teaching science

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INSTITUTION’S VISION-MISSION
VISION: Education for all in the spirit and atmosphere of liberty, justice, truth and equity in a democracy.
MISSION: To endeavor for excellence in human development.
INSTITUTIONAL LEARNING OBJECTIVES
ATTRIBUTES DESCRIPTORS
HOLISTICS
DEVELOPMENT
of all students and human
resources
1. Continuing growth and development in the professional, social, emotional, physical and ethical areas for all its students and human
resources.
2. Universal coverage, i.e. to ensure that every student can develop basic personal and leadershipqualities that have applied relevance to
their lives. Students who take the courses should also learn to develop qualities regardedas important by the community.
3. To respond to the total needs of the students- the focus should be authentic holistic development that is carriedout in an honest and
whole-heartedmanner.
4. Career growth opportunities for all its human resources.
ORGANIZATIONAL
stability, adaptability, and
responsiveness
1. Planning, visioning and strategic management to provide direction and blue print.
2. Sustainability of the programs and curricular offerings of the university andexpansion in other fields in response to the de mands of the
academic society.
3. Clients satisfaction based on the provision of the University of quality service andperformance as manifestedby enrolment statistics.
4. Ethics and social responsibility.
MORAL RECOVERY
towards the common good
1. Practice their profession in accordance with moral and ethical standards and existing laws.
2. Engage in sustainable community development activities by reaching out to the marginalizedmembers of the community.
3. Responding to community concern about young people, where the University general education courses should help to nurture
students with respect to the community concern that young people lack social and emotional competencies andmoral and ethical
values.
EDUCATIONAL
EXCELLENCE
and continuing
development
1. Accreditation and recognition by the DepEd, CHED, TESDA, PACUCOA and other accrediting agencies.
2. Continue to grow professionally to cope with the demands of a dynamic society.
3. Collaborate effectively in multi-disciplinary and multi-cultural contexts.
4. Collaborate critical and creative thinking in providing solutions to societal and global concerns.
5. Demonstrate expertise andproficiency in the practice of their profession.
COLLEGE OF TEACHER EDUCATION
I. VISION:
The vision of College Teacher Education is to produce teachers who will:

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1. Be prepared to respond to multiple challenges;
2. Be equipped with a wide range of knowledge of the various educational systems outside the country;
3. Be able to master skills and competencies which can address global demands; and
4. Be able to possess attitudes and values that are acceptable to the multicultural communities.
II. MISSION:
The College of Teacher education aims to produce efficient andeffective teachers who are well informedof new discoveries an d development and are equipped with general
and professional orientation in their fieldof specialization:
1. Providing the facilities for the different curricular offerings to education students;
2. Providing activities that are applicable to the alternative learning systems, guidance andcounselling, learning research center, management andresearch; and
3. Providing co-curricular activities that will help develop student’s mental, social, physical and moral skills.
III. GOALS:
1. Provide quality instruction which is responsive and relevant to the needs of the nations;
2. Produce globally competitive graduates;
3. Intensify the research capabilities of the faculty, academic stuff and students;
4. Respond to the needs of the community towards quality life; and
5. Instill the spirit of service to humanity.
IV. CORE VALUES
 E- Excellence
 A- Accountability
 G- Gratitude
 L- Loyalty
 E- Equity
PROGRAM: TEACHER EDUCATION (BSED/BEED)
PROGRAM OBJECTIVE
V. COURSE OBJECTIVES:
1. Demonstrate an understanding of the basic concepts and application of science inquiry in Chemistry and Biology
2. Utilize teaching strategies in elementary science, development of instructional materials andassessment.
3. Engage students in an experiential, contextualizedand authentic teaching-learning process
4. Development of instructional materials andassessment tool particularly in Science Teaching
5. Implement teaching and learning in Elementary Science
COURSE CODE: T12
COURSE TITLE: SCI 101: TEACHING SCIENCE IN ELEMENTARY GRADES (Biology & Chemistry)
COURSE TYPES:
CREDIT UNITS: 3 UNITS
CONTACT HOURS: 3:00-4:00 MWF

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COURSE DESCRIPTION:
This course includes understanding of spiraling basic science concepts and application of science inquiry in Chemistry and Bi ology and the use of teaching strategies in
elementary science, development of instructional materials and assessment. Content topi cs 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.
COURSE LEARNING PLAN:
TOPICS HOURS DESIRED STUDENT LEARNING OUTCOMES (SLO) OUTCOMES-BASED
ASSESSMENT (OBA)
ACTIVITIES
EVALUATION OF OUTCOMES
EVIDENCE
PRELIM COVERAGE:
Orientation on VGMO
Topic 1- Introduction in Teaching
and Learning Science in Elementary
Grades The Teaching Profession and
Science Teaching
1. The Philippine Professional
Standards for Teachers
2. Contents of Elementary Science in a
Spiral Progress
3. The Teaching of Science in the
Elementary Grades
Topic 2- Teaching and Learning
Processes in Elementary Science
- Contents of Elementary Science in a
Spiral Progress
-The Teaching of Science in the
Elementary Grades
14 hrs.
1. To determine students’ expectations of the
course.
2. relate the Vision, Mission and Goals of the
College and the University to the course; and
3. point out the relevant relationshipof the
VMGO to their degree program;
4. Acquainted with the Philippine Professional
Standards for Teacher (PPST);
5. Relate the significance and/or importance of
the PPST as pre-service teachers;
6. Explain the identified contents in teaching
science in the elementary;
7. Discuss the relevance of the spiral progression
model in the science curriculum;
• Teacher-facilitated
discussion and visual
instructional materials
Hand-outs
• SocializedRecitation and
Group Evaluation Adopted
Self-Activities
• Question & Answer
“ESSAY-Why Choose-
BCU-Can-avid Among Other
School/ Universities in Baguio
City”
- Hand-outs with Exercises
Experiments performed
individually or by group
Present in a concept map/
graphic organizer the content of
elementary science in a spiral
progression.
MIDTERM COVERAGE:
Topic 3- Content and pedagogy of
Chemistry in Elementary Subject
CHEMISTRY (Matter): Properties of
Matter
1. Solid, Liquid and Gas(Grade 3)
2. Grouping Materials Based on
Properties(Grade 4)
3. Physical and Chemical Properties of
Matter: Useful and Harmful
Materials(Grade 5)
4. Mixtures and Their
14 hrs.
1. Define chemistry and relate it to elementary
teaching;
2. Explain the different properties of matter;
3. Compare and contrast the different subject
matter for chemistry in the elementary;
4. Cite some applications and implications of the
science concepts in the classroom setting
5. Identify approaches, methodologies, strategies
• Lectures and Interactive
Discussion.
Phet Simulation/ Problem
Solving Approach)
Group Discussion
- Interactive Discussion
Live Sessions -Suggested
Activities for Grade 3-4
Problem-based Experiments
-Experiments performed
individually or by Group
Question and Answer via quiziz
and Google form

