Podcast
Questions and Answers
What can Grade 3 learners identify in their environment?
What can Grade 3 learners identify in their environment?
Grade 4 learners study electricity as part of their science curriculum.
Grade 4 learners study electricity as part of their science curriculum.
False
What do Grade 5 learners learn about the relationship between electricity and magnetism?
What do Grade 5 learners learn about the relationship between electricity and magnetism?
They learn through constructing an electromagnet.
Energy can be transformed from one form to another, such as from _____ to heat.
Energy can be transformed from one form to another, such as from _____ to heat.
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Match the grade level with the key content area they learn about:
Match the grade level with the key content area they learn about:
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Which of the following forms of energy is NOT studied in Grade 4?
Which of the following forms of energy is NOT studied in Grade 4?
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Learners in Grade 6 only focus on weathering and erosion.
Learners in Grade 6 only focus on weathering and erosion.
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What will Grade 3 learners describe in their studies?
What will Grade 3 learners describe in their studies?
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Name one activity Grade 3 learners might perform related to light, heat, and sound.
Name one activity Grade 3 learners might perform related to light, heat, and sound.
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Learners will gather data on earthquakes and volcanic eruptions in their community.
Learners will gather data on earthquakes and volcanic eruptions in their community.
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What phenomenon does Grade 4 learners identify in relation to weather patterns?
What phenomenon does Grade 4 learners identify in relation to weather patterns?
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Grade 5 learners will collect weather data in the span of a __________.
Grade 5 learners will collect weather data in the span of a __________.
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Which of the following is not a focus area for Grade 6 learners?
Which of the following is not a focus area for Grade 6 learners?
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Match the grade level with their main focus area:
Match the grade level with their main focus area:
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The importance of water is not discussed in the context of daily activities.
The importance of water is not discussed in the context of daily activities.
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What process involves soil being carried away?
What process involves soil being carried away?
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What concept do students learn about in Grade 3 regarding Force and Motion?
What concept do students learn about in Grade 3 regarding Force and Motion?
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In the 2nd Quarter, all grades study the concept of Living Things and Their Environment.
In the 2nd Quarter, all grades study the concept of Living Things and Their Environment.
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What do learners in Grade 4 begin to learn concerning force applied on an object?
What do learners in Grade 4 begin to learn concerning force applied on an object?
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In Grade 5, students begin to measure the amount of change in movement in terms of distance travelled and __________.
In Grade 5, students begin to measure the amount of change in movement in terms of distance travelled and __________.
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Match the Grade level with the appropriate focus area in Force and Motion:
Match the Grade level with the appropriate focus area in Force and Motion:
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What additional concepts do Grade 6 students learn about that affect motion?
What additional concepts do Grade 6 students learn about that affect motion?
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Grade 4 learners only focus on qualitative observations regarding force.
Grade 4 learners only focus on qualitative observations regarding force.
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What are the three primary concepts covered in the Earth and Space curriculum throughout all grades?
What are the three primary concepts covered in the Earth and Space curriculum throughout all grades?
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What is the main focus of learners in Grade 3 astronomy?
What is the main focus of learners in Grade 3 astronomy?
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In Grade 5, learners study the effects of the Moon on plant growth.
In Grade 5, learners study the effects of the Moon on plant growth.
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What two main celestial bodies do Grade 4 learners focus on after studying the Sun?
What two main celestial bodies do Grade 4 learners focus on after studying the Sun?
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In Grade 6, learners will compare the different members of the __________.
In Grade 6, learners will compare the different members of the __________.
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Match the grade with its corresponding focus in astronomy:
Match the grade with its corresponding focus in astronomy:
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What cyclical changes do learners study in Grade 5?
What cyclical changes do learners study in Grade 5?
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The Spiral progression approach allows students to learn new concepts repeatedly at the same complexity level.
The Spiral progression approach allows students to learn new concepts repeatedly at the same complexity level.
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Who introduced the concept of 'zone of proximal development'?
Who introduced the concept of 'zone of proximal development'?
