Teaching Strat Science CHP 1

TEACHING SCIENCE IN PRIMARY GRADES
(BIOLOGY AND CHEMISTRY)
Governor Andres Pascual College

1045. M. Naval St., San Jose Navotas City
“WHERE CHARACTER IS DEVELOPED WITH INTELLECT”

Course Description
The course 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
includes Parts and Functions of Animals and Plants, Heredity: Inheritance and Variation,
Biodiversity and Evolution and Ecosystem.
Learning Outcomes
At the end of this chapter, the learners should be able to:
1. describe the processes of science
2. list and explain the different science process skills
3. integrate the science process skills in making activities for a lesson plan in science
CHAPTER 1: THE NEED TO TEACH ABOUT THE

PROCESSES OF SCIENCE
Introduction
What are we curious about the world around you when you were younger? When you
were very little explore your hands, feet fingers, and toes? You were filled with natural curiosity
and inquisitiveness. Perhaps even up to now, you were wondering about the things around you,
just like the scientists. Your future students have also been wondering about the world around the
as they grew up.
When one talks about scientific knowledge. It is very common to hink about teaching
basic concept concepts of “science content.” However, aside from content, the other two
dimensions of scientific knowledge are teh processes by which science is done, known as the
“science process skills,” and the attitudes and dispositions of science, also called :scientific
attitude,” like being curiouc, imaginaticem inquisitivve (love of asking questions), having a
desire to slve problems, and having respect for scientific methods and values. As teachers, we
should enhance the learning of all these dimensions of scientific knowledge among our students.
LESSON 1.1 The Nature of Science
THINK
Science has a particular way of understanding the world, tryign to connect the past with
the present. It is based on the premise that we can understand things by receiving accurate
information about the world around us through our sense. When we do science, we ask ourselves
three basic questions: (1) What is this?, (2) How does it work?, and (3) How did it become like
this?
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Scientific Ways
Science works in specific ways. We have to remember that:
1. Science relies on evidence from the natural world. This evidence is logically
examined and interpreted by scientists using reasoning.
2. Although we must be flexible in out hinking, we should still follow the scientific
process guided by some parameters.
3. Science is embedded within the times, so that as man continously develops
technology and instruments for discoveing the nature of the world around us, so does
our understanding of the world improve. Therefore, there is no conclusion to science.
It is always a work in progress and always theries to correct itself.
Scientific Principles
Science has teh following principles:
1. Science assumes that we can learn about the world by gathering evidence using our
senses and the extensions of our senses, such as tools or equipment.
2. Science uses and test evidence from the natural world in order to explain science
concepts or phenomena substabtially.
3. Science is a process of continously learning about the world around us. Just like
kowing about the existence of an atom even if no one has ever seen one. Or knowing
that creatures have lived in the past, thousand of years ago, even if no person has seen
these creatures in their own lifetime.
4. Scientific claimes are tested and accepted based on observations and rejected if these
fail the test. In other words, scientific claims are subject to peer review and
replication, from which scientific theories may be developed.
Steps in Scientific Method

This is a process where one carefullygathers and examines eviidence by doing
experiments, running tests ang exploring observations in an effort to answer some
questions in a logical manner. However, we must remember that although there is such a
process, people must still be flexible and open-minded in analyzing pieces if evidence.
1. Make an observation – A good observation can help you create great questions.
What if you tried to cook rice in a rice cooker and plugged it, but your rice is not
cooking?
2. Ask a question – Once you observe something and are curious about it, you start
asking questions about it. The questions usually start with who, what, when, why
and how. In the case of rice cooker situation, you may ask, “Why is the rice is not
cooking?”
3. Do some background research – Find out if other people have asked the same
question before. To make sure you do not repeat what has been done and to avoid
making the same mistakes by scientists in the past, you can do some research
about the topic you are curious about. When you research online, search for study,
research or meta-analysis. Read as much as you can about your topic.
4. Make a hypothesis – It refers to an educated guess abbout how things work. This
hypothesis may not necesarrily be the correct answer, but a potential explanation
or answer that can be tested.
5. Make a prediction – You can make a prediction of what might happen if you do
something to the thing you are curious about. We predict what might happen if
we do something.
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6. Do an experiment – This is to test your prediction. You start doing the

