Kindergarten, Science Math Flashcards
(111 cards)
1
Q
What is kindergarten science called
A
Physical and natural environment
2
Q
School with special science program permitted to have science in
A
Grade 1
3
Q
Deped K-12 Curriculum states that Science as a subject officially starts?
A
Grade 3
4
Q
Kindergarten-Science Curriculum
3
A
Life Science
Physical Science
Earth Scienc
5
Q
Tell and describe the different kinds of weather
Observe and record the weather daily, what we wear
Identify simple ways of taking care of the environment
Cause-effect relationship on familiar situation
A
Environment and the weather
6
Q
solid liquid & gases as affected by temperature
A
Changes that Matter undergo
7
Q
observe and identify different sources of Iight, heat, sound, electricity. in their environment and uses in everyday life
A
Energy
8
Q
describe the natural objects that they see in the sky
A
Astronomy
9
Q
describe what makes up their environment, begin with landforms and bodies of water found in their community
A
Geology
10
Q
Describe the different types of local weather
A
Meteorology
11
Q
learn different kinds of living things are found in different places
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Biodiversity and Evolution
12
Q
learn that living things reproduce and certain traits are passed on to their offspring
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Heredity: Inheritance and variation
13
Q
lam that living things depend on their environment for tood, air, and water to survive
A
Ecosystem
14
Q
Observe and explore and investigate how things around them move and can be moved
A
Force and motion
15
Q
When learners observe different objects & materials, they have aware of their different characteristics.
A
Properties of matter
16
Q
Learners observe and describe the different parts of living things focusing on the sense organs of human and more external parts of animal and plants
Distinguish living things and non living things
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Pants and function of animals and plants
17
Q
Learners will identify body parts and their uses, demonstrate
movements using the body parts, use the senses to observe the environment and to practice ways on how to take care of one’s body.
A
Body and the senses
18
Q
Learners will identify characteristics and growth of common
plants, grouping of plants according to certain characteristics, its usefulness ways to care for them.
A
plants
19
Q
Learners will identify characteristics and needs of animals,
how they grow and grouping of animals according to certain characteristics.
A
Animals
20
Q
Learners will classify objects according to observable
properties like size, color, shape, texture, and weight;
demonstrate an understanding that objects are made from
one or more materials like metal, plastic, wood, paper;
A
Properties and change
21
Q
communicate changes observed; explores how objects can
be moved like pushing, pulling, rising, sinking, blowing;
A
Force
22
Q
describe movement of objects like, straight, round and
round, back and forth, fast and slow; use objects and materials safely.
A
motion
23
Q
The learners will learn about properties and attribute matching, sorting, classifying, of object such as colors, size and shape.
A
logic
24
Q
The learners will learn about the concepts of size, length, weight,
time and money.
A
measurement
25
The learners will learn about 2 or 3 – dimensional objects.
geometry
26
The learners will learn about rote counting up to 20; count objects;
identify sets with one more or one less element; recognize and identify numerals from 0 to 10; read and write numerals from 0 to 10; match numerals to set of concrete objects, number sequence.
Number and Number Sense
27
The learners will learn about organizing and interpreting data.
STATISTICS AND PROBABILITY (SP)
28
The learners will learn about whole numbers up to 100, ordinal
numbers up to 10th, money up to PhP100 and fractions ½ and ¼; addition and subtraction of whole numbers up to 100 including money.
In Grade 13
NUMBERS AND NUMBER SENSE
29
The learners will learn about 2-dimensional and 3-dimensional
figures.
In Grade 1-3
Geometry
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The learners will learn about understanding of time and nonstandard units of length, mass and capacity.
measurement
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The learners will learn about pictographs without scales and
outcomes of an event using the terms likely and unlikely to happen.