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Study Notes
Course Description
- The course covers the understanding of spiraling basic science concepts and their application in Physics, Earth, and Space science.
- It includes strategies in teaching elementary science.
- Instructional material development is part of the curriculum.
- Assessment is an integral component.
Content Topics
- Physics includes Force and Motion, and Energy.
- Earth and Space include Geology, Meteorology, and Astronomy.
Sequence of Domains/Strands per Quarter
- 1st Quarter: Matter
- 2nd Quarter: Living Things and Their Environment
- 3rd Quarter: Force, Motion, and Energy, Earth & Space
- 4th Quarter: Force, Motion, and Energy, Earth & Space
- The learning progression shows the development of similar topics across multiple quarters, showing progression of skills.
Spiraling of Science Concepts (Force, Motion, and Energy)
- Grade 3: Learners observe, explore, and investigate motion. They also identify things that change object movement.
- Grade 4: Learners understand that applying force changes motion, size, and shape of objects. They learn about the amount of force. They also learn about magnets.
- Grade 5: Learners measure change in object motion (distance and time).
- Grade 6: Learners understand causes of motion (gravity, friction) beyond those observed in simpler systems.
Spiraling of Science Concepts (Energy)
- Grade 3: Learners observe and identify different sources of light, heat, sound, and electricity; its roles in their environment.
- Grade 4: Learners learn light, heat, and sound travel from source.
- Grade 5: Learners explore how objects interact with light, heat, sound, and electricity. They learn basic electricity concepts.
- Grade 6: Learners describe energy concepts and energy transformations.
Spiraling of Science Concepts (Earth and Space)
- Grade 3: Learners describe what makes up their environment; beginning with landforms; bodies of water found in their community.
- Grade 4: Learners investigate the physical environment (soil and water) . They classify soils by criteria.
- Grade 5: Learners learn that Earth's surroundings (e.g., rocks) stay constant while weathering etc. may change. They learn the changes in the Earth's surface over time.
- Grade 6: Learners learn about earthquakes, volcanoes and their effects on the Earth’s surface.
Spiraling of Science Concepts (Meteorology)
- Grade 3: Learners describe different local weather types.
- Grade 4: Learners describe the components of weather using instruments; they also identify trends.
- Grade 5: Learners learn that weather is not constant throughout the year and experience events like typhoons.
- Grade 6: Learners collect data, interpret data, and recognize weather patterns.
Spiraling of Science Concepts (Astronomy)
- Grade 3: Learners describe natural objects in the sky.
- Grade 4: Learners focus on the main source of light and heat on Earth, the Sun and its effect on animals and humans.
- Grade 5: Learners learn about the Moon and stars, the cyclical nature of Moon's appearance, and understand the length of a month.
- Grade 6: Learners understand the motions of Earth, and study the Solar System (planets, stars) with different members.
Features of the K to 12 Curriculum
- Spiral Progression: Students learn concepts repeatedly. Each time they learn, they will apply concepts with increasing complexity, organized and integrated knowledge.
- Constructivism: The learning process takes into account different perspectives and knowledge building. Learners are active constructors of knowledge. Teachers provide opportunities to strengthen and reconstruct the relevant knowledge.
- How? Engaging and challenging learners and developing their zone of proximal development (ZPD). Teachers can utilize strategies that promote collaboration among learners.
- Differentiated Instruction: Multiple approaches to learning that match learner needs for better knowledge assimilation. Learners will be provided with flexible avenues to acquire knowledge as per their interests and capabilities.
Contextualization
- The curriculum needs to be relevant to the learners' specific environment, situation, and context. This process aims to contextualize competencies in a meaningful way.
ICT Integration
- Using technology in teaching and learning activities promotes learning outcomes and enhances the skills of learners and teachers.
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Description
Test your knowledge on elementary science concepts, including physics, earth science, and space science. This quiz covers topics like force, motion, energy, and the understanding of basic science principles across various domains. Perfect for Grade 3 students to assess their learning trajectory!