experiment, then collect data, gather mesurements, and analyze the results of your
experiment. This step can be done as many times as possible until you have the
right hypothesis and test method.
7. Analyze your data – You may put the results of your experiment in tables or
graphs to make it easier to anakyze. The results of your experiment may prove
that your hypothesis is correct and wring. You may decode to repeat your
experiment to make sure your results are the same. Or someone else might check
if he/she can get the same results if he/she does your experiment also.
8. Draw your conclusion – After analyzing your data and presenting it in tables,
chartsor graphs, you can state a conclusion based in evidence. You cannoy
conlcude that your experimental results are 100% correct all the time. However,
you can gather a lot of evidence that it can be correct.
9. Tell people about what you found out – Communicating the reults of your
experiment in an oral presentation and / or in written form in a poster or a journal
helps other peoople who are interested in the same topic to interact with you, so
that you can all form a good conversation about the topic you are curios about.
EXPERIENCE
Try out the scientific methos in trying to find something about what you are curious about. Write
it on the box below.
Process questions:
1. Which part of the scientific method did you find quite difficult? Which part was the
easiest?
2. Why should we go through these steps?
3. Are these steps done one after the other or are there times when the sequence may
change?
ASSESS
Write your philosophy in teaching children about science. Use the process questions as guide.
Process questions:
1. What is the teacher’s role in teaching science?
2. What is the student’s role in learning about science?
3. What science content do you think should be taught when students are learning about
science?
4. Why should you and your future students know about the scientific process?
5. How do scientists investigate the world?
6. How can teachers and students use scientific inquiry to understand the natural world?
CHALLENGE
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How can you merge teaching of sciencce content and science process? Write your porposed
solution to this challenge in the box provided below.
HARNESS
Creating Instructional Materials
Create an instructional material showing future students how to do the scientific method.
Process questions:
1. What are some points that your instructional material should contain?
2. How can this material be useful to future science students?
LESSON SUMMARY
 Science works in a particular way.
 Science needs evidence to logically exomlain things around us.
 Science is affected by the culture of the times.
 Learning about the natural world is a work in progress, so it is important to understand
that scientific knowledge and theories may change over time as more information
about a phenomenon are collected.
 Although there is a scientific method if learning about the natural world, one must be
flexible in one’s thinking.
 It is important to respect scientific methods of gathering evidence and rechecking data.
LESSON 1.2 Teaching About the Six Basic Science Process Skills
THINK
In collecting evidence or data about things around us, one have these basic science process
skills:
 Observation  Classification
 Communication  Inference
 Measurement  Prediction
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Observation
Communica-
Prediction
tion
Six Basic Science

Process Skills
Measure-
Inference
ment
Classifica-
tion
Figure 1. Six Basic Science Process Skills
LESSON 1.2.1 OBSERVING
THINK
In observing, we use our five senses: sight, smell, touch, tast and hearing. This is the
most basic skill in science. This involves exploring looks (color, shape and size), sounds, texture,
temperature, pressure, tastes, and smells or ordors.
EXPERIENCE
Task 1: Using the send of SIGHT
Answer the following questions:
1. What did you see on your way to school?
2. What did you see on your way to school that has alwyas been there nut never noticed
before?
3. What did you see on your way to chool that made you wonder?
Note that if you ask your future students this question every day, they can improve
their skill of observing using their sight.
Other activities can include:
1. Observing animals in a farm, in a zoo, or pets at home, expecially the body covering,
how these move and what sounds they make among others.
2. Describing colors and shapes of objects.
Task 2: Using the sense of SMELL

1. Give cotton balls or pieces of tissue paper soaked in some subtances and placed in
identical-looking containers. Then identify different smells, given the matching
choices with labels.
2. Explore the smell of different flavorings used in cooking or baking likr cinnamon,
vanilla, pineapple juice, soy sauce, vinegar, oragne peels, and other foods.
Task 3: Using the sense of HEARING

You can do the following activities that involve the sense of hearing.
1. Listen and identify sounds of things that fall on a tabletop like coins, keys, sticks,
books, or others.
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2. With bindfolded eyes, guess what sounds are in the environment.

3. Given a set of pairs of bells, find a pair of bells with the same pitch.
4. Given some opaque containers, identify objects inside the containers like beans,
paper, or clips among others.
Task 4: Using the sense of TOUCH

1. Touch objects of different textures and temperatures.
2. Given a mustery bag, find a pair of objects with the same texture.
Task 5: Using the sense of TASTE

Given a collection of different foods, identity and classify which are sweet, salty, spicy,
and bitter.
Process question:
What precautionary measures should I consider when making little chidlren do
observation activities like these?
ASSESS
Answer the following questions.
1. What senses can be used in making an observation?
2. Why is it important to enhance the skill of observing?
CHALLENGE
1. Given an object or event, list the qualitative and quantitative observations about it using
at least four senses.
2. Given an event where something changes, explain the changes that happened before,
during, and after the change has occured.
3. Describe and identofy an object found in your own bad by simply feeling it and without
looking at it.
4. Observe popcorn before and after cooking it. Compare the observations.
HARNESS