In Grade 1-3
STATISTICS AND PROBABILITY
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draws from the goals
of the K to 12 Philippine Basic Education Curriculum Framework and adopts the general principles of the National Early Learning Framework (NELF
The Kindergarten Curriculum Framework (KCF
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Kindergarten learners need to have a _________. to the content-based curriculum of Grades 1 to 12
smooth transition
34
The items in rectangles in the Figure show the theoretical bases for
teaching-learning in the early years, which are founded on constructivism, integrative, thematic, collaborative, inquiry–based, and reflective teaching in play-based approaches with application of the
Developmentally Appropriate Practices (DAP)
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The outermost layer indicates the Curricular Themes upon which the Kindergarten Curriculum Guide (KCG) or the Teacher’s Guide is designed. It has been crafted using the
Thematic or integrated approach
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The body of knowledge, skills and attitudes expected to be learned by all students, generally related to a set of subjects and learning areas that are common to all students, such as languages, mathematics, arts, physical education, science and social studies.
This standard defines the learners’ learnings in terms of content and acquired skills.
Core learning area standard
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are the learning standards and academic expectations for a particular grade or grade span in schools.
This refers to the specific skills that is expected to be acquired by specific grade levels.
Grade level standard
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This shows the degree or quality of proficiency that the learner is able to demonstrate in each key stage after learning a particular learning area in relation to the core learning area standard.
Key stage standard
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in the K – 3 is determined by standards that tackle different area to provide holistic learning in terms of Science Curriculum.
Science curriculum
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At the end of Grade 3, the learners should have acquired
healthful habits and have developed curiosity about self and their environment using basic process skills of observing, communicating, comparing, classifying, measuring, inferring and predicting. This curiosity will help learners value science as an important tool in helping them continue to explore their natural and physical environment. This should also include developing scientific knowledge or concepts.
Science key stage standards k to 3
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The learners demonstrate understanding of basic science
concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed decisions, and engage in discussions of relevant issues that involve science, technology, and environment.
Science core learning area standard
42
The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, animals and varied materials in their environment and their observable characteristics; general weather conditions and how these influence what they wear; and other things in their environment. Understanding of their bodies and what is around them is acquired through exploration, questioning, and careful observation as they infer patterns, similarities, and differences that will allow them to make sound conclusions.
Science kindergarten level
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At the end of , learners will use their senses to explore and describe the functions of their senses, compare two or more objects and using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain events in the home or school and express how these are affecting them, do simple measurements of length, tell why some things around them are important , decide if what they do is safe or dangerous; give suggestions on how to prevent accidents at home, practice electricity, water, and paper conservation, help take care of pets or of plants , and tell short stories about what they do, what they have seen, or what they feel.
Science grade two level
44
At the end of , learners can describe the functions of the different parts of the body and things that make up their surroundings --rocks and soil, plants and animals, the Sun, Moon and stars. They can also classify these things as solid, liquid or gas. They can describe how objects move and what makes them move. They can also identify sources and describe uses of light, heat, sound, and electricity. Learners can describe changes in the conditions of their surroundings. These would lead learners to become more curious about their surroundings, appreciate nature, and practice health and safety measures.
Science grade three level
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At the end of , learners will use their senses to locate and describe the external parts of their body; to identify, external parts of animals and plants; to tell the shape, color, texture, taste, and size of things around them; to describe similarities and differences given two objects; to differentiate sounds produced by animals, vehicles cars, and musical instruments; to illustrate how things move; to, describe the weather and what to do in different situations; to use appropriate terms or vocabulary to describe these features; to collect, sort, count, draw, take things apart, or make something out of the things; to practice healthy habits (e.g., washing hands properly, choosing nutritious food) and safety measures (e.g., helping to clean or pack away toys, asking questions and giving simple answers/ descriptions to probing questions).
Grade one science
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The learners will demonstrate an emerging understanding
of the parts of their body and their general functions; plants, animals and varied materials in their environment and their observable characteristics; general weather conditions and how these influence what they wear; and other things in their environment. Understanding of their bodies and what is around them is acquired through exploration, questioning, and careful observation as they infer patterns, similarities, and differences that will allow them to make sound conclusions.
