science consist of two things: a body of science and technology shape societies.
knowledge and the process by which that cultures and environments, and how social,
knowledge is produced. cultural, and environmental factors that shape
the development of science and technology.
-Science as the body of knowledge
3. Problem/Issue Based Learning (PBL)
-Science processes describe the way of
thinking and knowing about the world. -is a method of and teaching which allows
students to focus on how and what they will
2. DEVELOPING AND DEMONSTRATING
learn.
SCIENTIFIC ATTITUDE AND VALUES
4. Inquiry-based approach
-The way of viewing things, a curiosity to know
how and why things happen with an open mind -is anchored on the idea of seeking for truth,
on govern facts. information or knowledge.
-It is the way of thinking, feeling, acting and a 5. Constructivism
disposition towards science.
-is a theory that explains about how people learn
Here are some scientific attitudes: by constructing their own understanding and
knowledge of the world through prior
1. Curiosity- curious about the world
experiences and reflecting on those
2. Humility- admits failures and recognizes experiences.
better ideas.
6. Social Cognition Learning Model
3. Open-mindedness- listens and respects
-introduced by Lev Vytgotsky, where he asserts
4. Intellectual honesty- intellectually honest that culture is the primary factor of individual
development. First through culture, children
5. Perseverance- works hard and persistent
acquire much of the content of their thinking
6. Skepticism- does not jump to conclusions which is their knowledge and second.
7. Creative and Innovative- creative and critical -culture teaches the learners both what to think
thinker and how to think.
8. Rational- uses reason or logical thinking 7. Learning Style Theory
9. Objective- willing to suspend judgement until - "All learners are created equally but learn.
he is sure of the result. differently."
10. Innovative- tries new approaches to arrive - each individual has a preference in how they
at solutions. learn. Individual learning style depends on
cognitive, emotional, environmental factors and
3. Performing Scientific Inquiry Skills
one's previous knowledge.
-To inquire is to ask a series of questions and
-learning style fall into three categories: Visual,
find answers to the questions asked.
Auditory (Oral-Aural) and Tactile or Kinesthetic.
Science learners who aim to be scientifically
• Visual learners prefer to use images,
and technologically literate should be:
maps and graphic organizers to access
• Critical and Creative Problem Solver and understand new information.
• Responsible steward of nature • Auditor (Oral-Aural) learners best
• Informed decision maker understand
• Effective communicator • new concepts through speaking and
listening. Mnemonic devices, use of
 repetition, music, discussion, lectures are The content of Science in the K to 12
some of the strategies learners prefer. Curriculum is made up of the four major fields
• Kinesthetic (Tactile) learners prefer to or disciplines.
touch, move or manipulate. They lean
A. Chemistry (Mater: Diversity of Materials,
best through hands on-activities,
Properties and Structures, Changes and
practicum and other similar activities.
Interactions)
C. CHARACTERISTICS OF A SCIENTIFIC
AND TECHNOLOGICALLY LITERATE
PERSONS B. Biology (Living Things and Their
Environment)
• Critical and Creative Problem Solver.
Learners have developed skills that C. Physics (Force, Motion and Energy), and
enable them to analyze and find solutions
D. Earth and Space (Surroundings and Land,
to any perplexing questions of problems.
Water and Air, Weather, Climate and Solar
System
• Responsible steward of nature
Learners The subject area contents are not labelled by
demonstrate concern in keeping the the major science discipline, instead these are
environment safe for themselves and for given titles that are understandable by the
everybody. They become citizens who learners from Grade 3 in Grade 6 and even up
take responsibility of their action in to Grade 10.
protecting and preserving the
environment.

• Innovative and Inventive thinker.

Science as a discipline will enable
learners to create and innovate
something simple for humanity. They will
become scientists and inventors of the
future.