1. Create mystery bags with different kinds of cloth to teach about textures.
2. Create small canisters for different kinds of smell.
3. Set up a taste test booth for different kinds of taste (sweet, sour, salthy, spicy and
bitter) where students can identify and classify different tastes.
4. Create a weather chart integrated with a calendar, which also allows students to
use several senses for observing the weather. There can be questions like: What
do you smell?, What do you feel?, What you see?, and What you hear? Add some
pictures of people wearing clothes for different kinds of weather. Add pictures of
how the leaver and branches are moving in different kinds of weather. Also
provide a pinwheel to observe how windy it is outdoors.
LESSON 1.2.2 COMMUNICATING
THINK
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Communicating is the process of letting other people know what we are doing and
thinking. We communicate in science by speaking, reading, and writing. Observing and
communicating go hand in hand. This is because a person must communicate in order to share
one's observations. It is important to use clear, accurate, and complete descriptions in
communicating, including descriptions of color, size, temperature, texture, and others.
EXPERIENCE
• Work by pairs in this activity. Collect some rocks. Describe to your partner which rock is
your favorite. Be very clear in your description. Try to make your partner pick out which
rock you are describing.
• Describe two different buttons.
• Describe the growth of a mung bean seed.
• Describe what you see when you use a magnifying lens.
Process question:
What was challenging in the activities In communication? Why?
ASSESS
Answer the following questions
1. What is communication in science?
2. How can you enhance the skill of communication among your future students? Write
your answer in the box below.
CHALLENGE
 Observe how a three-sided display board In science communicates how an experiment
has been done and what are the results of the experiment. Write down your observations.
 Communicate using charts, tables, or Venn diagrams like when you analyze weather
charts, consumption of water in water bills, or consumption of electricity In electricity
bills.
HARNESS
Create a three-sided display board as an Instructional material to communicate a particular
experiment done in the past.
LESSON 1.2.3 MEASURING
THINK
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When you measure things, you are actually being more precise in observing and
communicating. We measure height, weight, length, volume, temperature, and density. How tall
is tall? How heavy is heavy? How far is far? How much is in a certain container?
Remember that in measuring, it is important not just to mention the number, that tells us
how long, how heavy, how big, how much, or how many, but we should always include the unit
of measure that we used like meters, pounds, kilos, grams, ounces, cups, spoons, liters, inches,
feet and so on.
Isolation of Stimulus
When teaching very young learners about measurement, it is enough to talk about "big
and small” or "heavy and light.” However, we should consider using the same material, same
object, and/or same color of an object, so that the only thing changing is its size, if we are
comparing big and small.” The same way, if we are talking about "heavy and light," everything
else should remain the same. This is known as isolotion of stimulus. This is to make sure we do
not confuse the little children about size, weight, or length with other properties such as color,
texture, or kind of material or object.
We must realize that not all big and bulky items are heavier than small items, just like a
big balloon can be lighter than a small marble, or a huge beach ball can be lighter than a smaller
basketball. We must teach this to children as well.
Unconventional Ways of Measuring

Children can use unconventional ways of measuring, also known as "nonstandard
measurement," like measuring something by using one's hand, one's feet, or any object such as
coins, paper clips, or a piece of string for measuring.
Conventional Ways of Measuring