Grade level standard science
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The learners demonstrate understanding of basic
science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed decisions, and engage in discussions of relevant issues that involve science, technology, and environment.
Core learning area standard
48
At the end of Grade 3, the learners should have
acquired healthful habits and have developed curiosity about self and their environment using basic process skills of observing, communicating, comparing, classifying, measuring, inferring and predicting. This curiosity will help learners value science as an important tool in helping them continue to explore their natural and physical environment. This should also include developing scientific knowledge or concepts.
Key stage standard
49
The learner demonstrates understanding and appreciation of
key concepts and principles of mathematics as applied - using appropriate technology - in problem solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.
Core learning area standard math
50
At the end of Grade 3, the learner demonstrates understanding and appreciation of key
concepts and skills involving numbers and number sense (whole numbers up to 10,000 and the four fundamental operations including money, ordinal numbers up to 100th, basic concepts of fractions); measurement (time, length, mass, capacity, area of square and rectangle); geometry (2-dimensional and 3-dimensional objects, lines, symmetry, and tessellation); patterns and algebra (continuous and repeating patterns and number sentences); statistics and probability (data collection and representation in tables, pictographs and bar graphs and outcomes)as applied -using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
Math key stage standard k-3
51
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 100, ordinal numbers up to 10th, money up to PhP100, addition and subtraction of whole numbers, and fractions ½ and 1/4);geometry (2- and 3dimensional objects); patterns and algebra (continuous and repeating patterns and number sentences); measurement (time, non-standard measures of length, mass, and capacity);and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
Math grade one level standard
52
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 1 000, ordinal numbers up to 20th, money up to PhP100, the four fundamental operations of whole numbers, and unit fractions); geometry (basic shapes, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns and number sentences);measurement (time, length, mass, and capacity); and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
Math grade two level standard
53
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 20, basic concepts on addition and subtraction); geometry (basic attributes of objects), patterns and algebra (basic concept of sequence and number pairs); measurement (time, location, non-standard measures of length, mass and capacity); and statistics and probability (data collection and tables) as applied using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life.
Math kinder level standard
54
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 10 000; ordinal numbers up to 100th; money up to PhP1 000;the four fundamental operations of whole numbers; proper and improper fractions; and similar, dissimilar, and equivalent fractions); geometry (lines, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns and number sentences); measurement (conversion of time, length, mass and capacity, area of square and rectangle); and statistics and probability (tables, bar graphs, and outcomes) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
Math grade three level
55
At the end of Grade 3, the learner demonstrates understanding and
appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 10,000 and the four fundamental operations including money, ordinal numbers up to 100th, basic concepts of fractions); measurement (time, length, mass, capacity, area of square and rectangle); geometry (2dimensional and 3-dimensional objects, lines, symmetry, and tessellation); patterns and algebra (continuous and repeating patterns and number sentences); statistics and probability (data collection and representation in tables, pictographs and bar graphs and outcomes)as applied -using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
Key stage standard math
56
The learner demonstrates understanding and appreciation
of key concepts and principles of mathematics as applied using appropriate technology - in problem solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.
Core learning area standard math
57
The learner demonstrates understanding and appreciation of key
concepts and skills involving numbers and number sense (whole numbers up to 1 000, ordinal numbers up to 20th, money up to PhP100, the four fundamental operations of whole numbers, and unit fractions); geometry (basic shapes, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns and number sentences);measurement (time, length, mass, and capacity); and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
Grade level standard math
58
It is an approach which gives and exposes children to an opportunity to solve and understand scientific problems independently or with peers, guided with systematic steps.
In using this approach, the teacher should start by presenting science-related problems. With this, children will think of possible solutions to the problem based on their prior knowledge. The problem is known as a hypothesis that is defined as an educated guess.
To find solution to their hypothesis, children should engaged in self-study, mutual discussions, and practical works.
Program based learning
59
In this type of activity, children are exposed to different places outside the classroom for them to experiences and learn an intended concept in the most realistic manner.
