GOALS OF SCIENCE TEACHING

Introduction:
The prominent goals of science teaching for the lower years revolve around values and attitude that are easily developed at a young age.

A.GOALS
1. Develop scientific attitudes and values Attitude stands for ones frame of mind. It is an individuals point of view or perspective. POSITIVE ATTITUDES: a) manner of thinking such as openmindedness and criticalmindedness b) ways of reacting, such as curiosity and objectivity c) ways of doing things, such as creativity and persistence

2. acquire skill in employing the scientific method a) As the children continue to inquire about their surrounding they develop adeptness in finding answers in a systematic and methodical way. b) Define the problem c) Formulate hypothesis d) Test the hypothesis by conducting an investigation or an experiment e) Analyze and interpret the data f) Formulate conclusion

3. Gain functional knowledge and information Knowledge of science facts, concepts and generalization must be applied in real life. They must be used in explaining why events happen, in finding solutions to daily problems met and in arriving at concluding statements.

4. Arouse and sustain interest in future science-based pursuits The county is in need of scienceinclined man power who could lead in science promotion activities in the home and community, among others, environmental protection and care, preservation of natural resources and modernization of public and private institutions in terms of facilities and services.

B.TRANSLATING GOALS INTO INSTRUCTIONAL OBJECTIVES

Goals are stated

as general objectives that science instruction should pursue while objectives are more specific, aimed at developing skills and values and acquiring know-ledge that they need.

C. OBJECTIVES OF SCIENCE INSTRUCTION

1. on knowledge Students should be able to gain knowledge that they can apply in Explaining the occurrence of events on their surroundings Answering questions they are confronted with Satisfying the curiosities of children

2. on skill in employing the science possesses They must be able to classify, identify, predict and interpret things as they investigate and search for information. 3. on values and attitudes Some values worth developing are openmindedness, creativity and objectives. Attitudes of caring, helpfulness and tolerance are likewise inculcated as they work together in science classes.

THE CONTENT OF SCIENCE AS A SUBJECT

Introduction: The science content of the basic education prescribed for the elementary level is drawn from physical sciences and biological sciences. In this line with the goals of science teaching, the content is selected and organized in a way that highlights the interrelationships among the sciences.

A. The school content

1. a) b) c) d) People Parts of the body Organ system and functions Needs for health and growth Care and prevention of diseases

2. Plants and animals a) parts and functions b) classification, characteristics c) Photosynthesis and products d) Propagation of plants and animals e) Needs for health and development f) Ecosystem, population, communities g) Cycles in nature h) Care

3. Matter a) Structure, particle nature b) Phases c) Changes d) Substances e) Mixtures and solutions f) Material, uses and improvement by technology 4. Energy a) Forces b) Laws of motion c) Simple machines d) Forms, sources and uses e) Transformation, transfer f) Conservation

5. Earth a) Surface, features, landforms b) Rocks and soil formation c) Water and bodies of water d) Weather elements, climate, seasons e) Weather, disturbances, safety measures f) Conserving natural resources g) Movements of the crust 6. Solar system and the universe a) Sun, size and distance b) Planets and characteristics c) Earths rotation and revolution d) Moon, eclipses e) Size of universe f) Stars, classification and characteristics g) Galaxies h) Space explorations

B. Pointers in organizing the contents

1. The details of a unit the laws, principles and theories that have been formulated and accepted worldwide. 2. In preparing a lesson plan, integration with other subjects must be included. 3. Books, references, reports and records from science agencies involved in scientific investigations could be included in the syllabus.

4. Findings and products of investigations of known world and local scientists can likewise be cited. 5. Determine the scope and coverage of the unit, chapter or a complete syllabus depending on the grade level, objective to be achieved and time allotment for the unit. 6. For appropriate sequencing of the topics, consider the ff. a) Background knowledge needed b) A start with simple definition c) On to a logical developments of the topics d) Concluding statements

C. The science curriculum

The science and health curriculum for grade III to VI are prescribed by the department of education and are implemented in elementary schools nationwide. The goal of the science curriculum is to demonstrate an understanding of how science, technology and health relate to the comprehension of the environment and application of skills, attitudes and values in solving varied life situations. The time allotted is 40 minutes for grade 3 and 60 minutes each for grade IV-VI.