Children can start with using "inch blocks" when learning how to measure how long an
object is as a concrete representation of what "one inch" really is. Older children can start
learning about the use of inch rulers. Other units of measurement can be introduced to children
as they get older. Other instruments such as metersticks, measuring cups, measuring spoons,
weighing scales, and platform balances can eventually be introduced to children by doing
activities using these instruments that range from simple to complex, like when measuring
ingredients for baking or cooking, or when measuring shoulder length in order to buy a shirt
among others.
EXPERIENCE
Explore the use of unconventional (nonstandard) ways of measuring with the use of
standard d measuring instruments for length, size, weight, and volume. Make a record of what
you measured and its measurements.
Process Question:
What should youu consider when teaching about measurements to children of different
ages?
ASSESS
1. Why is it important to learn about measurement?
2. How can you teach children what measurement is and why it is important?
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CHALLENGE
Solve the following problem.
While planning for a party, you are given several kinds of glasses. You are trying to
decide which kind of glass to use because you want to use the glass that holds the most amount
of drinks. What will you do to solve your problem?
HARNESS
1. Using a regular recipe from a recipe book, create a picture-recipe, showing little
children how to measure the number of cups or teaspoons needed of a certain
ingredient.
2. Create a measuring instrument to teach the “light’ and “heavy” concepts to little
kids. Use a hanger, two cups, and string or yarn to hang the cups on both ends of
the hanger. Tie one cup on each end of hanger. You can put any object in the cups
to find out which is heavier. The heavier object will be lower than the lighter one.
LESSON 1.2.4 CLASSIFYING
THINK
When there are so many objects, evernts, and living things around us, it is easier to study
these when we classify them based on similarities, sifferences and interrelationships that we
observe. How about yourself? What classification schemes are you a member of?
One way to classify things is by placing a rank or order based on one property, like
falling in line from the shortest to longest foot size or height.
Another form of classification is by binary classification or multistage classification. In
a binary classification, one property is mentioned and the object is divided into two groups. For
example, given a basket of fruits, you can classify them as round fruits (like guava_ and fruits
that are not round (like banana). Another property is fruits with one big seed inside (like mango
or avocado) and fruits with many seeds inside (like guava and orange). Further along the way,
you can classify the remaining fruits until you identify all fruits in the basket.
This is similar to classifying different organisms according to different kingdoms, or
classifying animals according to different classes and families.
EXPERIENCE
Task 1:
Answer the following:
1. How are books classified in a library?
2. How are telephone numbers classified in a telephone book?
Task 2:
Do some classification activities:
 Sort out a collection of rocks, shells, leaves, flowers or other objects.
 Classifiy objects according to “magnetic” or “nonmagnetic”
 Classify pictures of things and creatures accordning to living and nonliving.
 Classify pieces of paper according to shape, size and color.
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Process Questions:
Why is it important to classify things?
ASSESS
Given some objects, make a list of observable properties that you can use to classify
them. Do a binary classification system for each property.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
CHALLENGE
Classify objects in a market or supermarket. Stuhy how differet supermarkets classify the things
that they sell. What is common among different supermarkets or markets?
HARNESS
Using art paper, colored paper or cardboard, cut out shapes of different sizes and
colors. You will have three small (red, yellow and blue), three medium triangles with
same colors and three large trianges with same colors. Do the same for the rest of the
shapes (circles, squares and rectangles). Use these for classifying according to different
categories.
LESSON 1.2.5 INFERRING
THINK
What do you think happened here?
What Is the difference between observing and inferring?
We infer when we try to figure out why and how and event happened,
but were not able to observe the event directly as it happened in the past. Rust
like in a crime investigation, we try to examine evidence or clues that we find
in a crime scene and try to figure out how the crime happened, who did it, and
why.
When we make inferences, we are trying to offer explanations or interpretations of what
pieces of evidence we see, but we did not really observe the event as it was happening.
EXPERIENCE
1. You saw a boy wearing a cast around his right arm. What can you infer?
2. You saw an old coin with a dent at one part. What can you infer?
3. You found a pair of broken eyeglasses on the ground. What can you infer?
4. You found a wet kitten on the sidewalk. What can you infer? Infer what season it is based on
the picture.
5. You found an experimental setup as follows: a drinking glass with tissue paper at the bottom
that has been turned ulasrde down in a bowl of water, Infer why the tissue paper remains dry.
6. Along the road, you saw a house without a roof, with some parts of its walls all black and
some broken windows. What can you infer?
7. In the garden, you saw some leaves of plants moving fast In one direction, as if some
creature was running, but you did not see the creature itself. What can you infer?
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8. You saw many rat droppings under and around a piece of cardboard in your garage. What
can you infer?
9. You properly threw out the garbage last night, but .n the morning, You saw SC,ne garbage
scattered all around the garbage bin and found a hole in the garbage bag. What Can Y. Infer?
10. You found a tree growing at a wall, with its roots going all the way down the wall. You saw
some water pipes near the roots of the tree that are bended. What can you infer?
Process question
What were some events or phenomena that happened around you that you are wondering
about?
ASSESS
In your own words, explain what inferring means.
Process question
Why is it important to learn how to infer?
CHALLENGE
Go out in your garden, park or neighborhood and look for signs of soil eorsion. Try to infere its
cause/s and figure out some possible solutions to he problem.
HARNESS
Set up a scenario where you create a mystery case for children to solve. Imagine
that a rabbit that visits a certain area in the classroom for several days, but no one has
seen it. In fact, no one knows what kind of animal it is that keeps littering the place with
pieces of carrot and kangkong leaves (which you scattered in secret), some strands of
white fur (or hair from a white dog), and some paw footprints (printed out in paper).
Also, create a chart where you and the children can record the pieces of evidence you
gathered for several days. On the last day, you can bring a rabbit to class and continue
the discussion of this solved mystery case.
LESSON 1.2.6 PREDICTING
THINK
What do you think would happen if we pour water on a pile of sand?
When we predict, we offer our best guess on what might happen in the future based on
fact or pieces of evidence. We are making a forecast of what we might observe in the future.
For example, meteorologists who predict weather use maps and data from weather
instruments. The meteorologist applies his/her current knowledge to predict the effect of a
variable either independent or dependent.
A predicton is stated in an if/then manner. If we hypothesize that the amount of water
affects plant growth, we can have a prediction like: “If I water the plan. In the garden daily, then
they will grow healthy” or, if our hypothesis is the amount of fertilizer affects the yield of rice
plants, then our prediction can be: "If I increase the amount of fertilizer I use for rice plants, then
the rice plannts will have more yield.” Of course, these statements should be testable. Recall that
when we talked about the scientific method, we create predictions based on the hypothesis.
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If what we find out agrees with our initial guess, then our thinking must be valid. If
results turn out to be different from our initial guess, then perhaps we should change our
thinking.
EXPERIENCE
 What would happen if your leave a bowl of sugar (or salt) out in the open for several
hours or several days?
 What would happen if you want to blow some bubbles and you use a square-shaped rod?
What would be the shape of the bubbles?
 What would happen if you line up some dominoes end on end, half an inch apart and you
push the first one down?
 Before you left the house, you notced that the clouds were dark and it was windy. What
can you predict? What shoud you do?
Process Question:
What do I need in order to make a good prediction?
ASSESS
1. Why is it important to know how to make a prediction?
2. How is predicting different from inferring?
CHALLENGE
1. Conduct an interview with a meteorologist and find out how they predict what the
weather would be like a week or so.
2. Predict what would happen to _______ in the future. In the blank, you can use rhe
following topics: water supply, the air, and our land among others. Other topics can also
be used, write an essay about your prediction. Choose ony one topic.
HARNESS
Sink or float setup. The materials needed for this setup are the following chart for
predicting if objects will sink or float, some objects what will sink or float, cut out pictures or
drawing of the objects you have at hand, clear tub of water, and some tape. Make sure that
when you use this setup, you allow students to predict first if an object will sink or float, stick
the picture or drawing that represents that object to the column of float, then let the student try
to
put the object in th tub of water. If the prediction is not correct, then the student is allowed to
transfer the drawing or picture to the correct column. After all objects have been done, discuss
what happened and try to explain why some predictions were not correct.
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LESSON SUMMARY
This lesson presented the different basic science process skills that one needs to
develop when studying about the world around us. These are observation, communication,
measurement, classification, inference and prediction. These skills can be enhance even at a
very early age. When a teacher creates a lesson plan, the teacher should include opportunities
for students to use and harness the science process skills. The teacher should add to the lesson
plan some activities that can make the students: observe, use the different senses, describe
what they observe, share the questions that they have, and explain what they did in their
experiments and the results; activities that give students opportunity to measure things;
activities that allow students to classify things and reason out why they make such
classifications and activities that allow students to make inferences and predictions before,
during and after doing experiments.
LESSON 1.3 Teaching About the Six Integrated Science