• Informed decision maker

As the science learners are growing up,
they should be able to develop the ability
to make informed decisions. Most
especially if they become independent
learners.
For every grade level, there are four science
• Effective communicator areas to be covered. Each area is taken up in
Science literacy also develops the ability every quarter since there are four quarters in
of the learners to convey correct every school year level.
message to others, whether written of
Grade 3 Grade 4 Grade 5 Grade 6
oral, from their fund of knowledge, results
Quarter Matter Matter Matter Matter
of inquiry, investigations and many more. 1
There is a need for science learners to Quarter Living Living Living Living
share their findings. 2 things things things things
Quarter Force, Force, Force, Force,
3 Motion, Motion, Motion, Motion,
LESSON 2: CONTENTS OF Energy Energy Energy Energy
Quarter Earth & Earth & Earth & Earth &
ELEMENTARY SCIENCE IN A 4 Space Space Space Space
SPIRAL PROGRESSION
LESSON 3: THE TEACHING OF
SCIENCE IN THE ELEMENTARY
GRADES
A. The Science Process Skills
There are two important elements that are
needed in learning science. The content or body
of knowledge (facts, concepts, theories) and the
processes of science which are the ways of
thinking and doing that scientist used to arrive at Problem solving
the body of knowledge.
Inquiry-based Science
Science Processes and Higher Order
Here are some strategies that are influenced
Thinking Skills
by inquiry-based science.
• Basic Process Skills
• 5 Es Model in Science Teaching
Observing - it is using the senses (seeing,
E-engage the hook. Motivation, trigger
touching, tasting, smelling. hearing) to gather
questions
information about the object or event. Example:
Seeing the leaves as green. E-explore-science activities of learners as
guided by teacher
Classifying - grouping objects or objects into
categories based on the properties or criteria. To E- explain - Learners provide explanation of
classify is based on what has been observed. what they have done
Communicating - using words or graphic E- elaborate-Further explanation is made
symbols to describe an action, object or event.
Examples: Describing the change in height of E- evaluate Feedback or assessment plus
the plant over time as tall or short as A is short reflection
and B is tall. • Q-M-S Strategy
Measuring - using both non-standard or Q-question of problem
standard measures or estimates to describe the
dimensions of an object or event. M-means or how the plan will be carried out

Inferring - making an educated guess about an S-Solution

object or event based on previously gathered • 3E-P Exciting Examples of Everyday
data or information. Phenomena
Predicting - state the outcomes of future event • 4As in Science Teaching
based on a pattern of evidence. Fint an ASK question
observative shall be made, before one can
predict. Conduct ACTIVITY

• Integrated Process Skills ANALYZE the Dats

Formulating Hypothesis - stating the expected APPLY the science concepts in similar related
outcome of an experiment. It is an intelligent situations
guess of what will happened in an experiment.
• Use of Discrepant Event (POE-E)
Controlling Variables - being able to identify
Prediction-What do you think will happen?
variables that can affect an experimental
outcome, keeping most constant while Observe-What did you observe
manipulating only the independent variable.
Explore Find solution to the problem
Defining operationally - making a definition
Explain Describe what you think happened in
that is specifically applicable to the activity or
words and pictures
how it shall be done. It is a description of what
will happen or how it will affect the operation.
Experimenting - Having learned the basic
science skills, how to formulate hypothesis and (GROUP 2)
control variables, the experimental/manipulated
LESSON 1: SOLID, LIQUID, AND
variable will be tested.
GAS (GRADE 3)
Interpreting data - A data is an information
derived from the results of the experiment. A. STATES OF MATTER: SOLID, LIQUID,
GAS
Formulating Models - With the use of the
different processes of science, a model can be All objects on earth can be classified in one of
made. Models are either mental or physical three physical forms or states such as solid,
model of processes or events. liquid and gas.

• Higher Order Thinking Skills Solid is a state of matter that has definite shape
and definite volume. It keeps its own size. Some
Critical Thinking common examples are marbles, ping-pong ball,
Creative thinking marble, sponge, rock, empty bottle, bag, pen,
book, jewelries, and many others.
Liquid is a state of matter that keeps its size but Decomposition is a property of materials to
takes the shape of its container. A liquid can also break down into simpler or smaller forms of
flow as it is transferred or poured from one matter. Take the case of ripe fruits like banana
container to another. Juice, water, our body's which easily decays after a few days. The
sweat, milk, rubbing alcohol, and cola drinks are organic matter in these parts of the plant is
common examples of a liquid. returned to the ground and becomes part of the
soil. All materials that decay is also referred to
Gas is a state of matter that can freely change
as biodegradable. All living things decay, but
its shape and size. It spreads out to fill its
not in the same manner.
container. Gases flow like liquids. They are very
light and often they cannot be seen. A very Not all materials decay as fast as plant or animal
common gaseous material is air, which is a parts. Those that do not decay are called non-
mixture of gases. Other examples are the biodegradable.
helium inside an inflated birthday balloon, water
vapor, perfume in the air, fumes from cars and
factories, oxygen gas that we breathe in, and Factors affecting decomposition:
carbon dioxide that we expel out.
1. Presence of organism or decomposers
B. DESCRIPTIONS OF THE STATES OF that cause decay
MATTER ACCORDING TO SHAPE AND
SPACE THEY OCCUPY - Decomposer can be detritivores, fungi and
bacteria.
The "state" of matter refers to the group of
matter with the same properties. Materials are - Detritivores like earthworm breakdown plant
grouped together according to their properties. and animal materials and feed on these.