Field trip
60
Types of field trip
Formal field trip
Informal field trip
Non school related field trip
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This is less structured and offers children some control and choice concerning their activities or
the environment. The focus may be individualized, less atmosphere of competition, the interaction is unforced, and social interaction is
Informal field trip
62
This is somehow related to the informal field trip. It is a family activity that also contributes significantly to children’s learning.
Non school related field trip
63
This type of field trip is well-planed and organized. The experience one pupil is the same as
the other children who are enjoining the trip.
Formal field trip
64
It is an instructional strategy that enables small groups of children to work together on a common assignment.
It plays an important role in the growth of various domains. Children who are working together become active participants in learning that lead to the development of problemsolving skills, critical and creative thinking skills, and most importantly develop social skills.
Cooperative learning
65
Types of group size
Pair
triad
Quad
66
In this type of group, a child is working with two more creates a six-way interaction.
Triad
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A type of group wherein a child is working with three more children. Twelve-way interactions are created.
Quad
68
In this group, a child is working with another child. It creates two-way interactions.
Pair
69
It is an act of sharing a tale or a series of events.
Using stories in presenting a Science concept to children boost their interest in learning the concept. It provides them with a meaningful, coherent, and memorable context.
Storytelling
70
Types of stories
Fable
Folktales
Legend
Personal stories
Histories
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these stories are similar to fairy tales, but longer and do not involve supernatural interventions.
Folktales
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these are stories about you or your family, or famous personalities like heroes. These are based on facts or truth.
Personal stories
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a short story where animals are commonly the main characters.
Fable
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these are stories that explain how things got to be the way they were
Legends
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these are stories that happened to someone we do not personally know
Histories
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Are also known as cognitive organizers. These are visual representation of presenting and organizing knowledge and ideas.
When choosing a graphic organizer, it is important to consider the objective that you want to achieve and the concept that you want to teach.
Graphic organizer
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Types of graphic organizer
Conceptual graphic organizer
Concept map
Venn diagram
Kwl
Hierarchical graphic designer
Cyclical graphic organizer
Sequential graphic organizer
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These organizers are used to show the sequence of events.
Sequential graphic organizer
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This category is used to rank information according to qualities, such as importance, and how sublevels show such qualities.
Hierarchical graphic organizer
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These types of organizers are designed to show the natural cycle of various concepts.
Cyclical graphic organizer
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It is used to represent logical similarities and
concepts.
Venn diagram
82
is a graphical organizer designed to help children to
means “Know-Want-Learn”
Kwl
83
This category is appropriate for
central idea with supporting information.
Conceptual graphic organizer
84
It is a diagram that shows the relationships of one
concept to other concepts or between concepts.
Concept map
85
It is anchored on the principles of constructivism, and has regard to a process of personal discovery by the learners.
The process involves children in their learning by generating relevant questions, finding appropriate ways to investigate and answer questions using critical thinking skills, and then building a new understanding, meaning and knowledge.
Inquiry-based Leaming
86
This strategy is used to show objects to the group of young children and to communicate ideas with the aid of visuals, such as slide presentations, posters, flip charts, and others.
The use of demonstration involves teaching children to do a task in a systematic and stepby-step process.
Demonstration
87
Steps in demo
Planning and Preparation
Introducing the lesson
Presentation of Subject Matter
During the demo
Instructional Material
Evaluation
88
It is described as organizing any collections of different items and showcasing through display in public.
It is a display of learning of the children, and even the complete process of teaching and learning.
Science exhibitions are a great opportunity for the children to display the knowledge that hey have learned from science.
Exhibitions
89
focuses on the display model. The models are explained using multimedia technology.
Multimedia Exhibition
90
children present their model and explain the interpretation orally to their audience.
oral Exhibition
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Steps in developing exhibition
Planning stage
Design stage
Construction of Installation stage
Occupancy Stage
Remedial stage
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This stage focuses on examining different factors like the flow of traffic visitors usage, attitudes, interests, learning, cost-effectiveness, and attendance.
occupancy stage of Exhibitions
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This stage focuses on adjustments that need to be done during the installations to correct post-occupancy problems.