Process Skills
THINK
Older children can be exposed to activities using the slx integrated science process skills.
The six integrated science process skills will be discussed here one by one just to be able
to distinguish one from the other. However, it must be noted that all of these skills are used
together even in just one experiment. In fact, even the basic science process skills are also used
together these integrated science process skills in one experiment.
Students science should be able to develop these skills in order for them to learn how to
pursue searching for knowledge by themselves. All scientfic inquiries rest upon one’s ability to
use these skills carefully, accurately, and appropriately. When we discuss the different methods
of teaching and learning science, we will realize why developing these science process skills is
necessary.
The six integrated science priccese skills are:
 identifiying and controlling variables;
 formulating and testing hypotheses;
 defining operationally;
 interpreting data;
 experimenting; and
 constructing models
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LESSON 1.3.1 Identifying and Controlling Variables
THINK
If, for example, someone gets sick, people who care about that sick person would give
advice. Someone might advise: "Take this medicine (tablet/pill/capsule).” Another person would
say, "Take this cough syrup.” Another would say, "Use these herbs." Yet another would say,
"Drink plenty of water.” And another person would suggest to "rest in bed.” If the sick person
did all of that at the same time and he/she gets well, would that person know which one really
helped hirn/her get well? Of course not. The different suggestions given above are like variables
that one tests to check the effect on something. So when we want to know how something affects
another thing, we have to do things systematically. We have to test them one by one.
When making experiments, we try to identify variables, control variables, and check the
effect of changing certain variables one by one. This way, we will know which one works and
which one dces not. We try to brainstorm ideas about what might affect how something happens
or what could affect some phenomena, testing factors one by one while keeping everything else
constant.
EXPERIENCE
Set up a pendulum experiment. Use a string and some washers from a hardware store.
Brainstorm some ideas about what you think might affect how fast the pendulum would swing.
In the following experiments, make sure the height where you release the pendulum is the same
all the time.
Task 1: Changing the length of the string.
Put five washers In a long string, five washers in a medium length string, and five washers In a
short string. Predict which one would swing faster and then do the experiment. Record all your
findings. Do this with several trials to check if your predictions are correct. You can use this
table.
Length of String Trial 1 Trial 2 Trial 3 Average
5 inches
10 inches
15 inches
Task 2: Changing the number of washers.

Use the same length of string for this experiment, but one string has one washer, one has five,
while the other string has 10 washers.
Length of String Trial 1 Trial 2 Trial 3 Average
1
5
10
Process Questions:
1. What factors make a pendulum swing siewer.
2. The longer the string, the ________________ pendulum swings.
3. The more number of washers (or the heavier the weight), the _______ the pendulum
swings.
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ASSESS
Answer the following questions. Write your answers in the space provided
1. What do you mean by identifying and controlling variables?
________________________________________________________________________
2. Why is it important to do?
________________________________________________________________________
3. The steps in Identifying and controlling variables include:
a. identifying ____________ involved;
b. selecting one to investigate;
c. devising ways to investigate it; and
d. keeping all other variables ____________.
CHALLENGE
You are trying to prepare a chocolate drink for yourself. You want to know how you can
make the chocolate powder dissolve faster in your glass of water. Try to identify what factors
can affect the speed by which your chocolate powder will dissolve. Identify those variables and
test them one by one, keeping everything else constant. Write on th box on how you would do
the experiment. Record the data in a table. Interpret the table and write your conclusions.
HARNESS