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Characteristics(Grade 6)
Changes that Materials Undergo
(Grade 3)
5. Changes that Materials Undergo
(Grade 3)
6. Changes that Materials Undergo:
Useful & Harmful (Grade 4)
7. Changes that Materials Undergo due
to Oxygen and Heat (Grade 5)
8. Separating Mixtures(Grade 6)
in teaching chemistry in the elementary
PRE-FINAL COVERAGE:
Topic 4- Content and pedagogy of
Biology in Elementary Subject
BIOLOGY(Living Things and Their
Environment):Parts and Functions of
Human being
1. Human Sense Organs(Grade 3)
2. Human Major Body Organs(Grade 4)
3. Male and Female Reproductive
Systems(Grade 5)
4. The Human Organs System at
Work(Grade 6)
HEREDITY, INHERITANCE AND
VARIATIONS
5. Living Things Produce(Grade 3)
6.Life Cycles of Human, Animals and
Plants(Grade 4)
7.Reproduction Among Flowering
Plants (Grade 5)
8.Reproduction in Non-Flowering
Plants (Grade 6)
BIODIVERSITY AND EVOLUTION
9. Animals and Plants: Parts, Functions
and Importance to Humans(Grade 3)
10.Plants and Animals in their
Habitats(Grade 4)
11.Reproductive Structures of Animals
and Plants(Grade 5)
12.Common Characteristics of Animals
and Plants(Grade 6)
14 hrs.
1. Explain the different content and pedagogies in
teaching biology in the elementary;
2. Compare and contrast the different subject
matter for biology in the elementary;
3. Cite some applications and implications of the
science concepts in the classroom setting
4. Identify approaches, methodologies, strategies
in teaching biology in the elementary
•Lectures and Interactive
Discussion on the different
parts and functions of
human being
•FacilitatedDiscussion of
Concepts supplemented by
active learning activities on
the different strategies,
approaches and
methodologies in teaching
biology in the elementary.
•Socializedrecitation on
laws pertaining to content
and pedagogy of biology in
the elementary
Creative Presentation:
Utilizing their Multiple
Intelligences (MI), students may
create their instructional
material in teaching biology in
the elementary ex. Terrarium,
SIM etc.
Suggested Activities for
Grade 3-6
-Experiments performed
individually or by town Group
Evaluation
- Adopted Self-Activities

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ECOSYSTEM
13. Living Things Depend on Their
Environment for Basic Needs(Grade 3)
14.Beneficial and Harmful Interactions
Among Living Things(Grade 4)
15.Interactions in Estuaries and
Intertidal Zones(Grade 5)
16.Interactions Among Living Things in
Coral Reefs and Tropical Rainforest
(Grade 6)
FINAL COVERAGE:
LESSON EXEMPLARS IN
ELEMENTARY SCIENCE for GRADE 3
TO GRADE 6
14 hrs.
1. Develop a problem-based and project-based
learning plan for development of a certain skill
from the various subject matter of teaching
science in the elementary;
2. Apply demonstration method in instructional
planning with selectedtopics from biology and
chemistry subjects in the elementary
• Collaborative and
cooperative learning,
demonstration team
teaching, peer tutoring
Collaborative and
cooperative learning
Lesson Plan
Demonstration teaching
GRADING SYSTEM:
PRELIMINARY GRADE: MIDTERM GRADE:
Class Standing x 2 + Examination Rating / 3 Class Standing x 2 + Midterm Examination Rating/ 3 + Prelim Grade /2
PRE-FINAL GRADE: FINAL GRADE:
Class Standing x 2 + Pre-final Examination Rating/ 3 + Midterm Grade / 2 Final Examination Rating x 2 + Class Standing /3 = Tentative Final Grade
Tentative Final Grade + Pre-final Grade / 2
REFERENCES:
1. Atienza, Rosario F. and Ma.Nerissa Atienza-Deleon Biology. UST publishing House, Espana, Manila 1015 Philippines 2008.
2. Atienza, Rosario F. Laboratory Guide in Zoology. Manila, Philippines:UST Publishing House 2003
3. Melchor, Mariano B., Introduction to Biology 1st edition. Rex Bookstore Inc., 2008
PREPARED BY: NOTED: REVIEWED BY: APPROVED BY:
MICHAEL T. SEBULLEN, PhD
Instructor
CLARENCE K. FAGYAN, MAED
Chief Librarian
SAMUEL K. NEYNEY, EdD, PhD.
Dean, College of Teacher Education and Liberal Arts
ELMA D. DONAAL, Ed. D.
Vice President for Academic Affairs