THE SCIENCE PROCESSES

Introduction:
One of the long range goals of science teaching is to develop the students competence in searching for knowledge and information through the use of a number of basic as well as integrated science processes

A. The science processes

1. Observing- is a process wherein we react by using our five senses -all statement that give information learned through the use of five senses

HOW TO DEVELOP THE SKILL a) In planning learning activities, make sure that the students are required to use several, if not all, the five senses. b) Include observations of things that are likely to produce changes such as wax that melts or liquid that flows.

c) Use materials and objects with different characteristics in order to give them more chances to experience using their senses. d) Allow them to use numerical descriptions such as there are six pairs of legs rather than stating. e) Plan lessons where they have to observe things and events outside the classroom for a richer experience.

2. Comparing-is the ability to recognize the similarities and differences of things being observed. -Why is comparing considered a science process? It is in itself a method or a system by which the observation could be adjudged reliable and accurate.
HOW TO DEVELOP THE SKILL a) In choosing materials to be compared, include those with very similar characteristics so that their observations will be done to the minutest detail.

b) You must refrain from pointing to the property to be examined. c) Contrasts can be expressed in both quantitative and qualitative manner. d) Comparisons can be recorded in the form of tabulations, graphs or colored illustrations for easy interpretation.

3. Classifying-is a process of grouping or sorting out a number of objects according to observable characteristics they possess.

4.

Measuring- is the process of comparing an unknown quantity to a standard. To indicate length, width and area, a standard called a unit is used which a meter or a centimeter.

HOW TO DEVELOP THE SKILL a) Consistently require students to quantify their answers about measureable materials to be used until the habit is formed. b) Hurried measurements often results to inaccurate data. Provide sufficient time especially when mixing substances in an experiment.

c)

The measuring unit must be appropriate such as a meter for the needed clothing materials for a dress. d) Provide sufficient practice in using common measuring instruments such as weighing scale, watch, spring balance and graduate cylinder. e) Always emphasize the importance of accurate measurements in order to avoid wastage of materials.

5. Inferring- infer means to state an idea which is based on observations. An inference is an interpretation or a tentative conclusion based on observation. Sometimes an inference may take the form of a judgment or evaluation.
HOW TO DEVELOP THE SKILL Provide more practice on inferring to sharpen their reasoning activities. When asking for inferences, caution them in forming ideas only after gathering enough observations that were thoroughly analyzed. Problem solving that calls for tentative conclusions can develop the skill in the long run

6. Predicting-is the process of making a forecast based on observed events. We predict the weather for the next 24 hours and this is based on temperature, wind, clouds and other elements of weather. HOW TO DEVELOP THE SKILL Record observations in the form of graphs or tabulations where students can see a trend or a pattern. Provide experiences in making forecasts about events in the environment that are controlled by time, measuring equipment and price. Emphasize that there may be several variables that can affect the predicted event; hence the prediction will not be accurate. Caution them on making predictions beyond observe events because the same result cannot be guaranteed.

a)

b)

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7. Controlling variables- variables is the factor or condition the effect of which is being tested. The variables in an experiment are classified into: Manipulated - the factor being change or varied Constant - the variable keep unchanged Responding - the resulting variable or condition. HOW TO DEVELOP THE SKILL a) Before proceeding, identify clearly the variable to be change

b) Be strict with keeping the rest of the conditions the same c) Provide practice in this kind of activity. they will be trained in searching for cause-effects in some conditions in the environment d) How to arrived at correct conclusions must be the objective

8. Interpreting data-Data collected from a variable in an experiment should be analyzed thoroughly in order to arrive at a clear and reliable conclusion. the relationship between the cause-andeffect condition in a controlled set-up becomes easy to interpret if the data is recorded in a tabulation or a graph. HOW TO DEVELOP THE SKILL a) Train them in presenting data through various illustrations such as colored graphs, circular diagrams to show percentages and tabulations. This practice will enhance the creativity in presenting data.

b) Let them interpret different kinds of relationships in order to make them differentiate between relevant and irrelevant data. c) objective and unbiased interpretation form part of there study and work habits.

9. Experimenting- the skill in experimenting is the final test that requires competence in science process especially controlling variables, interpreting data and formulating hypothesis *Experimenting is the best way to show the steps of scientific method: *Identifying the problem, objective or question to be answered *Formulating a tentative solution, also termed hypothesis *Choosing the likely hypothesis Testing the hypothesis Collecting, recording and analyzing data *Formulating conclusion

HOW TO DEVELOP THE SKILL a) Making every learning activity problem-based and solution- oriented is ideal in a science course b) The scientific methodology becomes perfected if students experience success and our recognized. Consistent guidance in following the procedure is recommended c) Involve the student in planning and implementing the designed set- up d) Revision in some steps in the procedure may be allowed in order to enhance their creativity in finding appropriate answers to everyday inquiries.

THE END