You may create an experimental setup for at least one of the tasks below:
Task I: Create an instructional material to test how fast sand flows through funnels of
different sizes.
Task 2: Set up three cups of the same size with the same amount of water and the same
amount of sugar to be dissolved In each cup. The only thing that is changing is the
temperature of the water. One cup has cold water, one cup has room temperature water,
and one has warm water. The speed of stirring will also be the same.
Task 3: Variables that influence whether egg floats or sinks in water. Make an
experiment with two fresh eggs, two glasses of water of the same amount and
temperature, and add salt to only one of the glasses.
Task 4: Variables that affect the growth of plants: amount of water, sun, fertilizer, and
air. These variables have to be tested one try one while keeping the others constant.
How will you set up these experiments? Write down on your science journal how you
will do these
LESSON 1.3.2 Formulating and Testing Hypothesis
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THINK
In formulating and testing hypotheses, you must keep in mind that a hypothesis is only
like pieces of scaffolding, which are put around a building while it is being constructed. These
are taken away once the building has been completed.
Formulating a hypothesis means you predict or make a guess of what might happen if
you manipulate one variable. In other words, you might think, “If I change this, perhaps this
might happen.”
Then, you test the hypothesis to see if the result would show that your guess is valid.
Your guess is not just a wild guess out of nowhere. First, you might observe something around
you. Let us say that you had the experience of tasting a green apple, which happened to be sour.
If you tasted another green apple, which was also sour, you might ask yourself if there is a
pattern in what you observed. Using inductive reasoning, you might make a generalization that
all green apples are sour. Your hypothesis might be, "All green apples are sour, using deductive
reasoning, when you see another green apple in another store, you might predict that that green
apple will have a sour taste also. Using inductive reasoning, you will test your hypothesis and
start tasting more green apples from different stores. Using statistical analysis, you either accept,
modify, or reject your hypothesis.
EXPERIENCE
1. Prepare three clear glasses or cups of water. You will test the relationship of water
temperature and amount of sugar that can be dissolved in 10 seconds. You will use the same
kind of glass or cup, the same amount of water, and the same speed and duration of stirring
(10 seconds,. Your hypothesis can be, "The higher the water temperature, the more sugar will
be dissolved in 10 seconds.”
Use this table:
Water Predicted number of spoons
Temperatur of sugar that will dissolve in Trial 1 Trial 2 Trial 3 Average
e 10 seconds
Hot
Lukewarm
Cold
2. You can also formulate and test hypotheses on how fast butter melts. You can test changes in
temperature and shaking the butter among others.
3. You can also formulate and test hypotheses on drying wet clothes (or a paper towel) faster. In
other words, what would increase the rate of evaporation of water from wet clothes or a
paper towel (by blowing, by putting it in a warm place, or by putting it under the sun among
others)?
You can use this table:
Data tab for investigating factors that speed up how long it takes for wet clothes or a paper
towel to dry.
Variable Predict Effect Actual Effect
Blow on it
Put it in a warm place
Put it outdoors
Put it in front of an electric
fan
Process Question:
How similar or different Is formulating a hypothesis to predicting?
16
ASSESS
Answer this question In the space provided: How can one make a hypothesis?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
CHALLENGE
Formulate and test a hypothesis about the relationship between intensity of exercise and heart
rate. Include how to make a table for recording results.
HARNESS
Create a generic table for recording results for testing a hypothesis.
LESSON 1.3.3 Defining Operationally
THINK
When you define variables operation, you give a precise meaning or a specific procedure
for measuring the variable. This is to make sure that our investigation is consistent. This also
makes communicating with other people more accurate. So, before you make any measurements
when you do an expenment, you must decide how exactly you will measure each variable.
For example, when investigating the effects of vitamin E on the endurance of a person,
what do you mean by "endurance"? Your operational definition can be any of the following:
 the number of hours a person can stay awake;
 the distance a person can run without stoppirig, or
 the number of jumping jacks a person can take before getting tired and stopping.
You can choose one of these definitions and use it to measure "endurance."
EXPERIENCE
Make an operational definition for the following situations:
1. While driving a car in the highway, you noticed a speed limit sign that says minimum of
60kph and maximum of 100kph for cars. Your car speed detector has a red light on that
means you are driving too fast. What is the operational definition of “fast” here?
2. You tell your students to wash their hands until they are clean. What do you mean by
°clean"?
3. You plan to water your plants in your classroom so they will stay healthy. What is your
operational definition of "healthy.?
4. You tell your students to talk quietly. What do you mean by “quiet”?
5. You have an experiment involving the use of hot, lukewarm, and cold water. What are
your operational definitions of “hot,” “lukewarm,”and “cold” water?
Process question:
Why is it important to make operational definitions before the start of an experiment?
ASSESS
Explain the following In the space provided: What does it mean when one operationally
defines a variable? How is this done?
17
______________________________________________________________________________
______________________________________________________________________________
CHALLENGE
Task 1: Dissolving Sugar
Recall the experiment on testing what affects the amount sugar that is dissolved in water
in 10 seconds. The materials included three glasses with hot, lukewarm, and cold water, spoon,
and a container of sugar.
If we made several different experiments about this, we would have found out that the
variables that could affect the amount of dissolved water in 10 seconds are: (a) the amount of
water, (b) the temperature of the water, (c) how fine the sugar crystals are, and (d) how fast one
stirs with a spoon. This can be done in your class by different groups, each group being assigned
to test one variable, while keeping all others constant.
But before all these experiments, everyone rnust first agree to what the operational
definition of “dissolve” means. Does it mean: (a) the water is clear and there is only a thin layer
of sugar at the bottom of the glass? or (b) the water is cloudy after several minutes? What other
definition of "'dissolve' can you think of? For this set of experiments, decide what your
operational definition of 'dissolve" is.
Task 2: Sink or Float

