COLEGIO DE STA.

ANA DE VICTORIAS
Osmea St., Victorias City

COURSE OUTLINE
FIRST SEMESTER A.Y. 2014 2015

I. Course Number ECE 107
II. Course Title Science, Health and Nature Study
III. Course Description Discusses the strategies in guiding young children
Understand basic concepts in Science and Health and
providing them experiences in nature study.
IV. Pre-requisite Subject ECE 106
V. Credit units 3 units
VI. General Objectives:
1. Use appropriate strategies to teach preschool children basic concepts in Science.
2. Organize developmentally appropriate activities to enhance childrens skills in
observing, comparing, classifying, predicting, inferring, measuring and experimenting.
3. Construct lesson plans using effective Science approaches and methods
4. Address different health concerns of the preschool child, and determine how these
affect childrens development.
5. Model A behavior which shows the various ways and means to promote healthy living
and lifestyles.
6. Design childhood activities on exploration and experimentation.
7. Propose different ways to promote nature conservation and preservation and explain
how young children can take part in these endeavors.

VII. References:
1. Charlesworth, R. (2010). Math and Science For Young Children. (6
th
ed.). Cengage
Learningg.
2. Devereux, J. (2007). Science for Primary and Early Years.(2
nd
ed.).Sage Publications
3. Harlan, J. (2012). Science Experiences For the Early Childhood Years. Pearson
Education,Inc.
4. Koch, J. (2013). Science Stories. Cengage Learning.

VIII. Grading System:

Periodic Examinations 40%
Quizzes 20%
Requirements 20%
Class Participation 10%
Co-curricular Involvement 10%
TOTAL 100%

IX. Content/Topic

Prelim
I. What is Science, and Why Teach It?
How Do Students Learn Science?
Standards for Science Education
The Diversity of Science Students
The Role of Technology in Todays Science Teaching

II. An Integrated Affective Approach to Science Learning
The Ingredients of Learning
Multiple Learning Pathways
An Integrated Learning Framework
Promoting Concept Connections

III. Science Participants: Children, Teachers, Families, and Communities
Young Children as Thinkers
Young Children as Persons
The Teachers
The Families
Communities

Midterm
IV. Guiding Science Learning and Assessment in Early years
Guided Science
Guiding Learners
Nurturing Learners

V. PLANTS and Animals
Concept, Experiences and Integrating Activities

VI. The Human Body
Concepts, Experiences and Integrating Activities

Semi-finals
VII. Air and Water
Concepts, Experiences and Integrating Activities

VIII. Simple Machines
Concepts, Experiences and Integrating Activities

IX. Sound and Light
Concepts, Experiences and Integrating Activities

Finals
X. Our Environment
Concepts, Experiences and Integrating Activities

XI. Planning for Science
Planning the Lesson
The Role of Questioning
Science Learning Groups
Inclusive Science Education