If a material is grouped as solid, it has a definite - Fungi like mushroom and car fungi breakdown
shape and volume. The volume or size of an plant materials and cause decay at the same
object or material is the amount of space it time feeding on the decayed materials.
occupies. - Bacteria are microorganisms that we cannot
see but their action can be observed on dead
LESSON 2: GROUPING MATERIALS animal bodies when these are undergoing
BASED ON PROPERTIES (GRADE 4) decay.

• PROPERTIES OF MATTER 2. Temperature

Buoyancy is the ability of materials to float in - The warmer the temperature, the faster is the
water. Some materials that can float or sink decay process. So, when the days are very
exhibit the property of buoyancy and density. warm leaving spaghetti on the table and other
These enable boats and ships to float. An object carbohydrate rich food will easily spoil. Placing
will float or sink depending on its density. food in the refrigerator slows down the growth of
decomposers.
Density is a measure of the amount of matter in
a given volume of liquid. To get the density of an 3. Moisture
object, the mass of that object is divided by its
- With water available, the plant parts easily
volume (D- m/v). For example, the mass of a
crumble and decompose. Decomposers are
metal washer is 10 grams and its volume is 20
also present in moist places, so the decay
cubic centimeters. Its density therefore is 10
process is fast. Dry materials like leaves are not
g/20 cm³ or
good habitats for decomposers. Drying fish
D-10 g/20cm prevents bacteria from feeding on the flesh of
the fish.
D-5g/cm
4. Exposure to elements
If the density of an object is less than the density
of the liquid, the object will float. An object will - Our mother would remind us to cover the food
sink if its density is greater than that of the liquid. left after a meal. Air may contain bacteria and
will hit the food. Covering the food prevents
Porosity is a property of material that allows it bacteria from growing on the food and start the
to absorb water and other liquids. A material that decay process
is porous like dishwashing sponge is an
example of an absorbent material. Other 5. Salt content of the material
porous materials include cotton balls, gauze,
- A salty food usually decays slowly. This is
blankets and pillows. Non-absorbent or non-
because decomposers cannot grow well in salty
porous materials are those that do not absorb
environment time.
water like plastic bags, canisters, cans and
ceramic mugs.
 LESSON 3: PHYSICAL AND medicine, cleaning product, soup and
shampoo, insect repellent or pesticides
CHEMICAL PROPERTIES OF
always find out if it is the best for the
MATTER: USEFUL AND HARMFUL purpose, you need.
MATERIALS (GRADE 5)
A. Useful or Harmful Materials LESSON 4: MIXTURES AND THEIR
-Multiple material products are beneficial to man CHARACTERISTICS (GRADE 6)
because of technology. Because of technology, MIXTURE
raw materials are transformed to different
products that have improved man's way of life. A MIXTURE is made up of two or more
substances or materials that are put together by
-Some products which are useful to man maybe physical means.
harmful to animals and plants and the
environment or the other way around. -When marbles, paper clips, buttons, sugar and
Sometimes, it is the incorrect use of the useful saw dust are combined together they form
materials that makes these harmful. Hence, it is mixtures.
imperative to really identify characteristics of
-In forming mixtures, no new substances and or
household and consumer materials.
materials are formed because mixing materials
• Household materials and consumer or substances together does not change the
products can be grouped as (1) those physical properties of substances or materials.
used for cleaning, (2) for food All phases of matter can he physically combined
preparation; (3) beautification; (4) to form mixtures.
building construction; and (5) and -One or more phases of matter are combined in
household products. a mixture and one or more phases of matter can
be observed in mixtures.
• Materials found in products like metal
container, ceramic, rubber, glass or The three basic characteristics of mixtures
plastic have specific properties. Humans are as follows
have learned to manipulate the different 1. The composition of the mixture is variable.
properties of matter to create other uses. For example, the components of the mixture of
marbles, paper clips and buttons can differ or
• Materials are enhanced or upgraded by vary.
technology. Technology has continuously
improved the quality of products such as 2. The components retain their original
detergents, household cleaners, food characteristics. Marbles, paper clips, buttons,
seasoning, medicine, plastic, paints, sugar and saw dust do not lose their
stainless metals and many more making appearance, texture, color and shape after they
human life convenient. are mixed together.
3. The components are easily separated by
• Materials have beneficial effects at home physical methods. Since no chemical reaction
and in the environment. They can make has taken place when mixing marbles, paper
work and life easier like cooking faster, clips, and buttons, as well as mixing with saw
preserving food, keeping homes and dust, it is possible for these materials to be
clothes clean, smells good and separated.
disinfected.