Recall the experiment where you let students predict and test whether objects will sink or
float in a tub of water. If you actually did the experiment, you would notice that some objects are
50% above the water level; some are around 20% above the water level; some are somewhere
between the water level and the bottom of the tub; and some are laying at the bottom of the tub.
What is your operational definition of "float"? What is your operational definition of "sink"?
HARNESS
In your generic tables or charts for previous experiments, add a box where people
can put what variables they are testing and their operational definitions of variables being
tested.
LESSON 1.3.4 Interpreting Data
THINK
When we interpret data, we give meaning to all
the data we collect. We first decide how to gather the
data we need, organize it in a table, make charts or
graphs about the data we collect, then analyze it to make
valid conclusions. If you look at the previous tables you
created in previous experiments, you can plot the data
from the tables to a graph. Recall the experiment on
water temperature and amount of sugar dissolved. You
will notice that “as temperature increase, the amount of sugar dissolved increases."
When you put data into a graph., it is much easier to interpret data. You can use line
graphs, bar graphs, pie charts, histograms, or pictographs (especially for young leaners).
EXPERIENCE
18
Recall one of your previous experiments. Plot the data in a graph and interpret the data.
Process question:
What kind of graph should I choose when plotting data from a table of data?
ASSESS
Explain your understanding of data interpretation.
What does it mean to interpret data? How is this done? Why is it important?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
CHALLENGE
Collect several weather reports throughout the week from newspapers or online
resources. Plot the data in graphs. Find patterns and interpret the data..
HARNESS
Add to your existing generic tables one or two generic graphs that an experimenter
can use for plotting data from the tables.
LESSON 1.3.5 Experimenting
THINK
Do you want to know what affects how fast a seed will sprout? How about the factors
that can affect how fast a person breathes? Do you know what affects the amount of salt that can
be dissolved in water? Wean find out the answers to these questions by doing experiments.
In this process of experimenting, we try to investigate the effect of changing one variable
on the change of another variable. In experimenting, we use all the processes that we studied
earlier: observing, classifying what we observe, identifying what variables to study, and
controlling variables that we will keep as constant. We also write a hypothesis (or an educated
tentative guess), gather and analyze our data, infer conclusions, and use all other science process
skills needed.
EXPERIENCE
Blowing Bubbles. Here is one recipe for making a bubble solution
Materials: one cup of water, two tablesppons liquid detergent, one tablespoon glycerin,
and a bubble wand, pipe cleaner or drinking straw. Allow this solution to set for 30 minustes
befire using.
Have you ever wondered why this bubble solution recipe used different ingredients? What if you
use only detergemt and water? How about detergent and glycerin only? How about using
pounded gumamela leavers instead of glycerin? How about changing the proportions of the
ingridients?
We will experiment to find out what recipe would make bubbles last the longest
(determine, by using a stopwatch or by counting “one thousand one, one thousand two...:)
Remember to choose which variabte to study or investigate (the one that you will vary) and
19
which variables to keep as constant. Use a table for recording the data you gathered. lf, for
example, what you want to vats is the amount of glycerin, your table will look like this:
Amount of
Trial 1 Trial 2 Trial 3 Average
Glycerin
No glycerin
1 T glycerin
2 T glycerin
Remember to keep all other variables constant. Your future class can be divided into
groups and each group can decide on which variable to test while keeping the rest of the
variables constant.
Before starting your experiment, make sure that the whole class agrees to what the
operational definition of bubbles “lasting long” means and how it will be measured. Make your
hypothesis also before the experiment. In this case, one might say, "The more glycerin there is in
the solution, the longer the bubbles will last.”
Remember to make sure everything else is constant like the size of the bubble, the
material of the wand or drinking straw, and the method of how the bubbles will be formed. As a
tip, in doing this experiment, you may draw a circle of a particular diameter on a plastic sheet
and place a tabletop. And then, wet the surface of the plastic. When you start the experiment you
can blow a bubble directly on the plastic up to the diameter of the circle on the plastic. This
assures that the bubbles you make will be of the same size. This also assures that your bubbles
will not be floating in the air and tutting a randorn surface by accident as it gently falls to the
ground.
Process questions:
1. What variable do I want to study? How will I vary it?
2. How can I keep other variables constant?
ASSESS
Explain your answer to the following questions:
What factors and skills should be considered when planning an experiment? Why?
______________________________________________________________________________
______________________________________________________________________________
CHALLENGE
Task 1: Create an experiment to test what affects how long water will freeze and turn into ice in
a freezer.
Task 2: Create an experiment to test the amount of gas produced when you mix vinegar with
baking soda.
Task 3: Create an experiment to find out what affects the height a ball will bounce.
Task 4: Create an experiment to find out what affects the rate a marble would fall through a
liquid. (Tip you will using different kinds of liquid like cooking oil, alcohol, water, pancake
syrup, ete.)
Task 5: Create an experiment to test how fast water would flow from one container to another.
Task 6: Create an experiment to test how strong magnets are in picking up paper clips.
Task 7: Create an experiment to find out how far it will take a toy car to roll all the way down an
inclined plane.
HARNESS
20