Remedial stage of Exhibitions
94
This stage focuses on the preparation, designing and development of the venue.
Design Stage of Exhibitions
95
– This stage involves the placement of materials according to the approve designs.
Construction of Installation Stage of Exhibition
96
The science teacher will select the theme and identify the target audience, venue, materials, and other matters needed to be considered
Planning Stage of Exhibition
97
It involves students being challenged to collaboratively solve real-world math problems which they have not yet previously encountered.
It is student-centered and promotes critical and creative thinking skills, problem-solving abilities, and communication skills.
Not all word problems develop problem-solving skills. a good use of the problem-solving strategy involves a realistic problem, ample time for students to think about the problem, and a venue to engage students in mathematical discourse.
Problem solving in Math
98
It is sometimes called Discovery Learning. It is based on the principle of induction.
Inductions means to derive a concept by showing that if it is true to some cases, then it is true for all.
This method of teaching is commonly described as “specific to general”, “concrete to abstract”, or “examples to formula”.
Inductive learning is about the students discovering the mathematical concepts by themselves with the teacher as guide. In this strategy, students observe, hypothesize, collect evidence, and generalize.
Inductive Learning in Math
99
It is an instructional strategy that is anchored to the constructivist learning theory.
In this strategy, the concept is not directly taught to students. Instead, the students understand and learn concepts by identifying common attributes through comparison and contrast of examples and non-examples.
Mathematics is considered a language with its own set of jargons. Mathematical terms can also be defined through discovery by applying the concept attainment strategy
Concept Attainment in Math
100
It is an open-ended mathematical task which involves not only problem-solving but equally importantly, problem-posing as well.
In this strategy, the word “investigation” does not refer to the process that may occur when solving a close-ended problem, but an activity that in itself promotes independent mathematical thinking.
It is an open-ended teaching strategy that capitalizes on the students’ ability to identify a problem. A word problem can be transformed into a mathematical investigation by limiting the given information and omitting the specific question that is asking
Mathematical investigation
101
It is a progressive teaching strategy that allows students to look for real-world problems and finding creative solutions. Students can do this by focusing on the needs of others, collaborating for possible solutions, and prototyping and testing their creations.
Design thinking is a contemporary teaching strategy that fosters creativity by allowing students to come up with concrete and tangible solutions to authentic problems that the students themselves identified.
Design Thinking in Math
102
understand the audience and have compassion for whom you are designing.
Emphasize in Design thinking
103
design a prototype to test your solution.
Prototype
104
engage in an iterative continuous improvement process for testing your innovation.
Test
105
generate ideas, conduct research, and brainstorm possible solutions. Develop your solution.
Ideate
106
clearly articulate the issue or problem you need to solve.
Define
107
It is a strategy that take advantage of children’s love for games. Applying this strategy is good in reducing math anxiety.
Game based Leaming in Math
108
Manipulatives are concrete objects like blocks, tiles, and geometric figures, that the students can interact with in order to develop conceptual understanding of mathematics concept.
Use of Manipulatives in Math
109
Associating values or standards of behavior with mathematical concepts can serve as a source of motivation for students.
It will help students get life lessons through math. The valuing part can be done before closing the lesson.
Teacher need to be intentional about values integration and reflect on ways to inject values in math lessons.
Value Integration
110
It branches out from the Zone of Proximal Development Theory of Lev Vygotsky. It encourages active participation from learners.
Group activities can foster collaborated when thoughtfully designed and carefully facilitated. Group size and composition are some of the considerations in designing group activities. It also helps to explain to the students why doing the activity as a group is essential in learning the lesson where it is applied.
collaboration in Math
111
Teachers can effectively facilitate meaningful discussion by asking the right questions. Questioning is a beautiful art which scaffolds students learning.
In this strategy, it is important that you have already created a learning environment that is open to questioning.
Teaching by Asking in Math