• However, materials can sometimes do

harm. They may contain hazardous
(GROUP 3)
substance, an ingredient that may cause
LESSON 1: CHANGES THAT
skin irritation, injury, or illness during or
after handling or use or if accidentally MATERIAL UNDERGO (GRADE 3)
taken.
Changes in Matter Due to Changes in
Temperature
• Chemicals can contaminate food and
when properly disposed of or even used, Matter exists as solid, liquid, or gas. The change
they can cause death. Hence, there is a in state can be brought about by the effect of
need to exercise care and caution when heat or a change in temperature. The changes
using them. could be explained using the particle model.

• Before buying or using any consumer

products-such as food, clothing,
Solid LESSON 2: CHANGES THAT
The particles in a solid are very close to each MATERIALS UNDERGO: USEFUL
other. There is a very strong force that holds AND HARMFUL (GRADE 3)
these particles together. Hence, their
movements are limited. The particles are PHYSICAL CHANGE
vibrating but not spreading apart. This explains
-involves only a change in state, size, shape or
why solid has a rigid and compact appearance.
form. Ex. Cutting of paper into pieces.
Liquid
CHEMICAL CHANGE
The particles in a liquid are arranged far apart
-involves a change in the composition of matter.
from each other. The force holding them is not
It is not reversable. Most chemical changes are
as strong as that in solid. Thus, the particles can
not reversible, except through another chemical
glide or slide around one other and tend to
reaction. For example, the case of mixing baking
occupy the bottom of the container. This
soda and vinegar caused the balloon to blow up.
explains why liquid takes on the shape of the
container. USEFUL
Gas -when our daily life is made easy because of the
changes that matter undergoes. Ex. Bag made
Gas particles lie very far from each other. The
of tetra packs. Water when it undergoes change
force holding them is very weak. This is the
from one state to another is useful to life on
reason why the particles of gas move faster.
earth. We use water for drinking, washing
clothes, and for many household, industrial or
agricultural uses.
• CHANGES IN MATTER
HARMFUL
A. FROM SOLID TO LIQUID
-are the substances that could harm human
Melting is the change of state from solid to a health or the environment. Ex. Burning of tire
liquid. and cutting of trees. There are also changes of
B. FROM LIQUID TO GAS matter that are harmful. Rusting of iron, leaching
from decomposing matter, and domestic wastes
Boiling is the rapid change of state from a liquid thrown into bodies of water releasing odor are
to a gas. It occurs at or above the boiling harmful.
temperature.
LESSON 3: CHANGES THAT
Vaporization takes place when the particles in a
liquid gain enough energy to move MATERIALS UNDERGO DUE TO
independently, forming a gas. OXYGEN AND HEAT (GRADE 5)
Evaporation usually occurs on the surface of the Changes in Matter Due to the Presence of
liquid The situation can be observed when water Oxygen and Application of Heat
in a covered drinking glass which is allowed to
stay undisturbed overnight decreases its A. Presence of Oxygen
volume. Chemical change is a change in matter that
Condensation is the change of state from a gas results in the formation of one or more new
to a liquid. substances. The new material has a different
composition when compared with the original
C. FROM LIQUID TO SOLID material.
The change of state from a liquid to a solid is Oxygen is a part of the air that surrounds us. It
Freezing. has effects on different materials. The presence
D. FROM SOLID TO GAS of oxygen in the air can cause chemical change
on materials.
In some cases, solid particles present in solid
state like naphthalene balls are directly LESSON 4: SEPARATING
converted to gaseous state. This is only possible MIXTURES (GRADE 6)
when the surface particles of a solid gain
enough energy that they form a gas. During There are different ways of separating the
Sublimation, particles of a solid do not pass components of mixtures:
through the liquid state as they form a gas.
1. Manual separation
-is done to mixtures which components differ in
size. Ex. Pebbles can be separated manually
from sugar with the use of fingers or tweezers.
2. Magnetic separation
-is a process that uses magnet to separate the
magnetic component from a nonmagnetic one.
Ex. Iron filings are magnetic, thus can be used
to separate them from, the nonmagnetic sand.
3. Filtration
-is a process that can separate suspended
particles from the liquid. Ex. Water can be
separated from starch to some extent using
filtration. An ultrafilter can totally separate
components of colloidal mixture
4. Decantation
-is a process of separating a mixture of liquids
that differ in density. The less dense liquid
usually stays on top. The denser liquid such as
water settles at the bottom. In this mixture, oil
can be gently poured out of the glass and retain
water. A stirring rod can be used to guide the
less dense liquid to the other container.
5. Evaporation
-process is used to separate a solute that has
been dissolved in water. Ex. A small amount of
mixture of salt and water can be heated, and
when water evaporates, salt remains on the
evaporating dish.
6. Freezing or cooling
-is a process of separating mixture used for
mixtures composed of two liquid components of
different freezing points. In the mixture of oil and
water, oil has lower freezing point thus, solidifies
first. It is then separated easily from the water
component that is still in liquid state