Create a poster that will remind your future students how to do experirnents. Recall the
steps in the scientific meth.: (1) choosing a topic, (2) identifying a problem, (3) doing
background research about your problem, (4) developing a hypothesis, (5) designing an
experiment to test your hypothesis, (6) testing the hypothesis, (7) analyzing the results
(and checking if your hypothesis is correct), (8) formulating conclusions, and (9)
reporting your results.
LESSON 1.3.5 Experimenting
THINK
When we construct a model, we are trying to make a visual representation of an object or
concept that may be too small or too big to observe in the classroom, or that cannot be measured
directly. We want to show how something looks like and/or how something moves.
EXPERIENCE
Create a model. You can choose among the following:
1. A creature that lived a long time ago (based on observing its remains or its bones) like
dinosaurs
2. Things that are too small: A model of an atom or DNA
3. Things that are too big:
a. a model of a volcano, with added animation of an eruption using baking soda and
vinegar, with red food coloring to represent the flowing of lava;
b. a model of the solar system; or
c. a model of earth and its different layers.
4. Other objects: A model of human body parts
5. a certain concept like:
a. camouflage, using pictures of animals in a background of the same color as the
animal;
b. food chain or food web, with pictures or toy representatives of small to big animals,
showing which animal eats which animal; or
c. hibernation of a bear using teddy bears.
6. Demonstrate the movement of:
a. a wave, using a slinky spring;
b. tectonic plates, using a sandwich or layers of different colored cardboard; or
c. the moon around the earth, including the apparent shape of the moon at different
stages.
Process question:
What are some challenges In making a model?
ASSESS
1. Why do people have to make models in science?
________________________________________________________________________
2. What should we consider when making a model?
21
________________________________________________________________________
CHALLENGE
Go to a science museum and observe some of the models of science concepts or
phenomena on display. Make a write-up about it. Show this in class for discussion.
As a final challenge for this lesson, create a lesson plan on a, topic in biobgy or chemistry
from the Department of Education (DepEd) Curriculum Guide for K to 12 Science. Integrate all
the six basic and the six integrated science process skills. Indicate which skill is being
emphasized in each activity by enclosing the skill in parenthesis right after the activity is
presented and explained.
HARNESS

Clouds: For one top, several models can be made. As a group in class, create a set of
models to represent one concept or one phenomena. In the case of clouds, you can make
this set:
 A 20 chart showing the water cycle finducling the formation of clouds in one end
 A chart showing the different kinds of cloud formations
 A collection of pictures of clouds taken by your future students, alongside drawings
or sketches of students showing what the cloud in the picture reminds them of (for
example, a cloud might look like a rabbit, so the drawing of a rabbit would be
beside it, and so on)
 An experimental setup showing cloud formation, using warm water in a glass,
which is covered on top by a saucer that has plenty of ice cubes. A thin white foggy
layer of cloud would form just under the saucer. It would be helpful if a black
illustration board would be placed behind the setup so the cloud could be seen
better.
LESSON SUMMARY
In this lesson, we discussed integrated science process skills which are needed in order
for us to team how to pursue knowledge by ourselves. These are used together with the basic
science process skills for all our inquiries in science. The six integrated science process skills
are identi,ing and controlling variables, formulating and testing hypotheses, defining
operationally, interpreting data, experimenting, and constructing models.
When a teacher creates a lesson plan, especial, when giving students an opportunity to
do hands-on experiment, the teacher should make sure to encourage and harness all the
integreted science process skills, including all the basic science process skills.
All the science process skills are automatically integrated in any science lesson plan
that has experiment because these are a natural part of inquiry-based learning. Recall that the
scientific method itself uses all the science process skills, so these are normally and natural,
part of any science lesson plan.
22
CHAPTER SUMMARY
In this chapter, we talked about science processes, ways, and
principles. We also talked about the scientific method and the different
science process skills that are needed by you and your students in order
to be able to explore about things that happen around us. The following
chapter will discuss various teaching methods or strategies used in the
teaching of science.
REFERENCE
 Thelma R. M., Ivan Marcelo A. D, Johnny A. C. (2021). A Course Module for Teaching
Science in Primary Grades. Rex Book Store.
PREPARED BY:
MA. FILIPINA ORIONDO-DAVID, MAEd

Instructor
23

Teaching Strat Science CHP 1

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TEACHING SCIENCE IN PRIMARY GRADES

(BIOLOGY AND CHEMISTRY)

Governor Andres Pascual College

TEACHING SCIENCE IN PRIMARY GRADES

CHAPTER 1: THE NEED TO TEACH ABOUT THE

LESSON 1.1 The Nature of Science

Steps in Scientific Method

6. Do an experiment – This is to test your prediction. You start doing the

Six Basic Science

Figure 1. Six Basic Science Process Skills

LESSON 1.2.1 OBSERVING

Task 2: Using the sense of SMELL

Task 3: Using the sense of HEARING

2. With bindfolded eyes, guess what sounds are in the environment.

Task 4: Using the sense of TOUCH

Task 5: Using the sense of TASTE

Creating Instructional Materials

LESSON 1.2.2 COMMUNICATING

LESSON 1.2.3 MEASURING

Unconventional Ways of Measuring

Conventional Ways of Measuring

LESSON 1.2.4 CLASSIFYING

LESSON 1.2.5 INFERRING

LESSON 1.2.6 PREDICTING

What do I need in order to make a good prediction?

LESSON 1.3 Teaching About the Six Integrated Science

LESSON 1.3.1 Identifying and Controlling Variables

Task 2: Changing the number of washers.

Creating Instructional Materials

LESSON 1.3.2 Formulating and Testing Hypothesis

LESSON 1.3.3 Defining Operationally

Task 2: Sink or Float

LESSON 1.3.4 Interpreting Data

LESSON 1.3.5 Experimenting

Creating Instructional Materials

LESSON 1.3.5 Experimenting

Creating Instructional Materials

MA. FILIPINA ORIONDO-DAVID, MAEd

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